School Counselor Preparation: 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 2015 Master of Science, Educational Counseling Pupil Personnel Services Credential UNIVERSITY OF LA VERNE 1950 THIRD STREET LA VERNE, CA 91750

2 Contents Letter to On- Site Supervisors... 3 College of Education and Organizational Leadership... 4 Educational Counseling Progam Philosophy... 4 Educational Counseling Program Goal... 4 Candidate Dispostions... 5 Educational Counseling Program Options... 6 Technology Requirements... 6 Prerequisites... 7 Professional Ethical Standards... 8 Professional Association Membership... 8 Fieldwork Requirements... 9 School and Family Based Concentration Requirements Master s Degree Only NO PPS Candidate Rsponsibilites On- Site Supervisor Responsiblities University Supervisor REsponsibilities Cancellation of Placement Remediation Frequently Asked Questions Program Standards School Counseling Website

3 A LETTER TO ON- SITE SUPERVISORS Dear School Counselor Supervisor, Thank you for taking the time and using your professional expertise to provide supervision for a University of La Verne school counselor trainee. Your commitment to the process of developing competent professional school counselors is appreciated. The Educational Counseling Program is accredited by the California Commission on Teacher Credentialing (CCTC) and 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, along with concentrations in Spanish Bilingual Bicultural Counseling and School and Family Based Counseling. This handbook outlines the requirements for the fieldwork component of the program in alignment with state and national accreditation standards. The field experience portion of the school counselor preparation program is designed to integrate the trainee s academic learning with applied practical expertise under the direction and supervision of a practicing professional school counselor. The University is dedicated to providing school counselor trainees with opportunities that are comprehensive and culturally responsive. This handbook is designed to provide you with information about the school counseling program and state requirements. It contains information regarding your role as an on- site supervisor, and the roles of the counselor trainee and the university supervisor. The University Supervisor will be your primary point of contact, and will visit you and the counselor trainee at the fieldwork site. If you have questions or concerns before getting started or between visits do not hesitate in contacting the University Supervisor or me, or (909) Thank you, again, for selflessly giving your time and sharing your expertise as you assist us in developing future Professional School Counselors. Warmest Regards, Kathy Elderson, Ed.D., PPS Educational Counseling Fieldwork Coordinator Director, Internship Program 3

4 COLLEGE OF EDUCATION AND ORGANIZATIONAL LEADERSHIP CEOL Conceptual Framework - Guiding Principles 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. 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. Educational Counseling - Program Philosophy The University of La Verne s Educational 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 pre- kindergarten through community college. 4

5 COLLEGE OF EDUCATION AND ORGANIZATIONAL LEADERSHIP Candidate Dispositions: Prior to full admission into the M. S. in Educational Counseling program candidates are required to read, understand, and make a commitment to continued personal and professional development of the following dispositions. Educational counseling candidates are expected to demonstrate dispositional growth throughout the course of their program. Intellectual Commitment Respectfulness Professionalism Empathy Socio- cultural Competence Responsibility Commitment to Professional Development Ethical Behavior Demonstrates formal thinking capacity (think critically, collect and analyze data, anticipate multiple consequences, make sound decisions, and open to alternative viewpoints). 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. 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 non- defensive manner. Demonstrates patience, flexibility, and compassion in working with others. Normally relaxed around adults and children. Able to give others positive attention and reinforcement. Demonstrates good attending behavior and is respectful of differences in values, styles, and cultures. Takes responsible action when faced with problems and conflicts. Communicates directly and willingly accepts responsibility for errors or negative impact on others. 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. Maintains the highest level of integrity, honesty, confidentiality, and fairness both personally and professionally at all times. 5

6 M. S. EDUCATIONAL COUNSELING PROGRAM OPTIONS Students admitted to the Educational Counseling M. S. have four options: Educational Counseling M.S., a 46 unit master s degree, preparing qualified candidates to serve in community based organizations or colleges. Educational Counseling M.S. with Pupil Personnel Services Credential (PPS), a 48 unit master s degree and credential, which has been approved by the California Commission on Teacher Credentialing and prepares qualified candidates to become professional school counselors in grades K- 12. Educational Counseling M.S. with PPS Credential with a concentration in Spanish Bilingual Bicultural Counseling (SBBC), a 57 unit master s degree and credential which uniquely prepares qualified candidates for working with Latina/o students in California schools. Educational Counseling M.S. with PPS Credential with a concentration in School and Family Based Counseling (SFBC), a 60 unit master s degree and credential which satisfies the educational requirements of the Board of Behavioral Sciences toward the Licensed Professional Clinical Counselor (LPCC) and prepares qualified candidates for the PPS credential. 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). 6

7 FIELDWORK COURSE PREREQUISITES The Educational Counseling Program is structured sequentially to provide fundamental content knowledge for educational counselors. In the second year of the program courses continue to build a foundation of professional knowledge for candidates. Supervised Fieldwork- Level I (PPS 583A) will begin after candidates have completed the following coursework: Fieldwork Prerequisites: Ø PPS Individual Counseling Skills Ø PPS Group Counseling Skills Ø PPS Introduction to School Counseling Ø PPS School Counseling Theories Candidates must complete all prerequisites with a B or better. Professional Liability Insurance Ø All candidates must be covered by professional liability insurance throughout fieldwork and/or internship experiences. Evidence of coverage must be presented to the university supervisor before candidates begin field experience. Tuberculosis Clearance Ø All candidates are required to have TB clearance before admission to the Educational Counseling Program. Evidence of clearance must be presented to the university supervisor before candidates begin their field experience. Certificate of Clearance Ø All candidates are required to have a valid Certificate of Clearance or California Teaching Credential before admission to the Educational Counseling Program. The Certificate of Clearance must be presented to the university supervisor before candidates begin field experience and must be kept current throughout the fieldwork experience. CBEST Ø Candidates are required to pass all sections of the California Basic Educational Skills Test (CBEST) before being admitted to the PPS credential program. Ø Students that are NOT pursuing the Pupil Personnel Service Credential are not required to take the CBEST. However, students that have not taken the CBEST may not work in public K- 12 schools. 7

8 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: PROFESSIONAL MEMBERSHIP Professional membership is important and provides many benefits. It establishes the school counselor s identity within a professional field of study and facilitates professional development through workshops, seminars, conferences, and professional publications. Membership in a professional organization provides school counselors with opportunities to network and stay abreast of changes and trends. There are several professional associations appropriate for master s level school counseling candidates. Candidates are encouraged to join their state and national organizations, the California Association of School Counselors (CASC) and the American School Counselor Association (ASCA). Candidates interested in the additional memberships may consider American Counseling Association (ACA), or the Counselors for Social Justice (CSJ). 8

9 REQUIREMENTS FOR M.S., EDUCATIONAL COUNSELING with the PUPIL PERSONNEL SERVICES CREDENTIAL OR PPS with SBBC concentration The following guidelines meet the requirements 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 completed and supervised in public school settings with K- 12 students. i. Of those 400 hours, a minimum of two hundred (200) clock hours must be completed in two of the following three levels: Elementary - - Intermediate/Middle/Junior High - - High School ii. For those 400 hours the on- site supervisor must hold a PPS school counseling credential. iii. It is recommended that the on- site supervisor have at least 2 years of experience as iv. a school counselor in a California K- 12 public school setting. The on- site supervisor must be an employee of the school district and work at the school site where the fieldwork will be completed. v. The on- site supervisor must provide regular supervision meetings with the counselor trainee to offer guidance and discuss progress. One hour of on- site supervision is required each week. 5. Two hundred (200) of the six hundred (600) clock hours may be completed in an educational setting 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. 9

10 ADDITIONAL REQUIREMENTS FOR SFBC concentration Candidates that select the SFBC concentration will need to complete 600 hours of fieldwork. This 60- unit program satisfies the requirements for California s PPS credential. It also meets the educational requirements for an internship eligibility number with the California Board of Behavioral Sciences leading to licensure as a Licensed Professional Clinical Counselor (LPCC). Because the University of La Verne s program enables candidates to simultaneously satisfy the requirements for both the PPS and LPCC, it is essential that candidates pay close attention to fieldwork guidelines and consult with course instructors in order to avoid spending additional time in the field. The required fieldwork courses for the 60- unit program are PPS 583A, PPS 583B and PPS 584. For students on the SFBC track, meeting fieldwork hours in the following manner may help avoid spending additional time in the field: 1. Four hundred (400) clock hours completed and supervised in public school settings with K- 12 students must be completed prior to enrolling in the PPS 584 class. i. The placement site must provide a supervisor with a California Board of Behavioral Sciences supervision license. ii. Of the 200 hours, a minimum of 150 clock hours must provide direct counseling service to prek- 14 students. 2. Two hundred (200) of the six hundred (600) clock hours will be completed in PPS 584 and may be in an educational setting other than K- 12 public schools (e.g., adult schools, community colleges, and public or private community service agencies). These 200 hours must meet the California Commission on Teacher Credentialing PPS requirements, Board of Behavioral Sciences LPCC educational requirements, and University of La Verne fieldwork guidelines. REQUIREMENTS FOR M.S., EDUCATIONAL COUNSELING without the PPS (Master s Only) The following guidelines meet the fieldwork requirements set forth by the University of La Verne for the MS in Educational Counseling. 1. A total of four hundred (400) clock hours of supervised field experience is required. 2. Students pursuing the master s degree without the PPS will complete 400 hours in an educational setting that best meets their professional needs (e.g., adult schools, community colleges, and public or private community service agencies). Students that have not passed the CBEST may not work in public K- 12 schools. 3. 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. 4. A minimum of one hundred (100) clock hours shall be devoted to issues of diversity. This requirement may be met by: Up to seventy- five (75) clock hours in a diversity program or with the development 10

11 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 one hundred (100) clock hours working with students of a racial or ethnic background different from that of the counselor trainee. 5. A maximum of thirty (30) clock hours may be met through university supervisor- approved attendance at professional seminars, workshops, or conferences. 11

12 CANDIDATE RESPONSIBILITIES DURING FIELDWORK 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 that some fieldwork sites may 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 the duties must be 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 A Guide for On- Site Supervisors: University of La Verne s Educational Counseling Program. An online copy is available at: 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. ADDITIONAL RESPONSIBILITIES FOR SFBC concentration 1. Counselor trainees are responsible for locating a licensed clinical supervisor for the 200 hours completed in PPS Counselor trainees are responsible for collecting a minimum of 150 clock hours of direct counseling service to prek- 14 students. **This information is provided as a courtesy, you will need to check with your Clinical Practicum (PPS 584) instructor for specific site placement information. 12

13 ON- SITE SUPERVISOR RESPONSIBILITIES 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 skills, facilitation and consultation skills, and gaining experience 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 may be cause for 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, to the university supervisor. UNIVERSITY SUPERVISOR RESPONSIBILITIES 1. The University supervisor will provide an orientation for fieldwork processes, documentation requirements, and evaluation procedures. 2. The University supervisor will facilitate all supervision classes; meet with candidates bi- monthly during the semester/term. 3. The University supervisor will assure that the candidate is eligible for fieldwork only after verifying practicum 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. 13

14 CANCELLATION OF FIELD EXPERIENCE PLACEMENT 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. REMEDIATION OF FIELD EXPERIENCE PLACEMENT In the event of problematic behavior at a fieldwork site the following steps may be initiated: Ø Difficulty will be documented by the site supervisor and reported to the University supervisor. Ø The University supervisor will notify the Fieldwork Coordinator. Ø A conference will be set up to discuss remedial steps. Ø The candidate will be notified in writing as to the next steps. FREQUENTLY ASKED QUESTIONS While the intent of this handbook was to make it as comprehensive as possible, it is not possible to address all aspects of the field- based experience, herein. University supervisors will answer questions specific to your site and in alignment with the candidate s professional goals. More information can be found on the school counseling website counseling/ 14

15 PROGRAM STANDARDS 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. COLUMN I 1. Personal/Social ULV Categories Number (1-9) and Title (Column I) COLUMN II Corresponding California State Standard Number and Title (Column II) 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 15

16 ULV Categories Number (1-9) and Title (Column I) Corresponding California State Standard Number and Title (Column II) 7. School Safety and Violence Prevention 9. School Safety and Violence Prevention 8. Advocacy, Ethics, Legal Mandates 9. Research, Program Design & Evaluation, Technology 6. Professional Ethics and Legal Mandates 18. Professionalism, Ethics, and Legal Mandates 23. Advocacy 15. Technological Literacy 28. Organizational and System Development 30. Research, Program Evaluation, and Technology Candidates are required to track the hours they accumulate in the nine categories and then separate them into one of the following three categories: 1. Individual 2. Group 3. Consultation/Collaboration/Coordination Candidates are also required to track the number of hours they accumulate working with diverse populations as described in this handbook under Fieldwork Requirements for M.S. Education Counseling and Pupil Personnel Credential or M.S. Education Counseling without the PPS Many of the activities performed at a school site are multi- faceted and fit into more than one of the nine categories. The university supervisor and the CCTC standards will guide candidates in determining appropriate placement of activities in the Weekly Logs. A complete description of CCTC accreditation standards can be found at: prep/standards/pps.pdf 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 16

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