School Counseling Field Experience Handbook

Transcription

1 College of Education and Organizational Leadership Summer 2012 Edition School Counseling Field Experience Handbook Educational Counseling Program Master of Science, Educational Counseling Pupil Personnel Services Credential

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3 Table of Contents Welcome... 4 College of Education and Organizational Leadership...5 Learning Outcomes...6 Program Course Sequence...8 Requirements for M.S. & P.P.S. Program...9 Field Experience Pre-requisites...10 Requirements for M.S. & P.P.S. Candidates...11 Requirements for M.S. Degree Only Candidates...12 Fieldwork Cancellation or Remediation Procedures...13 Use of Technology...14 Registration Procedures... Main Campus.15 Regional Campuses 16 Counselor Trainee Responsibilities..17 On-Site Supervisor Requirements and Responsibilities...18 University Supervisor Responsibilities...19 Ethical Standards...20 Professional Association Membership...20 Course Assessment Standards of Program Quality and Effectiveness...22 Frequently Asked Questions...24 APPENDICES...25 Appendix A- Placement Agreement...26 Appendix B- Field Experience Objectives...28 Appendix C-Weekly Logs and Cover Sheet.31 Appendix D-Verification of Hours.32 Appendix E- Candidate Disposition Form.34 Appendix F- Fieldwork Evaluation...36 Appendix G- Credentialing Process..37 Appendix H- CCTC School Counseling Standards

4 Welcome to Fieldwork!! The school counseling program faculty welcomes you to fieldwork. This is an exciting time as you begin to apply your academic learning to a professional educational setting. You will have an opportunity to gain valuable insight and experience as you prepare to become leaders and advocates in education. We are dedicated to providing you with an opportunity that is comprehensive and culturally responsive. The School Counseling Program is accredited by the California Commission on Teacher Credentialing (CCTC) and National Council for Accreditation of Teacher Educators (NCATE). The School Counseling Program offers a Master of Science (M.S) degree and a Pupil Personnel Service (P.P.S.) credential. This student handbook will familiarize you with the fieldwork expectations and serve as your guide for successful completion of Supervised Fieldwork (PPS 583A/B). It is important that you read the entire manual before beginning field experience and that you keep it as a reference throughout the time you are working as a counselor trainee. As the Fieldwork Coordinator I will communicate with you through orientations, university , and the school counseling webpage. Your Supervised Field Experience instructor will meet with you bi-monthly during each semester/term you are enrolled to assist you in the continuing development of your school counseling knowledge and skills. We look forward to sharing this experience with you. Please contact me if you have questions or to express concerns. My door is always open... Kathy Elderson, M.S., P.P.S. Field Experiences Coordinator Director, Internship Credential Program [email protected] 4

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. 5

6 LEARNING OUTCOMES Candidates will gain an understanding in each of the 9 categories listed below. Examples in each category are provided. These categories are the same ones that candidates will find throughout the Professional School Counseling Preparation Program. Candidates will be evaluated in each category during supervised field experience. 1. Personal/Social a. Become familiar with, and practice, the day-to-day service delivery skills and procedures used by counselors in the field, especially in a multi-cultural environment. b. Demonstrate socio-cultural competence by: (a) acceptance and respect for differences; (b) ongoing assessment of one s own and the organizations culture; (c) attention to the dynamics of difference; (d) continuous expansion of sociocultural knowledge and resources; (e) using culturally appropriate intervention strategies; and/or (f) the adaptation of one s values and behaviors. c. Develop, practice, and demonstrate personal values, attitudes, and behaviors which promote the healthy personal and social development of children and adolescents. d. Identify and achieve personal learning activities which contribute to professional growth and competency. e. Demonstrate ability to use communication skills to facilitate pupils efforts to develop positive supportive relationships with teachers and peers. f. Identify and practice strategies for effective problem solving and conflict management within the school site/district. 2. Career a. Gain insight into career counseling and the significance it has in schools. 3. Academic a. Design, implement, and evaluate prevention and early intervention programs and strategies for working with students, parents, and guardians. b. Apply knowledge of assessments to the coordination of courses and programs which promote individual achievement, paying special attention to the counselor s role in advocating for student success. c. Demonstrate an ability to identify learning problems early and develop effective prevention and intervention strategies within a variety of school, community, and family environments. d. Apply knowledge and skills in prevention education. 4. Assessment a. Identify and demonstrate the role of assessment in the functions of a school counselor. b. Gain an ability to use data to determine counseling intervention strategies. 6

7 5. Family and School Interaction a. Demonstrate skills in working with parents and families from diverse backgrounds. b. Demonstrate skills in organizing and implementing in-service education programs for school staff focused on the issues related to counseling and guidance. 6. Pupil Support Systems, Team Building, and Professional Leadership a. Develop and demonstrate the ability to work effectively and professionally with other school staff, parents, community members, and other groups to carry out the mission of the school site/district. b. Demonstrate familiarity with the current literature and practices regarding administrative, behavioral, clinical, and professional growth and development supervision and mentoring models in preparation for their future roles as supervisors. c. Gain appreciation for the vital role that site supervisors play in the professional training of candidates in a school counselor preparation program. d. Solicit professional feedback on performance from supervisors and co-workers, and respond constructively to suggestions for improvement and growth. 7. School Safety and Violence Prevention a. Demonstrate knowledge of policies and procedures related to school safety and violence prevention. 8. Advocacy, Ethics, and Legal Mandates a. Apply classroom learning in carrying out the responsibilities of a credentialed school counselor. b. Develop and demonstrate competence in required experience/skill areas necessary for the delivery of professional school counseling services: advocacy, educational assessment, data and information systems on student learning and achievement, personal and social counseling, educational counseling, career counseling and guidance, information on colleges and universities, use of technologies for student learning and achievement, consultation, collaboration, school and district policies and regulations, and legal and ethical issues. c. Demonstrate and document, with the assistance of the University Supervisor of Field Work Experience and Site Level Supervisors, the professional standards for the Pupil Personnel Services Credential required by the California Commission on Teacher Credentialing. 9. Research, Program Design, Evaluation, and Technology a. Plan, organize, and implement programs or groups such as conflict management, decision-making, and problem solving, and/or peace keeping which enable students to acquire attitudes and interpersonal skills that help them understand and respect themselves and others, make decisions, set short and long-term goals and take necessary action to achieve goals, and to understand and develop safety and survival skills. 7

8 PROGRAM COURSE SEQUENCE The Educational Counseling Program curriculum is structured in a sequential fashion to provide fundamental content knowledge for school counselors prior to fieldwork. Other courses build on the level of professional knowledge throughout fieldwork. Supervised Fieldwork-Level I (PPS 583A) begins after candidates meet the course prerequisites and practica hours. Candidates may register for Supervised Fieldwork-Level II (PPS 583B) once credit is issued for Supervised Fieldwork-Level I (PPS 583A). Practica Requirements: One hundred (100) hours of practica experiences are built into four classes. Practica activities are designed to prepare counselor candidates for supervised field work by providing a wide variety of experiences which familiarize them with the role and responsibilities of a professional school counselor, and help them gain an understanding of the complexities of the school culture. Note: Practica hours must be complete before beginning to accrue fieldwork hours. Completed practicum logs must be presented to your university supervisor before you begin field experience. Fieldwork Prerequisites: Individual Counseling Skills Group Counseling Skills Introduction to School Counseling & Guidance School Counseling Theories Fieldwork Co-requisites: Counseling Diverse Populations Facilitation, Consultation, and Collaboration School Guidance Seminar School Safety & Crisis Prevention The co-requisite courses have key assignments that require candidates to be working at a fieldwork site, please plan accordingly. 8

9 MASTER S DEGREE and PUPIL PERSONNEL SERVICE CREDENTIAL CANDIDATES The Pupil Personnel Services (P.P.S.) credential requires 48 units of course work (minimum required by the California Commission on Teacher Credentialing), including 600 hours of fieldwork. Candidates pursuing the P.P.S. Credential will automatically be awarded the M.S. degree at the conclusion of the credential program. The P.P.S. credential qualifies individuals to work as professional school counselors in grades k 12 in California. MASTER S DEGREE ONLY CANDIDATES The Educational Counseling Master of Science degree requires 47 units, including 300 hours of fieldwork. A counselor trainee seeking the masters degree without the P.P.S. will complete a total of 300 clock hours of field experience (PPS 583A). Masters degree candidates may choose to complete 200 hours in an organization which best serves their professional goals. The remaining 100 hours must be completed in a k-12 public school setting. Public k-12 settings must provide a P.P.S. credentialed professional to serve as the on-site supervisor. Sites outside the public k-12 setting must provide an experienced masters level professional to serve as the on-site supervisor. All placement sites require instructor approval. The M.S. in Educational Counseling without the Pupil Personnel Credential does not qualify an individual to work in a K-12 public school as a school counselor. If a candidate decides to complete the M.S. in Educational Counseling and then returns at a later date to complete the PPS credential, all credentialing requirements must be met before a candidate can be recommended for the P.P.S. credential. 9

10 FIELD EXPERIENCE REQUIREMENTS The following information must be provided to your fieldwork instructor prior to beginning work at a fieldwork site. Professional Liability Insurance All 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. You may obtain coverage through the following organizations: California School Counseling Association American School Counselor Association American Counseling Association Tuberculosis Clearance 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 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 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. 10

11 REQUIREMENTS FOR M.S., EDUCATIONAL COUNSELING 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 supervisorapproved attendance at professional seminars, workshops, or conferences. 11

12 REQUIREMENTS FOR M.S., EDUCATIONAL COUNSELING The following minimum requirements are set forth by the University of La Verne s Educational Counseling Program 1. A total of three hundred (300) clock hours of supervised field experience is required. 2. A minimum of one hundred (100) clock hours must be within public school settings with K-12 students at one of the following three levels: Elementary Intermediate/Middle/Junior High High School 4. The on-site supervisor for the public school setting (100 clock hours) must have a California Pupil Personnel Services Credential and 2 years experience counseling students in a California K-12 public school setting. 5. The on-site supervisor for the two hundred (200) hour setting may be completed in an alternative setting (e.g., adult schools, community colleges, or other educational service agency). The placement site must provide an experienced professional, with a masters degree in a counseling related field, to serve as the on-site supervisor. 6. A minimum of seventy-five (75) clock hours shall be devoted to issues of diversity. This requirement may be met by: Up to fifty (50) clock hours in a diversity program or with the development and implementation of a program that addresses diversity issues AND At least twenty-five (25) 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 seventy-five (75) 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 supervisorapproved attendance at professional seminars, workshops, or conferences. 12

13 CANCELLATION OF FIELD EXPERIENCE PLACEMENT Most problems at the fieldwork site will be handled by the on-site supervisor. Serious or ongoing 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 will be discussed with the appropriate school/district/agency personnel and communicated to the counselor trainee. REMEDIATION OF FIELD EXPERIENCE PLACEMENT In the event of problematic candidate behavior at the fieldwork site the following steps may be initiated: Difficulty will be noted and documented by a faculty member Candidate/Faculty/ Fieldwork Coordinator conference to discuss remedial steps Program Chair/Candidate conference with agreed upon remedial steps 13

14 TECHNOLOGY REQUIREMENTS School counselor trainees are encouraged to learn and apply current and emerging technologies. Technology in school counseling is used to guide academic, career, and personal/social choices. School counselor trainees must learn to use technology to gather and disaggregate electronic information (i.e., student information system data, school district report cards, etc.). They are encouraged to use technology and web resources to enhance student engagement and learning. Additionally, school counselor trainees should become acquainted with emerging social media technology that supports communication within the educational setting. Counselor trainees are required to use the University s web-based learning community (Blackboard) and assessment system (TaskStream) while enrolled in the School Counselor Preparation Program. 14

15 FIELD EXPERIENCE REGISTRATION PROCEDURES Main Campus Registration: Prior to registration candidates will be contacted by the Fieldwork Coordinator to determine eligibility and class selection. Do not register until you have been notified of class availability and registration specifics. At the end of each semester an In Progress (IP) grade will be given to each candidate. The intent of the IP policy is to allow candidates additional time to complete the required hours. Candidates who receive IP grades must maintain satisfactory academic progress. An IP grade will become an NCR if not cleared within one year following the term of registration. Satisfactory academic progress includes continued attendance in class meetings and participation in fieldwork at an approved site. Continuous Registration for Field Work: Candidates who receive an IP for PPS 583A or PPS 583B and have not earned credit within one year following the end of the term of registration can extend their registration for six months with a one-semester-hour extension fee and approval of the Fieldwork Coordinator. A maximum of four six-month extensions may be permitted within the five-year time limit for the completion of the degree. Registration for PPS 583B Supervised Field Experience- Level II: A counselor trainee may not register or collect hours for PPS 583B, Supervised Field Experience, Level II, until he/she has successfully completed PPS 583A and all documentation has been submitted to and accepted by the university supervisor. Once the counselor trainee has clearance from the University Supervisor he/she may count up to 50 hours of field experience prior to registration in PPS 583B, as long as the University Supervisor is notified and available to continue supervision. The counselor trainee must continue to attend fieldwork supervision classes any time he/she is working with students. NOTICE: ALL EXCEPTIONS TO THE REGISTRATION AND COLLECTION OF HOURS POLICIES MUST BE APPROVED IN WRITING BY THE UNIVERSITY COORDINATOR OF FIELDWORK. 15

16 FIELD EXPERIENCE REGISTRATION PROCEDURES Regional Campus Registration: Candidates are required to register with their assigned cohort in the first term Supervised Fieldwork is offered. An In Progress Grade (IP) will be given at the end of the term. At the end of each term an In Progress (IP) grade will be given to each candidate. The intent of the IP policy is to allow candidates additional time to complete the required hours. Candidates who receive IP grades must maintain satisfactory academic progress. An IP grade will become an NCR if not cleared within one year following the term of registration. Satisfactory academic progress includes continued attendance in class meetings and participation in fieldwork at an approved site. Please contact your advisor for information on regional campus registration. Continuous Registration for Field Work: Candidates who receive an IP for PPS 583A or PPS 583B and have not earned credit within one year following the end of the term of registration can extend their registration for six months with a one-semester-hour extension fee and approval of the Fieldwork Coordinator. A maximum of four six-month extensions may be permitted within the five-year time limit for the completion of the degree. Registration for PPS 583B Supervised Field Experience- Level II: A counselor trainee may not register or collect hours for PPS 583B, Supervised Field Experience, Level II, until he/she has successfully completed PPS 583A and all documentation has been submitted to and accepted by the university supervisor. Once the counselor trainee has clearance from the University Supervisor he/she may count up to 50 hours of field experience prior to registration in PPS 583B, as long as the University Supervisor is notified and available to continue supervision. The counselor trainee must continue to attend fieldwork supervision classes any time he/she is working with students. NOTICE: ALL EXCEPTIONS TO THE REGISTRATION AND COLLECTION OF HOURS POLICIES MUST BE APPROVED IN WRITING BY THE UNIVERSITY COORDINATOR OF FIELDWORK. 16

17 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 relationshipbuilding 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 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. 17

18 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. 18

19 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. 19

20 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 and American Counseling Association, 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: PROFESSIONAL SCHOOL COUNSELING ASSOCIATIONS Professional membership is important and provides many benefits. It establishes your identity within a professional field of study and facilitates professional development through workshops, seminars, conferences, and professional publications. Membership in a professional organization provides opportunities to network and stay abreast of changes and trends. Many organizations offer professional liability insurance as a benefit of membership. Discounted student rates are available in most associations. School counseling candidates are encouraged to seek membership in the professional associations of their choice. There are several associations that are appropriate for master s level counseling students: the California Association of School Counselors (CASC), American School Counselor Association (ASCA), American Counseling Association (ACA), and the Counselors for Social Justice (CSJ). 20

21 COURSE ASSESSMENT A credit grade will be granted at the end of each course, PPS 583A and PPS 583B, once the following requirements have been met and submitted to the University Supervisor: 1. Completion of 300 hours of supervised field experience 2. Documentation to be submitted to the University Supervisor a) Verification of Placement b) Field Experience Objectives c) Coversheet and Activity Logs d) Verification of Hours on school stationary e) Evaluations (see below) 3. A minimum rating of 3 (Competent) on all evaluation forms. Counselor trainees receiving a rating of 1 or 2 in a given competency area may subsequently demonstrate competency in that area at a different site, at the discretion of the fieldwork supervisor, Lead Regional Faculty, and Fieldwork Coordinator 4. Regular Attendance and Active Participation In-class discussion is considered a core requirement for this course. Counselor trainees are required to attend all supervision seminars. Hours accrued between missed meetings may not be counted, at the discretion of the University Supervisor 5. Evaluations a) At the end of each placement counselor trainees must submit a site evaluation on Task Stream, the university assessment management system b) At the end of each placement the on-site supervisor must complete an evaluation of counselor trainee c) At the end of each placement the university supervisor must complete an evaluation of counselor trainee NOTE: Keep a copy of all documentation for your personal files, including but not limited to weekly logs, supervisor evaluations, contracts, and personal notes. Complete how to details on submission of course documentation can be found on the FAQ link: 21

22 STANDARDS OF PROGRAM QUALITY AND EFFECTIVENESS The University of La Verne has taken the CCTC Standards required for Professional School Counselors (Appendix H) and developed 9 categories of experience into which counselor trainees are required to log their weekly fieldwork hours (Appendix C). Counselor trainees 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 3. Academic 4. Assessment 4. Assessment 5. Family/School Interactions 6. Pupil Support Systems Team Building, Professional Leadership 2. Growth and Development 5. Comprehensive Prevention and Early Intervention for Achievement 11. Learning Theory and Educational Psychology 19. Academic Development 24. Learning, Achievement, and Instruction 29. Prevention Education and Training 7. Family-School Collaboration 10. Consultation 12. Professional Leadership Development 13. Collaboration and Coordination of Pupil Support Systems 16. Supervision and Mentoring 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 22

23 ULV Categories Number (1-9) and Title 8. Advocacy, Ethics, Legal Mandates 9. Research, Program Design & Evaluation, Technology Corresponding California State Standard Number and Title (For a detailed description see Appendix J) 6. Professional Ethics and Legal Mandates 18. Professionalism, Ethics, and Legal Mandates 23. Advocacy 1. Program Design, Rationale, and Coordination 15. Technological Literacy 28. Organizational and System Development 30. Research, Program Evaluation, and Technology Counselor Trainees are required to track the hours they accumulate in the 9 categories and then separate them into one of three categories (Appendix C): 1. Individual 2. Group 3. Consultation/Collaboration/Coordination Counselor trainees are required to track the number of hours they accumulate working with diverse populations as described in Requirements for M.S. Education Counseling and Pupil Personnel Candidates. Many of the activities performed at a school site are multi-faceted and can fit into more than one of the nine categories. Your university supervisor, Learning Objectives, and the CCTC standards (Appendix H) will guide you in determining appropriate placement of activities in the Weekly Logs. 23

24 FREQUENTLY ASKED QUESTIONS For a list of Frequently Asked Questions please refer to the School Counseling website: 24

25 APPENDICES 25

26 APPENDIX A- Placement Agreement The Placement Agreement is to be completed prior to starting work at the fieldwork site. This is a formal agreement between all parties. It designates the number of hours to be collected and length of time to be spent at a site. The Placement Agreement form can be found and downloaded from the ULV PPS website. Note: Bring 2 completed copies to your university instructor- one for the university fieldwork file and one that you will retain for your records 26

27 Placement Agreement The University of La Verne School Counseling Program The goal of the University is to provide a learning experience at a district school site that will enhance the program of study for graduate candidates enrolled in School Counseling Supervised Field Experience. The purpose of this agreement is to determine that candidate placements are consistent with the goals and objectives of the School Counseling Program. Candidate Name (Print) Name of Supervisor (Print) Name of Site (do not abbreviate) & Address Site supervisor phone # Site supervisor address Site supervisor Counseling Degree (institution, program, year of completion) Years of School Counseling Experience * Note a minimum of 2 years experience is required in order to serve as a site supervisor. I have received and read the guidelines for the School Counseling Field Experience, and I agree to accept for the following time period / to /. I agree that I can provide the experiences and supervision to meet California Commission on Teacher Credentialing and American School Counselor Association the standards for the profession. Site Supervisor (signature) Date I agree to accept a field experience at the above named site and to abide by district guidelines. Counselor Candidate (signature) Date 27

28 APPENDIX B Field Experience Objectives This form is to be completed in the first weeks of field placement with the assistance of the onsite supervisor and university supervisor. Many of the activities performed at a school site are multi-faceted and can fit into more than one of the nine categories. When completing this document, Learning Outcomes and CCTC standards (Appendix H) should help determine appropriate activities. Sites are not required to provide activities in all categories, but are to provide as comprehensive an experience as possible within the time frame the counselor trainee is at the site. It is the expectation of the university that over the course of fieldwork counselor trainees will design learning objectives that will adequately meet each standard. The Field Experience Objective form can be found and downloaded from the ULV PPS website. Note: Bring 2 completed copies to your university instructor- one for the university fieldwork file and one that you will retain for your records 28

29 Field Experience Objectives The University of La Verne School Counseling Program Counselor Trainee: Placement Site: Grade Levels: From: to Hours: Standard of Practice 1. Personal/Social Description of Activity (Please list activities you are planning in order to gain experience in each area) 2. Career 3. Academic 4. Assessment 29

30 Field Experience Objectives Cont. 5. Family/School Interactions 6. Pupil Support Systems, Team Building, Professional Leadership 7. School Safety and Violence Prevention 8. Advocacy, Ethics, Legal Mandates 9. Research, Program Design & Evaluation Technology Counselor Trainee Date On-Site Supervisor Date University Supervisor Date 30

31 APPENDIX C Coversheet and Weekly Logs Activity logs should be completed on a weekly basis and checked by the University Supervisor at each class meeting. As a courtesy to the on-site supervisor, present the logs regularly for signing rather than waiting until the end of the field placement experience. The Excel format is designed to automatically add the hours in each section and transfer the totals to the coversheet. Please refer to the ULV PPS website for a working sample of this form. NOTE: Do not have your on-site supervisor sign weekly logs until they have been approved by your University Supervisor. 31

32 APPENDIX D Verification of Hours This form is to be completed at the end of the field placement and signed by the on-site supervisor. This form must be printed on the site s official letterhead. The Verification of Hours form can be found and downloaded from the ULV PPS website. 32

33 Verification of Hours School Counseling Field Experience Placement Site Grade Level Counselor Trainee Supervisor Name (print) From To Total of Cumulative Hours As the counselor trainee, I verify that the hours indicated above are accurate. Candidate s Signature Date As the Site Supervisor, I verify that the hours indicated by the counselor trainee are accurate. Supervisor s Signature Date 33

34 APPENDIX E - Candidate Disposition Form The Candidate Disposition form is used as a guide for to the professional attributes all candidates are expected to display in their fieldwork and/or internship setting. The scale is used throughout the program to assist candidates in identifying strengths and areas in need of improvement in their day to day interactions. This is a formal agreement between the University and the candidate and was introduced in PPS 546- Introduction to School Counseling. This form can be found and downloaded from the ULV PPS website. 34

35 Candidate Disposition Form I do not exhibit this characteristic in my day to day interactions. I sometimes exhibit this characteristic in my day to day interactions. I usually exhibit this characteristic in my day to day interactions. I always exhibit this characteristic in my day to day interactions. Intellectual Commitment Demonstrates formal thinking capacity (think critically, collect and analyze data, anticipate multiple consequences, make sound decisions, and open to alternative viewpoints) Respectfulness Appropriately responds to and communicates with others, including hearing feedback and responding constructively to criticism. Reflective and willing to wrestle with ideas outside of her/his own cognitive framework Professionalism Demonstrates awareness of personal and professional style, strengths, and weaknesses. Monitors personal and professional performance and plans appropriate self-improvement. Has a sense of humor and relates happily with students, faculty, and others in a flexible nondefensive manner Empathy Demonstrates patience, flexibility, and compassion in working with others. Normally relaxed around adults and children Socio-cultural Competence Able to give others positive attention and reinforcement. Demonstrates good attending behavior and is respectful of differences in values, styles, and cultures Responsibility Takes responsible action when faced with problems and conflicts. Communicates directly and willingly accepts responsibility for errors or negative impact on others Commitment to Professional Development Enjoys and is committed to learning about, with, and from students, peers and faculty. Open to new ideas and feedback in order to remain current and committed to the profession Ethical Behavior Maintains the highest level of integrity, honesty, confidentiality, and fairness both personally and professionally at all times Candidate Name Signature Date 35

36 APPENDIX F Evaluations The following evaluations will be completed for each site. Formative Evaluations- University supervisors will complete a formative evaluation of the counselor trainee during the fieldwork site visit. Summative Evaluations- Once candidates complete agreed upon site hours, the following evaluations will be completed: Summative Evaluation of the Counselor Trainee by On-site Supervisor This evaluation is completed by the on-site supervisor at the end of the fieldwork assignment. The counselor trainee will include the original evaluation in the final paperwork. Summative Evaluation of the Counselor Trainee by University Supervisor The university supervisor is required to discuss the evaluation with the counselor trainee before entering the information into the CEOL assessment system, TaskStream. Summative Evaluation of the On-site Supervisor by Counselor Trainee At the end of each fieldwork placement, the counselor trainee will complete an on-line evaluation of their site. The evaluation will be completed in the CEOL assessment system, TaskStream. Reference copies of all evaluations are located on the school counseling website: 36

37 APPENDIX G Credentialing Process Once the following courses for the Pupil Personnel Service credential have been successfully completed: PPS 501 Educational Assessment (3) ASCD 503* Educational Psychology (3) PPS 504 Methods of Research (3) PPS 543 School Guidance Seminar (3) PPS 546 Introduction to Counseling and Guidance (3) PPS 549 School Counseling Theories (3) ASCD 550 Human Development (3) PPS 564 Instruction and Achievement (2) PPS 565 Career Development (3) PPS 567 School Safety and Crisis Prevention (2) PPS 571 Individual Counseling Skills (3) PPS 572 Group Counseling Skills (3) PPS 573 Counseling Diverse Populations (3) PPS 574 Facilitation, Consultation, and Collaboration Skills (3) PPS 583a Supervised Field Work Level 1 (1) (300 Clock Hours) PPS 583b Supervised Field Work Level II (1) (300 Clock Hours) PPS 597 Graduate Seminar in School Counseling (3) EDLD 576 Organizational Leadership and School Community Collaboration (3) Contact the Credential Analyst for further information: On-Campus: Larry Gaona Shawna Moon [email protected] [email protected] (909) (909) Ext Ext Off-campus: Please contact your advisor Lorene Thomas Cindy Saunders [email protected] [email protected] (909) (909) Ext Ext

38 Appendix H California School Counseling Standards California Commission on Teacher Credentialing. (2000, October). Standards of Quality and Effectiveness for Pupil Personnel Services Credentials. [On-line]. Available at: [2010, May 23]. 38