Requirements for Informal/Formal Observations & Interactive Conferences

Transcription

1 Requirements for Informal/Formal Observations & Interactive Conferences Practicum: School Counseling Practicum is required for both the 48 hour and 36 hour programs. The 48 hour practicum has three informal observation and reflective components. The 36 hour practicum has three formal observations and three interactive conferences with field supervisors. Internship: School counseling 36 hour program does not have a required internship course. The 48 hour school counseling internship has a total of 600 hours, which can be divided into Internship 1 (300hrs) and Internship 2 (300hrs) During internship, you will have three formal observations and three interactive conferences. Formal observation: School counselor candidates are expected to video-record three 45- minute videos (135 minutes total) of a selected counseling activity, such as individual or group counseling. When this recording is submitted to the field supervisor, the process of a formal observation begins. These are recorded sessions working with students in your practicum/internship site. Candidates work independently on specified skills, competencies, and technical training. Informal observation: This type of observation is specific to the 48 hour school counseling practicum. Informal observations consist of the candidate working alongside their -site supervisor as an observer or co-facilitator in required skills and technical training. Reflective components are necessary to enhance the skillset in preparation for individual experiences with counseling students in schools. Interactive conference: Interactive conferences are required in the 36 hour practicum and the 48 hour internship courses and by Texas Education Agency. During the interactive conference you will meet to receive feedback. Additional information about this process is below. This is part of the field supervision. Field supervision: A process for each candidate consistent of structured guidance and regular ongoing support of an experienced educator who has been trained as a field supervisor [TAC (f)]. Field supervision is required, and the process of it must be performed accurately. This component of practicum and internship should be viewed as an approach to documenting observable skills, standards, and competencies, along with the opportunity to receive informal and formal feedback from your field supervisor and peers. Field Supervisor Initial Contact The initial contact by the field supervisors may be made by telephone, , or other electronic communication, with the assigned candidate, and must occur within the first three weeks of the assignment. Usually, the field supervisor meets with you in the first or second class of group supervision. The field supervisor will also make initial contact with your site supervisor in order to open the lines of communication, which fosters transparency in your process of growth and development. The field supervisor will

2 continue to keep in contact with your site supervisor on a bi-weekly basis (weeks 3, 5, 7, 9, & 11) in order to continue the growth process. A pre-observation conference will be scheduled during this initial contact. Scheduled Pre-Observation Conference The purpose of the pre-observation allows for an overview of the formal observation and interactive conference requirements. It is an opportunity to meet your field supervisor in Adobe Connect and to be introduced to the method of scheduling future observations (e.g. using Google Docs). Furthermore, it orients you to the use of technology, initiates a chance to discuss expectations, offer strategies of success for upcoming interactive conferences, and hopefully reduces some of the anxiety and fear associated with this overall process. At this time the field supervisor will discuss uploading videos to Blackboard and YouTube, confidentiality and destroying these videos, as well as navigating Adobe Connect and candidate expectations during the interactive conference. REFLECT Model for Field Observations The REFLECT model is a framework that allows you to plan and assess your personal and professional growth. This framework serves as the foundation that candidates and field supervisors utilize in the formal observations and interactive conference process. Use of the facilitative core conditions and building rapport with students should happen immediately and addressed during your interactive conferences. Following are the descriptions provided on the acronym REFLECT, and should be components that you can self-evaluate and prepare to address during your interactive conferences. The REFLECT model should be typed in a Word document and attached to Blackboard with your video. This allows the field supervisor to review your awareness of your session prior to the interactive conference. Along with your video, this must be done at least two days prior to the interactive conference with your field supervisor. RECORD: Document your awareness, knowledge, and skills with respect to the school counseling activity you selected to present (holistic recording) ESTABLISH: Support the overall goal of the activity with at least two specific learning outcomes, keeping in mind how to contribute to the school counseling program goals FRAME: Provide a rationale using the ASCA National Model, Texas Developmental Guidance Program, or other counseling models LINK: Anticipate using one or more specific counseling skills and interventions before, during, or after the recorded session and provide an intended outcome related to a counseling theory (e.g., Reality Theory [Choice Theory], Solution-Focused, Person-Centered, CBT, Narrative, Art/Play) EVALUATE: Measure the effectiveness of this activity and related counseling skills and document the results CONNECT: Align a new persepective as a result of this activity by revisiting the first three steps of this framework (record, establish, frame), linking your

3 counseling approach (skills, theory) and the interactions/behaviors of participant(s) during the activity TARGET: Identify one or more goals in your (a) personal approach (e.g., awareness of self and others, motivation, autonomy) and (b) professional knowledge and skills (e.g., curriculum, theory, cultural integration, interventions) and list ways in which you plan to meet/target the goal(s) The REFLECT Model will be used to evaluate your own video in preparation for the interactive conference. You MUST fill this out and submit it to Blackboard with your uploaded videos. When participating in triadic supervision, you MUST have reviewed your classmate/partner s video and have made notes on the REFLECT model form to use as a point of discussion. Individual versus Group Counseling It is recommended that all students submit an individual counseling session for their 45 minute observation, which the 36 hour practicum course requires for all three formal observations. Please keep in mind that parent permission and consent for all students counseled must be obtained. Additionally, group counseling is NOT classroom guidance, where you place yourself, in a standing position, at the center of instruction and begin to teach a lesson. Group counseling is a process, that demonstrates introduction of group members, establishes group norms, review of confidentiality pledges, has a topic, and ethically speaking requires that the group leader or counselor ensure that group members are not harmed by one another through their process of interaction. The counselor understands that hosting a group means that you feel advanced enough to facilitate appropriate group interactions and are able to solicit feedback, especially when members demonstrate forms of resistance. Group work is allowed and required in the 48 hour practicum and internship course. You will be co-facilitating a group with your site-supervisor. Preparing for Informal Observations (48 hour only) All candidates in the 48 hour practicum are required to submit informal observations. Informal observations are necessary to allow candidate to gain a slow exposure to the field of counseling while enhancing the candidate s self-awareness, therapeutic alignment, and use of fundamental and basic counseling skills. The purpose of informal observations is to reflect on skills of the site supervisor, as well as your individual skills. In this course you are required to complete three informal observations, where you observe the site supervisor, co-facilitate, video record the 45 minute session, watch the video with your site supervisor, and reflect upon the experience by responding to specific questions. These informal observation assignments will be graded by the Instructional Associate and discussed in supervisor with the faculty on record. Documentation of the recording and discussion with supervisor will be recorded in TK20 a signed statement from site supervisor and uploaded into the assessment portfolio.

4 Preparing for Formal Observations The formal observation is a process where the candidate submits their 45- minute videorecorded session and REFLECT model, ahead of time, to the field supervisor through Blackboard. By now, you should have an idea when your first interactive conference is scheduled. If you are absent from this interactive conference, or fail to submit your videorecording, there is no guarantee that you will have an opportunity to submit or participate. Candidates can expect to be nervous and lack certainty of their counseling skills, and to question whether or not they are adequate enough to become a professional school counselor. These thoughts are natural and will get better as you more frequently engage in the process of counseling. You may wonder who you might select as the counselee (student) to utilize for your video-recordings. Please know that permission must be obtained from the parents in order to video-record any student and these recordings take place at your approved site. Because some districts have policies that do not allow the video-recording of students, it is important that these concerns are addressed, and solutions are immediately obtained. Informing your professor of record and faculty supervisor immediately is critical to your success in field experiences. Additionally, candidates are never to counsel or perform guidance lessons to students who they are assigned to as the teacher of record. To Prepare for Formal Observations Practice saving MP4 (video) recordings to your computer and the function sharing screen in Adobe Connect so you have a prepared, organized presentation of your counseling activity for your field supervisor. Download a free trial at : Complete and be prepared to submit in type-written format, the REFLECT Model The following skills should be practiced before during week one so that you will be prepared for taping formal observation 1, which will be recorded in your field site setting. Videos must be uploaded at least two days before the Interactive Conference in order to give adequate time to the field supervisor and your peer partner to view the video. Failure to do this will result in loss of points.

5 To Prepare for 36 Hour Formal Observation 1 Read the ASCA National Model (ASCA, 2005), the Transforming School Counseling Vision (Education Trust, n.d.) for the role of the school counselor, and A Model Comprehensive, Developmental Guidance and Counseling Program (TEA, 2004), located in resources section of Blackboard. Observation 1 focuses on: Responsive Services: Individual or group counseling o Attending o Minimal Encouragers o Open-ended Questions o Restatement of Content o Summarization To Prepare for Formal Observation 2 Counselors are helpers who are careful to avoid imposing their communication styles and values on clients (students), and must be sensitive to communication styles of culturally diverse student populations because culture can play a large role in those patterns of communication. However, particular strategies, such as goal-setting, are important across all approaches and settings Observation 2 focuses on: Responsive Services: Individual or group counseling In your first observation, you were to demonstrate the following skills: o Attending o Minimal Encouragers o Open-ended Questions o Restatement of Content o Summarization In addition to these skills, in observation 2, you should demonstrate mastery of the following skills: o Integrating feedback from Observation 1 o Opening and closing a session o Informed consent o Reflection of feeling o Setting goals

6 To Prepare for Formal Observation 3 The effectiveness of helping strategies depends, to some degree, on the strength and trust of the helping relationship as well as the degree to which these strategies are used in a gender- and culture-friendly way. With this in mind, responding to a client s social and environmental milieu is as important in strategy implementation as responding to a student s presenting feelings, beliefs, and behaviors. In addition, counselors must be mindful of factors that decrease the likelihood of success for each student. Observation 3 will help you to begin to think about integrating the various helping strategies and interventions and identifying how you might develop and grow in your counselor characteristics and skills and how to identify and negotiate resistance. Specifically, affective, cognitive, or behavioral interventions should be integrated into this session to some extent. Refer to your textbook (Parsons, 2007) for school counseling-related strategies and potential assessment tools. Observation 3 focuses on: Responsive Services: Individual or group counseling In your first observation, you were to demonstrate the following skills: o Attending o Minimal Encouragers o Open-ended Questions o Restatement of Content o Summarization In addition to these skills, in observation 2, you should have demonstrated mastery of the following skills: o Integrating Feedback from Observation 1 o Opening and closing a session o Informed consent o Reflection of feeling o Setting goals In observation 3, in addition to the above skills you might elect to you, you will demonstrate the following skills: o Focusing the session o Handling resistance There are multiple approaches utilized to assist with understanding these skills. Documents are available in the resource section for your personal use. There are videos provided in Blackboard that gives insight to effective implementation of these skills in counseling sessions. Finally, your professor of record will discuss and demonstrate these skills, and briefly review the definition of each. All of the aforementioned is supplemental and you are highly encouraged to spend some time practicing with your partner using one of these checklists. You can also practice giving feedback to one and other, that is honest and strength-based- particularly conducive to growth and development.

7 Practicum/Internship Comparison Chart for Informal and Formal Observations Practicum 36 hour Practicum 48 hour Students in the 36 hour program will not Informal Observation 1: observe site have informal observations. supervisor conducting an individual counseling session. Session should be 45 minutes, recorded, and discussed with site supervisor. Assignment 1 reflection. Informal Observation 1 Skills: Non-Verbal Skills Minimal Encouragers Open/Closed Questions Informal Observation 2: co-counsel with site supervisor during an individual counseling session. Session should be 45 minutes, recorded, and discussed with site supervisor. Assignment 2 reflection. Informal Observation 2 Skills: Reflection (Content & Feelings) Confrontation (Willingness to Discuss Inconsistencies in what is said/done) Goal Setting (Counselor Only; Clinical Hunches) Facilitate Therapeutic Environment (Core Conditions) Informal Observation 3: co-facilitate a group with site-supervisor. Should have meet and observed group meeting several times before recording. Session should be 45 minutes, recorded, and discussed with site supervisor. Assignment 3 reflection. Informal Observation 3 Skills: Stages of group Terminology Multicultural considerations Basic skills o Group leader techniques/qualities o Confidentiality o Resistance o Empathy

8 Formal Observations 36 Hour Program Practicum 48 Hour Program Internship Formal Observation 1 Skills: Formal Observation 1 Skills: o Attending Advance Counseling Skills o Minimal Encouragers o Open-ended Questions Consistency in Non-Verbal/Verbal Skills o Restatement of Content In-depth Encouragers o Summarization Differences in Use of Open and Closed Questions (Tied to situations) Advanced Reflection (Paraphrasing, Summarizing, Thematic Connection, Core Beliefs, Values, Multicultural Considerations) Formal Observation 2 Skills: o Integrating Feedback from Observation 1 o Opening and closing a session o Informed consent o Reflection of feeling o Setting goals o Plus Obs. 1 Skills Formal Observation 3 Skills: o Focusing the session o Handling resistance o Including Skills from Obs. 1 & 2 Formal Observation 2 Skills: Advance Counseling Skills Confrontation (Discuss Inconsistencies in Session and Apply to Current Life Circumstances) Goal Setting (Collaborative Approach Between Counselor and Client; Clinical Hunches Coupled with Client Preferences) Focusing the Session Facilitate Therapeutic Environment (Office Cleanliness; Lighting; Smell; Core Conditions; Inquiring about Client Comfort) Formal Observation 3 Skills: Advance Counseling Skills Theoretical Framework (Based on Presenting Problems of Client) Advanced Group Counseling Skills 45 minutes each 45 minutes each Upload to Blackboard with REFLECT Upload to Blackboard with REFLECT model at least 2 days prior to meeting model at least 2 days prior to meeting with Field Supervisor with Field Supervisor Hours: 60 Direct/100 Indirect Interactive Conference with Field Supervisor: 3 times in the semester for 1hr - additional may be required Hours: 40 Direct/60 Indirect Interactive Conference with Field Supervisor: 3 times in the semester for 1hr additional may be required

9 Please remember that when recording these videos, it is required that you videorecord yourself and the student. Campus administrators, site supervisors, and parents/guardians of these students need to clearly understand that the purpose of the video-tape is about your personal and professional growth/development. Any form of video-recording on your cell phone is prohibited. These devices are not confidential, and create risk of you violating the American Counseling Association Codes of Ethics. Finally, at the end of the semester, all video-recordings or links must be deleted and not shared with anyone. Areas that can be targeted in the video-taped sessions are related to: School Counseling Core Curriculum Individual Student Planning Responsive Services System Support Interactive Conferences The field supervisor shall document formal observations, and provide written and verbal feedback, through an interactive conference with the candidate. Each candidate should complete the REFLECT framework prior to the interactive conference, upload it to Blackboard, and should expect the following schedule and to sign into the meeting with this information: Full Name Instructor Time and Date Entering the Room Schedule for Each Interactive Conference: Remember this does not apply for the 48 hr Practicum (no Interactive Observations for the 48 hour practicum) Initial Contact: Weeks 1-2 Pre-observation Conference: 1-2 Weeks for 36 hour & 48 hour programs Interactive Conference 1: Weeks 4 through 6 for 36 hr; 3 through 4 for 48 hr program Interactive Conference 2: Weeks 7 through 9 for 36 hr; 5 through 8 for 48 hr program Interactive Conference 3: Weeks 10 through 12 for 36 hr; 9 through 12 for 48 hr program These conferences total one hour of shared time, depending upon the candidate s needs and depth of feedback. Keep in mind that if your feedback is sensitive in nature and may require a more focused discussion, both you and your field supervisor can request a

10 separate meeting that allows for a more in-depth discussion of presenting concerns. If during the interactive conference you feel you need more feedback or that you did not do well, you can request a private meeting with your field supervisor. Suggested Format for Interactive Conference Meetings Essential Items Introductions/Establishing Agenda Documenting start/stop times, topic, and goal of tape Documenting start/stop times of observation Member 1 Summary of Strengths, areas of concerns, skills, and counseling activity-reflect Model Interactive Conference with from Field Supervisor and Peer Time Allowance 15 minutes 15 minutes 5 minutes Member 2 Summary of Strengths, areas of concerns, skills, and counseling activity- REFLECT Model Interactive Conference with from Field Supervisor and Peer 15 minutes 5 minutes Plan for next 45- minute video submission and Interactive Conference (Date/Time) Total Allocated Time 5 minutes 1 hour Each student will screen the tape before the scheduled interactive observation and present the 45 minute tape to the field supervisor during the triadic group (supervisor, presenting student, and participating partner student). During the presentation of the video recorded counseling session, the presenting student will be asked to note and discuss the assigned skills and objectives. In the opening of your presentation, describe your holistic record of awareness, knowledge, and skills you will present in the recorded activity. Next, briefly establish why you are presenting this individual counseling session and frame it with one or more ASCA competencies. Link the specific counseling skills and your intention at the moment. What thoughts or feelings were you experiencing at the time? What did your evaluation of the counseling session reveal? What new perspective did you gain for yourself and how will you address this?

11 Triadic Supervision Model Supervisor TK20 screen open Three cameras/microphones and sharing screen option Student 1 Student 2 Student 3 Student4 Allowed to sign-in and In cue Scheduling of the interactive conferences may take place in one of two ways: 1) Your field supervisor will schedule the interactive conferences at the same time with the observation, or 2) Your field supervisor will schedule your interactive conference once there has been time to review and document your feedback. Candidates will be expected to demonstrate: Flexibility and interaction during the observation Ability to give and receive feedback at start/stop points Skills and counseling activities presented in the tape Organization and presentation of the tape in the interactive conference Discussion of taped-recordings and interaction with field supervisor during the interactive conference using the REFLECT Model. Candidates will not be approved to proceed and record the next observation until they meet the 75% mastery level in observation one and attend the required interactive webconference/feedback.

12 Guidelines for Peer Feedback (10 minutes total) Feedback is a form of discourse that takes place in a here-and-now interaction and provides information to help the receiver recognize the impact of his or her words or behaviors. To be effective, feedback must be kindly delivered by the sender and graciously accepted by the receiver, without becoming defensive or hurt. It is conveyed in such a way that the relationship remains intact. You MUST review your peer partner s video before the meeting in order to receive full credit for the interactive conference. Delivering feedback effectively: Maintain a strength-based approach Be specific when you describe the behavior of interest. What exactly has happened? Deliver the feedback as quickly as possible following the behavior. Deliver the feedback directly to the receiver. Uses I messages to indicate that you assume full ownership and responsibility for what is being said. Addresses behaviors that can be changed, not traits or characteristics of which the receiver has no control. Receiving feedback effectively: Be open and listen first, without interrupting or immediately objecting to what is being said. Listen without turning the focus of the discussion back on the sender. Accept the feedback, rather than immediately refuting it. Recognize that the speaker has a right to his or her perceptions and to say what he or she is sharing. Be open and attentive to the sender and ask for clarification, if needed. Actively hear what is being said and try to understand what the sender means. Reflect upon what is being said about the behavior that prompted the feedback and accept responsibility for that behavior. Convey a genuine interest in receiving the feedback and in making the appropriate personal changes. Guidelines and Process for Field Supervisor Technology Make Presenter Share screen Mute microphone Double screen Attending and typing Record meeting and paste URL before leaving room Excel spreadsheet to store: student name, observation URL, start/stop times of tape, start/stop times of meeting, content topic of tape, presented skills

13 Important Information to Document by Field Supervisor Student taped activity date/start time/stop time Interactive observation date/start time/stop time Topic of taped activity Skills presented Feedback Date/time for next observation Documentation of Field Observations There is a difference between practicum observations and hours attainment. The observation session(s) is a demonstration, or snapshot, of the application of counseling skills and activities. Hours refer to the candidates documentation of their daily counseling related experiences relative to completing this course. The interactive conference or feedback session will be provided through a virtual web conference, utilizing the rubric, observation forms, and other documents. Candidates will be required to obtain a copy of the scored observation from the TK20 Assessment Portfolio. These observations should include start and stop times for the observation; interactive conference feedback; topic of taped activity; skills presented by the candidate; date and time for next observation; and site supervisor and campus administrator s (Principal) signature. All feedback provided beyond the scope of the observations and interactive feedback sessions are considered informal and should be documented with date and time. All documentation will be uploaded, including the self-assessment to TK20. For information that outlines Texas Education Agency requirements, please review the TAC Finally, if the candidate is absent, it should be understood that there may not be the opportunity to make-up the interactive conference. FIELD SUPEVISION RUBRIC FOR FORMAL OBSERVATION AND INTERACTIVE CONFERENCE (APPENDIX K) 1. Supervision of each candidate shall be conducted with the structured guidance and regular ongoing support of an experienced educator who has been trained as a field supervisor. ~TAC (f) 2. Observations must be at least 45 minutes in duration. ~TAC (f) 3. A total of three observations must be completed during Practicum. ~TAC (f)

14 ~TAC (f) ~TAC (f) eek 9. ~TAC (f) 4. The university or field supervisor shall document instructional practices observed, provide written feedback through an interactive conference with the candidate, and provide a copy of the feedback in TK20 (added by the Field Supervisor of the School Counseling Program). ~TAC (f) 5. Informal observations and coaching shall be provided and documented by the university, field supervisor as appropriate, or o-site supervisor. ~TAC (f) Name: Section: Course: CNDV AP Date of Formal Observation: Start Time: Stop Time: Name of Session or Activity: Date of Interactive Observation Conference: Start Time: Stop Time: Observation # OBSERVABLE SKILLS The candidate demonstrated a variety of appropriate skills and techniques (four or more). Each observation skill demonstration is worth 60% of your grade. Each skill assessed should have equal weight within the 60%. 36 Hour Program: (skills for practice, only reflections will be uploading for scoring) Observation #1: Attending Minimal Encouragers Open Ended Questions Restatement of Content Summarization Observation #2: Skills from Observation #1 Opening and Closing Informed Consent Reflection of Feeling Setting Goals Observation #3 Skills from Observation #1 Skills from Observation #2 Focusing the session Stating a terminal/ Behavioral objective Handling Resistance LIST ADDITIONAL OBSERVABLE SKILLS: COMMENTS:

15 48 Hour Practicum: (no interactive conference, used for reference only for student & site supervisor) Informal Observation #1: Skills from Observation #1 Non-Verbal Skills Minimal Encouragers Open/Closed Questions Informal Observation #2: Skills from Observation #2 Reflection (Content & Feelings) Confrontation (Willingness to Discuss Inconsistencies in what is said/done) Goal Setting (Counselor Only; Clinical Hunches) Facilitate Therapeutic Environment (Core Conditions) Informal Observation #3 Skills from Observation #3 Stages of group Terminology Multicultural considerations Basic skills : Group leader techniques/qualities, Confidentiality, Resistance, Empathy LIST ADDITIONAL OBSERVABLE SKILLS: COMMENTS: 48 Hour Internship: Formal Observation #1: Skills from Observation #1 Advance Counseling Skills Consistency in Non-Verbal/Verbal Skills In-depth Encouragers Differences in Use of Open and Closed Questions (Tied to situations) Advanced Reflection (Paraphrasing, Summarizing, Thematic Connection, Core Beliefs, Values, Multicultural Considerations) Formal Observation #2: Skills from Observation #2 Advance Counseling Skills Confrontation (Discuss Inconsistencies in Session and Apply to Current Life Circumstances) Goal Setting (Collaborative Approach Between Counselor and Client; Clinical Hunches Coupled with Client Preferences) Focusing the Session Facilitate Therapeutic Environment (Office Cleanliness; Lighting; Smell; Core Conditions; Inquiring about Client Comfort) Formal Observation #3 Skills from Observation #3 Advance Counseling Skills Theoretical Framework (Based on Presenting Problems of Client) Advanced Group Counseling Skills LIST ADDITIONAL OBSERVABLE SKILLS: COMMENTS: APPLICATION OF REFLECT MODEL For each observation 30% of your grade is calculated from a clear explanation of the reflect model, addressing goals effectively, and technology presentation. Each skill assessed should have equal weight within the 30%. The candidate demonstrated effective communication and a clear explanations using the REFLECT format.

16 COMMENTS: RECORD: Document your awareness, knowledge, and skills with respect to the school counseling activity you selected to present (holistic recording) ESTABLISH: Support the overall goal of the activity with at least two specific learning outcomes, keeping in mind how to contribute to the school counseling program goals FRAME: Provide a rationale using the ASCA National Model or other counseling models LINK: Anticipate using one or more specific counseling skills and interventions before, during, or after the recorded session and provide an intended outcome related to a counseling theory (e.g., Reality Theory, Adlerian, Solution-Focused) EVALUATE: Measure the effectiveness of this activity and related counseling skills and document the results CONNECT: Align a new persepective as a result of this activity by revisiting the first three steps of this framework (record, establish, frame), linking your counseling approach (skills, theory) and the interactions/behaviors of participant(s) during the activity TARGET: Identify one or more goals in your (a) personal approach (e.g., awareness of self and others, motivation, autonomy) and (b) professional knowledge and skills (e.g., curriculum, theory, cultural integration, interventions) and list ways in which you plan to meet/target the goal(s) APPLICATION OF TECHNOLOGY SKILLS The following were not present and the candidate demonstrated errors or issues in their use of the following technological skills. Sound Splicing Finding Time Slots with Skills Presenting in Dyads COMMENTS: APPLICATION OF COUNSELING STANDARDS AND COMPETENCIES

17 The following standards were discussed, observed, or not applicable (N/A) in the formal observation. For each observation, 10% of your grade is calculated from the following standards. Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: Competencies Discussed Observed N/A the history of school counseling; counseling and consultation theories and practices; career development theories and practices; assessment principles and procedures, including the appropriate use of tests and test results; changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; environmental, social, and cultural factors that affect learners development and the relevance of those factors to guidance and counseling programs; learners developmental characteristics and needs and their relevance to educational and career choices; legal and ethical standards, practices, and issues; (CACREP B1) the characteristics and educational needs of special populations; theories and techniques in pedagogy and classroom management; the integration of the guidance and academic curricula; the roles and responsibilities of the counselor in a developmental guidance counseling program that is responsive to all students; and counseling-related research techniques and practices. Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner. The certified school counselor must: Competencies Discussed Observed N/A develop processes and participates in the design procedures for planning, designing, implementing, managing, and evaluating a developmental guidance and counseling program; (CACREP P1) provide a proactive, developmental guidance program based on the needs of students; counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; promotes and advocates for the academic, career, personal, and social development of students; (CACREP D2, F2)

18 consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance their work with students, and to promote the academic, career, personal/social development of students; (CACREP F4) coordinate resources for students within the school and community; demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; participate in the selection, use, and interpretation of assessments and assessment results; use varied sources of information about students for assessment purposes; use counseling-related research techniques and practices to address student needs; advocate for a developmental guidance and counseling program that is responsive to all students, including an ability to assess and manage suicide risk; (CACREP D4). *design and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development; and (CACREP D3). *conduct programs designed to enhance student academic development (CACREP L1) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, and evaluation of a developmental school guidance and counseling program that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: Competencies Discussed Observed N/A collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, and personal/social goals based on various types of information; use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; implement effective referral procedures to facilitate the use of special programs and services, and to secure assistance for students and their families; (CACREP N5) act as a consultant and/or coordinator to help

19 learners achieve success inside and outside of school; and assesses barriers that impeded students academic, career, and personal/social development; (CACREP H5). *selects the appropriate assessment strategies used to evaluate and analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students, such as academic, career, and personal/social development (CACREP H2, H3) *assess the effectiveness of educational programs and develop measurable outcomes for the school counseling programs, activities, interventions, and experiences; (CACREP H3, J2) *analyze and uses data to enhance the school counseling program; and (CACREP J3) *use peer helping strategies in the school counseling program. (CACREP N4) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: Competencies Discussed Observed N/A understand learner differences, including those related to cultural background, gender, ethnicity, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; demonstrate multicultural competencies in relation to diversity, equity, and opportunity in student learning and development and advocates for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across cultures; (CACREP F1) facilitate learning and achievement for all students, including special populations, by promoting a cooperative, inclusive, and purposeful learning environment. *assess and interprets students; strengths and needs, recognizing, uniqueness in cultures, languages, values, backgrounds, abilities (CACREP H1) *implement differentiated instructional activities that draw on subject matter and pedagogical content knowledge and skills to promote student achievement; and (CACREP L3) *implement strategies and activities to prepare students for a full range of postsecondary options an opportunities (CACREP L2) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must:

20 Competencies Discussed Observed N/A demonstrate effective communication through oral, written, and nonverbal expression; use knowledge of group dynamics and productive group interaction; support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; facilitate learners' access to community resources and locates resources in the community that can be used in the school to improve student achievement and success; (CACREP H4, N2) develop and implement strategies for effective internal and external communications; facilitate parent/guardian/families involvement in their children's education and to act on the behalf of their children to address problems that affect student success in school; (CACREP N1) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; work effectively as a team member to promote positive change for individuals, groups, and the school community and consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development; (CACREP N3). *advocate for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural students populations; (CACREP F3) *plan and present school counseling related educational programs for use with parents and teachers (e.g. parent education programs, materials used in classroom guidance, and advisor/advisee programs for teachers); (CACREP P2) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: Competencies Discussed Observed N/A use reflection, self-assessment, and interactions with colleagues to promote personal professional development; use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; apply research-based practice and relevant research findings to improve the school guidance and counseling program; (CACREP J1)

21 continue professional development to improve the school guidance and counseling program. *demonstrate the ability to articulate, model, and advocate for an appropriate school counselor identity and program; (CACREP B2) *demonstrate self-awareness, sensitivity to others, and the skills needed to related to diverse individuals, groups, and classrooms; and (CACREP D1) *demonstrate the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate; (CACREP D5) The candidate appropriately invited and shared feedback with the partner peer and field supervisor and engaged in the interactions. Suggestions/Comments: Total Score: Minimum Passing Score 75 Supervisor Signature: Date Principal Signature: Date Student Signature: Date