A Guide for On- Site Supervisors

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1 LEADERSHIP DIVERSITY CARING EXCELLENCE School Counselor Preparation: A Guide for On- Site Supervisors SUMMER 2012 EDITION Master of Science, Educational Counseling Pupil Personnel Services Credential UNIVERSITY OF LA VERNE 1950 THIRD STREET LA VERNE, CA 91750

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3 TABLE OF CONTENTS An Open Letter to the On- Site Supervisor... 3 College of Education and Organizational Leadership... 4 Learning Outcomes... 5 Field Experience Pre- requisites..6 Requirements for P.P.S. & M.S. Candidates... 7 Cancellation of Field Experience Placement Technology Requirements Ethical Standards... 8 Counselor Trainee Responsibilities On- Site Supervisor Requirements On- Site Supervisor Responsibilities University Responsibilities Standards of Program Quality and Effectiveness School Counseling Website State Standards for School Counseling

4 A LETTER TO ON- SITE SUPERVISORS Thank you for taking the time out of your busy schedule to supervise University of La Verne school counselor trainee. Your commitment to the development of competent professional counselors is appreciated. This handbook is designed to provide you with information about the University of La Verne s school counseling program and the California Commission on Teacher Credentialing (CCTC) requirements. It contains information on your role as an on- site supervisor as well as the role of the counselor trainee and the university supervisor. The field experience component of the School Counselor Preparation program is designed to integrate the counselor trainee s academic learning with applied practical expertise under the direction and supervision of a professional school counselor. The University is dedicated to providing our school counselor trainees with opportunities that are comprehensive and culturally responsive. The School Counseling Program is accredited by the CCTC and the National Council for Accreditation of Teacher Educators (NCATE). The program offers a Master of Science (M.S.) degree and a Pupil Personnel Service (P.P.S.) credential. The University Supervisor will visit you and your counselor trainee at the site. If you have questions or concerns before getting started or between visits do not hesitate to contact the University Supervisor or me, or (909) , ext Thank you for your time, sharing your expertise, and the dedication you offer to the development of Professional School Counselors. Kathy Elderson, M.S., PPS Educational Counseling Fieldwork Coordinator Director, Internship Program 3

5 COLLEGE OF EDUCATION AND ORGANIZATIONAL LEADERSHIP CEOL Conceptual Framework - Guiding Principles: Caring is evident in the way we interact with students, colleagues, and the community. Our programs prepare caring professionals with essential interpersonal skills and key positive dispositions. Excellence is a cornerstone of our certificate, credential, masters, and doctoral programs. We inspire students to achieve beyond their expectations. Leadership brings out the best in everyone. We equip our graduates to be leaders in schools, organizations, and their communities. Diversity is a wonderful attribute of our schools and communities. Our programs celebrate diversity, teaching the knowledge and skills necessary to be successful in a wide range of settings with all people. Educational Counseling Program Philosophy: The University of La Verne s School Counseling program prepares candidates to become holistic, academically well prepared leaders, advocates and social agents in education and the larger community. Our program supports a culture of caring that includes a strong commitment to equity across all domains, including the academic, career, personal and social domains defined by the National Standards for School Counseling. Emphasis is placed on social justice, mindfulness, creativity, excellence and community involvement. Candidates are trained as advocates for all students, as well as collaborators with families, other educators and the global community. Through this program candidates will increase their capacity for critical thinking and self- reflection. They will develop the courage and skills to challenge biases and stereotypes, to appreciate diversity and become transformative leaders in schools and communities. Educational Counseling Program Goal: Through the Master of Science in Educational Counseling and the Pupil Personnel Services (PPS) Credential program, candidates gain the knowledge and skills needed to become confident and effective school counselors serving youth from kindergarten through twelfth grade 4

6 LEARNING OUTCOMES CCTC Standard 31- Field Experience To develop competency in all areas of school counseling and guidance, candidates have the opportunity to demonstrate knowledge and skills in applying the themes and functions of school counseling in school settings designed and organized to support the training and preparation of school counselors. Candidates demonstrate in field experience the knowledge of and skills in working with pre- K through adult pupils in the areas identified in the standards for school counseling (2001). The supervised fieldwork course is designed to meet the following learning outcomes: Students will: 1. Demonstrate competency in all areas of school counseling. 2. Complete a supervised field experience of 600 clock hours that is begun after successful completion of the practicum and a series of preliminary courses. 3. Complete two levels of field experience; up to 150 clock hours devoted to diversity; and a minimum of 400 clock hours of direct service with k- 12 pupils 4. Design an individualized plan for field experience that provides opportunities to gain practical knowledge and practice the skills identified in the generic and school counseling specialization standards and attain program competencies. 5. Become familiar with a range of classroom instructional practices and learning experiences for pupils from diverse backgrounds. 6. Develop effective interpersonal and counseling skills through interactions with pupils, parents, school staff and other professionals working with pupils. 7. Evaluate their performance in school counseling domains and functions for use in supervision. 8. Develop competency in all domains, themes and functions of school counseling. 9. Demonstrate skill in program development, implementation, and evaluation of at least one prevention program. 10. Solicit regular and formal evaluations of their performance during the field experience by a site supervisor and program faculty in a manner that provides opportunity for improvement in skill acquisition. NOTE: Since the demographics of California public schools are continually changing, it is the policy of the School Counselor Preparation Program that socio- cultural competence be appropriately addressed in all courses. Socio- cultural competence is defined as involving counselor trainees in the continual development of attitudes/beliefs, knowledge, and skills related to: (a) awareness of one s own assumptions, values, and biases; (b) understanding the worldview of the culturally different client; (c) culturally appropriate intervention strategies and techniques; and (d) sociopolitical influences that impinge upon the life of racial/ethnic minorities [based on Sue (2001)]. 5

7 FIELD EXPERIENCE PRE- REQUISITES Each school counselor trainee will obtain the following prior to beginning work at a fieldwork site. Professional Liability Insurance All school counselor trainees must be covered by professional liability insurance throughout their fieldwork and/or internship experience. Evidence of coverage must be presented to your university supervisor before you begin field experience. Tuberculosis Clearance School counselor trainees must have a current TB clearance. Evidence of clearance must be presented to your university supervisor before you begin field experience. Certificate of Clearance School counselor trainees must have a valid Certificate of Clearance or California Teaching Credential. The Certificate of clearance must be presented to your university supervisor before you begin field experience. CBEST School counselor trainees are required to pass all sections of the California Basic Educational Skills Test (CBEST) before admission to the program. CBEST results must be submitted Fieldwork Coordinator before beginning fieldwork. 6

8 REQUIREMENTS FOR M.S., EDUCATIONAL COUNSELING AND PUPIL PERSONNEL SERVICES CREDENTIAL CANDIDATES The following minimum requirements are set forth by the CCTC for a Pupil Personnel Service Credential with specialization in School Counseling. 1. A total of six hundred (600) clock hours of supervised field experience is required. 2. A minimum of four hundred (400) clock hours must be within public school settings with K- 12 students. 3. Of those 400 hours, a minimum of two hundred (200) clock hours must be completed in each of two of the following three levels: Elementary Intermediate/Middle/Junior High High School 4. Counselor trainees must be supervised by an on- site supervisor who holds a California Pupil Personnel Services Credential and has 2 years experience counseling students in a California K- 12 public school setting. 5. Two hundred (200) of the six hundred (600) clock hours may be completed in other than K- 12 public schools (e.g., adult schools, community colleges, and public or private community service agencies). The placement site must provide an experienced professional, with a master s degree in a counseling related field, to serve as the on- site supervisor. 6. A minimum of one hundred fifty (150) clock hours shall be devoted to issues of diversity. This requirement may be met by: Up to one hundred (100) clock hours in a diversity program or with the development and implementation of a program that addresses diversity issues AND At least fifty (50) clock hours working with at least ten (10) students (individually or in a group) of a racial or ethnic background different from that of the counselor trainee. OR All one hundred fifty (150) clock hours working with students of a racial or ethnic background different from that of the counselor trainee. 7. A maximum of forty- five (45) clock hours may be met through university supervisor- approved attendance at professional seminars, workshops, or conferences. Counselor trainees not seeking the P.P.S. credential will complete 400 hours of supervised fieldwork. 7

9 CANCELLATION OF FIELD EXPERIENCE PLACEMENT The on- site supervisor should handle most issues at the fieldwork site. Serious or on- going problems should be brought promptly to the attention of the university supervisor. Site personnel may cancel the field experience placement without cause. The action and reason for cancellation should be discussed with the university supervisor and communicated to the counselor trainee in advance of the cancellation. The university supervisor may withhold or cancel any field experience placement without cause. The action and reason for withholding/canceling should be discussed with the Fieldwork Coordinator, appropriate school/district/agency personnel, and communicated to the counselor trainee. TECHNOLOGY REQUIREMENTS Educational counseling candidates are encouraged to learn and apply current and emerging technologies. Technology in educational counseling can be used to guide academic, career, and personal/social choices. It is a requirement of the program that you learn to use technology to gather and disaggregate information (i.e., student information system data, school district report cards, etc.). You are encouraged to use technology and web resources to enhance student engagement and learning. Additionally, you should become acquainted with emerging social media technology that supports communication within the educational setting. While enrolled in the Educational Counseling Program, you are required to use the University s web- based learning community (Blackboard) and assessment system (TaskStream). PROFESSIONAL ETHICAL STANDARDS All field experience candidates are required to be familiar with and conduct themselves according to the ethical standards of the American School Counselor Association (ASCA) and American Counseling Association (ACA), and any other professional association applicable to the candidate s site. Failure to do so may result in disciplinary action and possibly removal from the program. ASCA Ethical Standards for School Counselors ACA Ethical Guidelines for Counselors, Supervisors, and Researchers: 8

10 COUNSELOR TRAINEE RESPONSIBILITES 1. Counselor trainees are responsible for establishing a schedule at the placement site that is compatible with the site supervisor s schedule and assures that the trainee will be able to acquire a minimum of 200 hours. Please be aware some fieldwork sites will require a commitment of one semester or academic year. 2. The first few visits to a fieldwork site should be spent getting to know the staff, organizing your schedule, and identifying learning objectives. This relationship- building time is crucial to establishing yourself as part of the school system. As a counselor trainee you are required to operate within the procedures and policies of the school/district or agency. 3. Arranging release time from work to complete the fieldwork requirement is the responsibility of the counselor trainee. 4. Counselor trainees currently employed by the potential fieldwork site must arrange release time with their school administrator. They must be able to perform the duties of a professional school counselor and outside the scope of their current job responsibilities. Counselor trainees may not engage in activities that present ethical concerns (professional conflict of interest and dual relationships). 5. Counselor trainees are responsible for providing the on- site supervisor with a copy of the On- Site Supervisor Handbook. counseling 6. Counselor trainees are responsible for seeking assistance from on- site supervisors and/or university supervisor when dealing with unfamiliar, difficult, or high- risk situations or cases. 9

11 ON- SITE SUPERVISOR REQUIREMENTS 1. On- site supervisors must hold a current Pupil Personnel Services Credential in school counseling and have a minimum of two years of experience counseling students in a school setting. EXCEPTION: If the counselor trainee is working in an alternate educational setting for 200 of the 600 hours the on- site supervisor may be a person holding a M.S., M.A., M.Ed. in a counseling or education related field. 2. On- site supervisors must be employees of the school district and work at the school site where the fieldwork will be completed. 3. On- site supervisors will provide regular supervision meetings with the counselor trainee to offer guidance and discuss progress. One hour of on- site supervision is required each week. ON- SITE SUPERVISOR RESPONSIBILITES 1. On- site supervisors will provide counselor trainees with a thorough orientation to the school site and its personnel, administrative policies, standards, and practices. 2. On- site supervisors will provide opportunities for counselor trainees to develop a broad and diverse role, including development of leadership, advocacy, counseling, facilitation, coordination, and consultation skills, and professional competence in data- based decision making for the purpose of program design and evaluation. 3. On- site supervisors must ensure there is no personal or professional relationship with the counselor trainee which would cause a conflict of interest (e.g., a principal who regularly evaluates the counselor trainee as a teacher). 4. On- site supervisors will ensure that the counselor trainee s role and responsibilities at the site are appropriate for the level of training received, and are communicated to the appropriate staff. The on- site supervisor will assist the counselor trainee in identifying appropriate learning objectives for the site. 5. On- site supervisors will communicate issues of unsatisfactory performance or personal characteristics that prevent successful completion of fieldwork. 10

12 UNIVERSITY SUPERVISOR RESPONSIBILITIES 1. The University supervisor will provide an orientation to the fieldwork processes, documentation requirements, and evaluation procedures. 2. The University supervisor will facilitate all supervision classes; meeting with candidates bi- monthly during the semester/term. 3. The University supervisor will assure that the candidate is eligible for fieldwork only after verifying practica hours, certificate of clearance, TB clearance, and professional liability insurance. 4. The University supervisor will make fieldwork site visits to discuss counselor trainee s progress and complete an observation of the counselor trainee. 11

13 STANDARDS OF PROGRAM QUALITY AND EFFECTIVENESS The University of La Verne has taken the CCTC Standards required for Professional School Counselors (Column II) and developed nine categories of experience into which candidates are required to log their weekly fieldwork hours (Column I). Candidates are required to meet all state standards. 1. Personal/Social ULV Categories Number (1-9) and Title Corresponding California State Standard Number and Title (For a detailed description see Appendix J) 3. Socio- Cultural Competence 8. Self- Esteem and Personal and Social Responsibility 14. Human Relations 21. Personal and Social Development 25. Individual Counseling 26. Group Counseling and Facilitation 2. Career 20. Career Development 2. Growth and Development 5. Comprehensive Prevention and Early Intervention for Achievement 3. Academic 11. Learning Theory and Educational Psychology 19. Academic Development 24. Learning, Achievement, and Instruction 29. Prevention Education and Training 4. Assessment 4. Assessment 7. Family- School Collaboration 5. Family/School Interactions 10. Consultation 12. Professional Leadership Development 13. Collaboration and Coordination of Pupil Support Systems 6. Pupil Support Systems Team Building, 16. Supervision and Mentoring Professional Leadership 17. Foundations of the School Counseling Profession 22. Leadership 27. Collaboration, Coordination, and Team Building 7. School Safety and Violence Prevention 9. School Safety and Violence Prevention 6. Professional Ethics and Legal Mandates 8. Advocacy, Ethics, Legal Mandates 18. Professionalism, Ethics, and Legal Mandates 23. Advocacy 9. Research, Program Design & Evaluation, Technology 1. Program Design, Rationale, and Coordination 15. Technological Literacy 28. Organizational and System Development 30. Research, Program Evaluation, and Technology 12

14 SCHOOL COUNSELING WEBSITE The School Counseling website has a complete listing of the forms used by counselor trainees and on- site supervisor, including evaluations. This information is located at: counseling CALIFORNIA SCHOOL COUNSELING STANDARDS California Commission on Teacher Credentialing. (2001). Standards of quality and effectiveness for pupil personnel services credentials: School counseling, school psychology, school social work, child welfare and attendance. Retrieved from prep/standards/pps.pdf 13

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