HANDBOOK OF PRACTICUM AND INTERNSHIP EXPERIENCES IN SCHOOL COUNSELING

Transcription

1 NOVA SOUTHEASTERN UNIVERSITY Center for Psychological Studies HANDBOOK OF PRACTICUM AND INTERNSHIP EXPERIENCES IN SCHOOL COUNSELING Field-Based Master's Program in School Counseling Revised September 2011

2 Table of Contents Introduction...1 Purpose...1 Practicum...1 Internship...1 Professional Liability Insurance...2 Certification/Florida...2 Ethical Behavior...3 Professional Behavior...3 Practicum and Internship Procedures...5 Applying for Practicum and Internship...5 Practicum and Internship Placement...5 Practicum and Internship Placement Procedures...6 Registration...7 Detailed Daily Log...7 Practicum Evaluation Forms...7 Internship Evaluation Forms...7 Grading...9 Duties During the Practicum and Internship Experiences...10 Duties and Responsibilities of the Practicum/Internship Coordinator...10 Duties and Responsibilities of the Practicum...11 Duties and Responsibilities of the Internship...12 Guidelines for the Practicum On-Site Supervisor...13 Guidelines for the Internship On-Site Supervisor...14 Guidelines for the NSU Practicum and Internship Instructor...15 Competencies to be Assessed During the School Counseling Practicum and Internship...16 Characteristics of Successful Counselors...17

3 Practicum Forms...18 Application for Practicum/Internship Experience...19 Information Form...21 Practicum/Internship Site Approval Form...22 Practicum Plan...23 Log of...24 MEASURE Form...39 SPARC Form...42 Professional Behaviors & Skills and Evaluation Form...43 Practicum Competencies Form...44 Practicum Site Evaluation Form...47 Internship Forms...49 Application for Practicum/Internship...50 Information Form...52 Practicum/Internship Site Approval Form...53 Internship Plan...54 Protected Health Information Memo...55 HIPAA Authorization for Use or Disclosure of Information...56 Log of...57 MEASURE Form...72 SPARC Form...75 Internship Midpoint Evaluation Form...76 Internship Final Evaluation Form...78 Field Supervisor s Comparison of Intern...81 Intern s Assessment of Field Supervisor...83 Intern s Assessment of University Supervisor...84 Intern s Assessment of Accomplished Practices...85

4 Introduction Purpose The practicum and internship experiences are conceived to be that phase of the Master's in School Counseling program in which a counselor-trainee is able to crystallize his or her educational experiences by actually translating theoretical constructs into practice. This type of supervised practice in school counseling is generally viewed as an experience which assists the prospective school counselor to function effectively in a school setting. It serves as a bridge between the theoretical and the real. It is the first opportunity for the counselor-trainee to apply what he or she has learned from the more didactic portion of the School Counseling program. Practicum s are required to enroll in a three (3) credit-hour, school-based practicum over the winter term prior to entering internship. This practicum is designed to introduce candidates to the role of the school counselor within the public school setting and the day-to-day practice of school counseling. This practicum experience enables candidates to gain first-hand knowledge of the complexity of issues encountered by the school counselor, including planning and conducting individual, small group, and large guidance meetings to meet the career, academic, and personal/social needs of candidates. The practicum experience requires a total of 100 hours at a school setting, 40 of which are direct candidate contact. s who are employed full-time may be required to reduce their hours at work to be able to spend an average of 10 hours per week at a school setting in order to complete the practicum experience. s must obtain a grade of B or better in practicum in order to register for internship. A grade below B may lead to remediation (e.g., repeat the course, take additional courses, work additional hours, etc.) or dismissal from the program according to the Center for Psychological Studies policies and procedures. Internship The six (6) semester hours of internship afford candidates an opportunity to work with a variety of candidates, parents, and teachers over time. s may select from the following two scheduling options to fulfill the six (6) semester hours of internship experience: 1. Completion of two fifteen-week semesters of internship. The candidate will be required to complete a minimum of 20 hours per week in a school setting. 2. Completion of one fifteen-week semester of internship. The candidate will be required to complete a minimum of 40 hours per week in a school setting. 1

5 3. Internship responsibilities may include individual and small-group counseling, classroom guidance presentations, consultation, counselor in-service, parent conferencing, involvement in the exceptional candidate education process, and other experiences relevant to the school setting. s must obtain a grade of B or better in internship in order to complete the school counseling program. A grade below B may lead to remediation (e.g., repeat the course, take additional courses, work additional hours, etc.) or dismissal from the program according to the Center for Psychological Studies policies and procedures. s employed by the school system will be required to obtain permission from their principal or designated school official for release time to pursue their internship. s may be required to take a leave of absence or make other necessary arrangements to fulfill this requirement. s are not permitted to do their internship experience at the school where they work, regardless of the position held. For field-based candidates, the internship schedule is a departure from the weekend format. The internship experience typically begins in the fall semester. In addition to the inschool work, the candidate will participate in a bi-weekly, three (3) hour seminar class. Seminars may be held on evenings during the week. Specific details on the internship experience are provided to candidates at the appropriate time in their program or upon request. The local Practicum/Internship Coordinator assists in all arrangements for school placements. Please be advised that during practicum and internship, candidates may also be enrolled in regularly scheduled weekend classes. Professional Liability Insurance All practicum and internship candidates will be covered under the Center's professional liability insurance. This policy provides protection while the candidate participates in any approved Center activity. This policy does not provide coverage for any non-approved Center activity or non-center related activity. The fee will be assessed at the time of registration. s are expected to abide by the rules and regulations of the State of Florida, the County School Board of Education, the practicum and internship placement setting, along with the Ethics and Standards of Practice of the American School Counselor Association, the American Counseling Association, and the policies and procedures of Nova Southeastern University and the Center for Psychological Studies. Certification/Florida All candidates are responsible for communicating with the Florida Department of Education to verify the current requirements for State of Florida school guidance certification and the procedure for filing for certification. 2

6 Information regarding certification may be obtained by contacting the Florida Department of Education at or Ethical Behavior s, faculty, and staff are responsible for abiding to the ethical principles of the American School Counselor Association (ASCA), the American Counseling Association (ACA), and the State Board of Education s Code of Ethics of the Education Profession in Florida. s are responsible for reading, understanding, and being prepared to utilize the information learned from these documents prior to their field-based training experience. Prior to the initiation of any field-based training, all candidates will have completed the Health Information Portability and Accountability Act (HIPAA) Security and Privacy trainings and the Safety training. Professional Behavior In the course of the applied experiences, candidates will be assessed for professional behavior. This evaluation is ongoing and occurs during practicum and twice per semester during internship. Several observable behavioral categories are considered to be an integral part of professional functioning. The broad categories include the following: 1. Professional Behavior a. Demonstrates dependability (e.g., punctuality in submitting papers and assignments, meeting with clients, etc.) b. Accepts responsibility for one s own work (e.g., presenting passages as one s own from the internet or other source is plagiarism) c. Carries through and completes tasks d. Seeks guidance from appropriate sources 2. Intrapersonal Behavior a. Displays mature and appropriate behavior b. Demonstrates ability to function independently c. Exhibits usual and customary judgment and discretion in both candidate and professional activities d. Presents a generally respectful and non-hostile attitude e. Participates in activities that are pursuant to professional development f. Develops intrinsic criteria to evaluate own performance 3. Interpersonal Behavior a. Cooperates with and is respectful of others b. Gives, accepts, and utilizes feedback effectively c. Develops and maintains positive relationships with peers and faculty d. Develops satisfactory working relationships with supervisors and advisors e. Respects human diversity f. Communicates appropriately and affectively g. Demonstrates ethical responsibility h. Adapts well to new situations 3

7 s are expected to demonstrate competency in the areas of professional, intrapersonal, and interpersonal behavior. Demonstrated lack of professional behavior may result in disciplinary action, candidate remediation (e.g., repeat internship course, take additional courses, work additional hours, etc.), and/or dismissal from the program. Information regarding professional behavior and appropriate conduct for the Center for Psychological Studies can be found in the Master s Programs in Mental Health Counseling and School Counseling Policies and Procedures Handbook. Information on the review process for alleged violations of the University Code of Conduct, including academic standards and ethical standards for field placements are reviewed in the section titled Professional Standing Committee. 4

8 Practicum and Internship Procedures Applying for Practicum and Internship The term during which practicum is to be scheduled is determined by the Center for Psychological Studies in accordance with the program schedule. The administrators of the master's program in school counseling will approve the candidate's readiness for practicum and internship, and will provide the candidate with guidelines to apply for practicum and internship in the public school setting. Practicum will be offered during the winter term prior to internship. To be eligible to register for practicum, candidates must have been matriculated and have a minimum grade point average of 2.5. To be eligible for internship, candidates must have been matriculated and must, at minimum, have successfully completed the following prerequisite course work: 1. PYCL 502 Counseling Theories and Techniques 2. PYCL 504 Counseling Skills 3. PYCL 512 Human Growth and Development 4. PYCL 515 Principles of School Counseling 5. PYCL 550 Contemporary Clinical Interventions 6. PYCL 570 Ethical, Legal, and Professional Issues for Counselors 7. PYCL 635 Group Theory and Practice 8. PYCL 665 School Consultation Skills 9. PYCL 685 School Counseling Practicum Those candidates not meeting the minimum requirements should contact the Program Office on the main campus for advisement ( ). The candidate must complete (1) an Application for Practicum Placement, and (2) the Information Form (see appendices). All three copies of the application and one copy of the Information Form should be directed to the practicum coordinator on the designated date. Incomplete or inaccurate applications will be returned to the candidate. This application is an official part of the candidate's records. Once approved or denied, a copy will be given to the candidate, one copy will be filed in the candidate's records, and one copy will be forwarded to the practicum instructor. Under no circumstances should candidates seek a placement on their own, at the school where they work, nor should they attempt to contact school personnel to discuss placements. Practicum and Internship Placement Practicum and internship placement procedures vary among counties; candidates must abide by the differing guidelines. Local school boards may require candidates to complete a security clearance which may include, but not be limited to, a background screening and 5

9 fingerprinting. The practicum/internship coordinator will provide candidates with additional instructions regarding these procedures at orientation. School sites will permit the candidate to put into practice the various competencies and accomplished practices acquired during the training program. The local School Board is responsible for making all placements. Do not approach any person at a school to determine the possibility of doing a practicum at that location. the practicum/internship coordinator with requests or suggestions. He/she will communicate these requests to the School Board office. The practicum and internship may be completed in one of a variety of school settings, including elementary, middle or high school. Each candidate needs to give careful consideration when determining the grade level for placement. s will be required to complete their applied experiences at two distinct grade levels: one at the primary level (P-8 grades), one at the secondary level (9-12 grades). It is recommended that candidates complete their practicum experience (the first 100 hours) at their least preferred grade level, and complete their internship experience (600 hours) at their preferred grade level. In other words, candidates should do internship at a grade level where they desire to obtain a school counseling position upon graduation. s currently employed within a school are responsible for arranging any necessary release time from their principal in order to complete the internship. The site approval form (see appendices) must be completed and returned to the NSU practicum instructor at the first class meeting. If a candidate experiences any difficulty while at the practicum or internship site, it should be reported immediately to the university internship instructor and practicum/internship coordinator. Practicum and Internship Placement Procedure The practicum/internship coordinator, acting as a liaison, forwards all appropriate application materials to the designated County personnel. Once the practicum/internship coordinator receives the placement assignment from the County personnel, he or she will notify the candidate. The candidate will then telephone the school's contact person to schedule an initial interview. During the interview, the candidate will discuss the days and times that he or she will be at the practicum or internship site. The candidate will complete the site approval form (see appendices) and will request the school's principal or administrator and on-site supervisor to sign this document. The candidate will give the signed site approval form to the NSU internship instructor no later than the second course class. Please note that the final decision regarding all placements is made by the local school board. Placements must be completed prior to the first practicum or internship class. Local school boards may charge school counseling candidates a fee for practicum/internship placement in a school with a cooperating school counselor. Should a candidate elect to complete their practicum/internship in a school district that requires 6

10 such a fee, it will be the candidate s responsibility to submit the fee on the designated day and time stipulated by the school board staff in accordance with their guidelines. Registration Information regarding registration for practicum and internship will be provided at the appropriate time. Detailed Daily/Weekly Logs s will keep a detailed daily log (see appendices) of specific counseling and guidance activities completed. This daily log will reflect each activity performed by the candidate in increments of 15, 30, 45, or 60 minutes (.25,.5,.75, or 1, respectively), the sub-total number of direct- and indirect-candidate hours worked each week, and the total number of hours worked each week (see appendices). s are responsible for turning in their daily logs every time they meet with a NSU instructor for practicum and internship class. The logs must be signed each week by the candidate and his/her on-site supervisor. At the completion of the practicum experience, candidates must have worked a minimum of 100 hours at a school site, 40 of which must be direct candidate contact hours. At the completion of the internship experience, candidates must have worked a minimum of 600 hours at a school site, 240 of which must be direct candidate contact hours. Practicum Evaluation Forms s and site supervisors complete a series of evaluations to ensure continuous feedback and completion of specific applied practices. The following forms are required to be completed by the end of the practicum experience: 1. Practicum Professional Behaviors and Skills and Evaluation Form (to be completed by the site supervisor) Please note: The site supervisor will be given access to a NSU electronic database where evaluation forms are to be completed. The site supervisor will print a copy of what was submitted electronically for the candidate to bring to the university supervisor (class instructor). If the site supervisor prefers, the printed evaluation can be mailed. 2. Practicum Site Evaluation Form (to be completed by the candidate) 3. School Counseling Practicum Competencies Form. This form informs and guides the practicum experience. s should be exposed to as many competencies as possible during the 100-hour applied practicum. The candidate and site supervisor complete this form by checking off the competencies experienced. Internship Evaluation Forms 7

11 s and site supervisors will complete a series of evaluations to ensure continuous feedback and the highest level of professional competence. It is the responsibility of the candidate to make sure all forms are completed on time. The following forms are required. 8

12 Internship Mid-term Evaluation (to be completed by site supervisor each semester) Each candidate will be evaluated on counseling and professional functioning by their on-site internship supervisor at the end of the seventh week of the internship semester. It is highly recommended that internship candidates and supervisors review the evaluation form the first week of internship to clearly understand what is to be evaluated. It is the candidate's responsibility to insure that the completed evaluation forms (see appendices) are received by the NSU internship instructor by the deadlines established in class. The internship is considered incomplete until the NSU internship instructor receives the completed evaluation forms. Please note: The site supervisor will be given access to a NSU electronic database where evaluation forms are to be completed. The site supervisor will print a copy of what was submitted electronically for the candidate to bring to the university supervisor (class instructor). If the site supervisor prefers, the printed evaluation can be mailed. 1. Internship Final Evaluation (to be completed by site supervisor each semester) Each candidate will be evaluated on counseling and professional functioning by their onsite internship supervisor at the completion of each fifteen week semester of the internship experience. It is highly recommended that internship candidates and supervisors review the evaluation form the first week of internship to clearly understand what is to be evaluated. It is the candidate's responsibility to insure that the completed evaluation forms (see appendices) are received by the NSU internship instructor by the deadlines established in class. The internship is considered incomplete until the NSU internship instructor receives these completed evaluation forms. Please note: The site supervisor will be given access to a NSU electronic database where evaluation forms are to be completed. The site supervisor will print a copy of what was submitted electronically for the candidate to bring to the university supervisor (class instructor). If the site supervisor prefers, the printed evaluation can be mailed. 2. Field Supervisor s Comparison of Intern (to be completed by site supervisor) Site supervisors will evaluate the NSU internship candidate in comparison to candidates previously supervised from other universities. This evaluation is completed at the end of the internship experience. Please note: The site supervisor will be given access to a NSU electronic database where evaluation forms are to be completed. The site supervisor will print a copy of what was submitted electronically for the candidate to bring to the university supervisor (class instructor). If the site supervisor prefers, the printed evaluation can be mailed. 3. Intern s Assessment of the Field Supervisor (to be completed by the candidate) The candidate will complete this evaluation at the completion of the internship experience. A completed copy should be given to the university instructor at the final internship class and to the site supervisor. 4. Intern s Assessment of the University Supervisor (to be completed by the candidate) Internship candidates will complete an evaluation of their university instructor. This evaluation is done typically at the completion of the entire internship experience. 9

13 5. Intern s Assessment of the Accomplished Practices (to be completed by the candidate) At the end of the internship experience, the candidate completes a self-assessment form rating his/her knowledge and demonstrated skills related to Accomplished Practices. Grading for Internship Grades will be assigned by the NSU internship instructor. In order to receive a grade for the internship experience, all of the competencies and Accomplished Practices listed in the handbook must be satisfactorily demonstrated and all forms must be completed and turned in on time. The final grade will also encompass satisfactory completion of internship class, assignments provided by the NSU instructor, the portfolio, and of satisfactory performance at the internship site. A letter grade (A, B, C, or F) will be assigned. 10

14 Duties during the Practicum and Internship Experiences Schools that participate in the practicum and internship programs are selected because of their programs and interest in the professional education of counselors. Moreover, they have staff members who are qualified and willing to accept the responsibility of sharing in the training of candidates. These staff members are not only professionally able, but also sensitive to emerging concepts in the field of school counseling. Duties and Responsibilities of the Practicum/Internship Coordinator The practicum/internship coordinator has a major responsibility for developing practicum and internship placements for NSU candidates in the master's program. He or she is expected to continuously work to expand and improve the candidate's practicum and internship site selections. His or her promotion of the clinical program to schools plays a vital role in the success of the candidate's practicum and internship experience. In addition, the practicum/internship coordinator has the following duties and responsibilities: 1. Organize and lead a practicum/internship orientation where handbooks will be distributed to candidates. 2. Collect all practicum and internship application materials. 3. Complete requests for placements for each School Board and notify candidates of their placements. 4. In the South Florida area, act as liaison between candidates and Nova Southeastern University s Coordinator of Field Experience Placement. 5. In other counties, act as a liaison between candidates and schools during the placement process. 6. Meet with the NSU instructor and practicum/internship candidates at necessary times to insure appropriate placements. 7. Send letters and make telephone calls to school administrators at appropriate times. 8. Evaluate sites based on feedback from candidates, faculty, and administrators and respond accordingly. 9. Act as a trouble shooter if problems arise with practicum and internship placement sites. 11

15 Duties and Responsibilities of the Practicum The placement of a practicum candidate in a school is made with consideration of the needs and strengths of the practicum candidate as well as the specific needs of the placement setting. The practicum candidate is expected to act in a highly professional manner at all times. He/she is expected to fulfill the following responsibilities: 1. Complete the site approval form and develop a practicum plan with the on-site supervisor. The practicum plan form (see appendices) must include an attachment specifying, in detail, the practicum activities and experiences planned for the candidate. In particular, the candidate is required to work with at least 2 individuals (on an ongoing base), at least lead or co-lead 1 counseling group, and develop and conduct at least 1 classroom guidance unit (with multiple lessons). In addition, the candidate must create a MEASURE and a SPARC (see appendices) for the classroom guidance unit or a small group counseling unit. This plan is to be submitted to the NSU instructor no later than the second practicum class for review. 2. Perform appropriate job-related functions in the school setting as directed by the on-site supervisor, which include direct contact with candidates from a variety of cultures, socioeconomic backgrounds, and exceptionalities. 3. Be exposed to the competencies listed on the School Counseling Practicum Competencies form (see appendices) of this handbook. 4. Review the School Improvement Plan (SIP) and school-wide assessment results, and link the plan and goals of the SIP to candidate academic standards (Sunshine State Standards) and achievement. 5. Maintain a daily/weekly contact log (see appendices) of all practicum experiences to be submitted to the NSU practicum instructor at each practicum class. The log must reflect weekly (hours worked) totals and be signed by site supervisor. Logs missing signatures will not be accepted. s must complete a minimum of 100 total hours at a school setting, 40 of which must be direct candidate-contact hours. 6. Confer with the NSU practicum instructor and with the on-site supervising counselor when necessary. If a problem arises at the site that cannot be solved there, discuss this problem with the Nova instructor immediately. 7. Continuously work to improve his or her performance in response to constructive criticism provided by the on-site supervising counselor and the NSU practicum instructor. 8. Attend all scheduled practicum classes with the NSU practicum instructor (3 hours every other week) in addition to one hour of triadic supervision with the NSU practicum instructor every other week on the off weeks. Practicum candidates will also be required to meet for supervision with their site supervisors one hour per week. 9. Complete all practicum evaluation forms (see appendices) due at the final practicum class. 10. Abide by the ethical standards of the American School Counselor Association and the American Counseling Association, as well as become familiar with and abide by all state, county, and individual school policies and procedures. 12

16 Duties and Responsibilities of the Internship The placement of an internship candidate in a school is made with consideration of the needs and strengths of the internship candidate as well as the specific needs of the placement setting. The internship candidate is expected to act in a highly professional manner at all times. He or she is expected to fulfill the following responsibilities: 1. Complete the site approval form and develop an internship plan with your on-site supervisor. The internship plan form must include an attachment specifying, in detail, the internship activities and experiences planned for the candidate (e.g., 10 candidates for individual counseling; 3 groups, classroom guidance lessons, etc). Submit to the NSU instructor no later that the second internship class for review. 2. Perform appropriate job-related functions in the school counseling setting as directed by the on-site supervisor, which include direct contact with candidates from a variety of cultures, socio-economic backgrounds, and exceptionalities. 3. Review the School Improvement Plan (SIP) and school-wide assessment results, and link the plan and goals of the SIP to candidate academic standards (Sunshine State Standards) and achievement. 4. Demonstrate satisfactory mastery of Accomplished Practices (found on the Intern s Assessment of the Accomplished Practices evaluation form see appendices). 5. Maintain a daily/weekly log (see appendices) of all internship experiences to be submitted to the NSU internship instructor at each internship class. The log must reflect weekly (hours worked) totals and be signed by the candidate and site supervisor. Logs missing signatures will not be accepted. s must complete a minimum of 600 total hours at a school setting, 240 of which must be direct candidate-contact hours. 6. Present at least two individual candidate counseling cases to the internship class. One of these presentations must be audio-taped and a transcription of a five minute clip is required. Written parental consent from the candidate is required to present the cases in class. 7. Create and implement one accountability MEASURE and SPARC. This accountability measure should address one of the school s areas of weakness. 8. Read assigned counseling texts and professional journal articles as assigned by your on-site supervisor and NSU internship instructor. 9. Confer with the NSU internship instructor and with the on-site supervising counselor when necessary. If a problem arises at the site that cannot be solved there, discuss this problem with the NSU instructor immediately. 10. Continuously work to improve his or her performance in response to constructive criticism provided by the on-site supervising counselor and the NSU internship instructor. 13

17 11. Attend all scheduled internship class meetings with the NSU internship instructor (3 hours every-other week), and all weekly scheduled, one hour supervision meetings with a site supervisor. 12. Submit all completed internship evaluation forms (see appendices) as indicated by the NSU instructor. 13. Abide by the ethical standards of the American School Counselor Association and the American Counseling Association, and become familiar with and abide by all state, county, and individual school policies, laws, and procedures. Guidelines for the Practicum On-Site Supervisor The school district s field-based supervisor has a major responsibility in helping to structure a beneficial learning experience throughout the practicum and is expected to closely supervise the practicum candidate s activities. The qualifications of the practicum on-site supervisor must include having been employed as a school counselor for a minimum of three (3) years, in the school district where the candidate is placed for at least one year, and must have completed the clinical educator s training for supervisors (typically offered by the school district). It is recommended that the field-based supervisor: 1. Introduce the practicum candidate to the administrative, teaching and other appropriate staff members. 2. Acquaint the practicum candidate with the district s rules and policies for both the candidate population and the staff. 3. Provide one hour of supervision per week and create opportunities for providing candidate feedback and consultation. 4. If possible, provide the practicum candidate with a place to work which offers privacy for the purpose of counseling candidates, consulting with teachers, and conferencing with parents. Moreover, provide the candidate access to the electronic system used by the school district to record interventions, create schedules, access virtual counselor or other Florida and county programs that affect the role of the school counselor. 5. Provide opportunities for the practicum candidate to observe the site supervisor and complete required field activities to be able to demonstrate the competencies listed in this handbook (see appendices - School Counseling Practicum Competencies Form) 6. When appropriate, assist the practicum candidate in relating experiences in the school setting to theoretical constructs learned in coursework. 7. Follow the activities of the practicum candidate closely, providing the candidate with regularly scheduled supervision meetings at a minimum of 1 hour per week, face-to-face. During supervision, provide feedback of candidate s performance and if necessary, report conflicts/concerns to the university instructor. 14

18 8. In conjunction with the candidate, complete the School Counseling Practicum Competencies form 9. Complete the School Based Practicum Professional Behaviors and Skills and Evaluation Form (see appendices) online and meet with the candidate to discuss whether he or she has met the minimum competencies set forth in this handbook. Information will be provided to the on-site supervisor regarding log-in information to the online assessment database. Guidelines for the Internship On-Site Supervisor The internship on-site supervising counselor has a major responsibility in helping to structure a beneficial learning experience throughout the internship. In general, the on-site supervisor is expected to closely supervise all the internship candidate's activities and in time, provide opportunities for independence practice all under direct and close supervision. The qualifications of the internship on-site supervisor must include having been employed as a school counselor for a minimum of three (3) years, in the school district where the candidate is placed for at least one year, and must have completed the clinical educator s training for supervisors (typically offered by the school district). It is recommended that the on-site supervisor: 1. Introduce the internship candidate to the administrative, teaching, and other appropriate staff members. 2. Review the contents of this handbook and develop an internship plan (see appendices) with the candidate which includes an attachment outlining detailed activities to be experienced. 3. Acquaint the internship candidate with the school's rules and policies for the candidate and personnel populations, in addition to the county laws and regulations that affect the practice of school counseling (e.g., mandated reporting, foster care, suicide prevention, etc.). 4. Provide one hour of supervision per week and create opportunities for providing candidate feedback and consultation. 5. Provide the internship candidate with a place to work which offers privacy for the purpose of counseling candidates, consulting with teachers, and conferencing with parents. Moreover, provide the candidate access to the electronic system used by the school district to record interventions, create schedules, access virtual counselor or other Florida and county programs that affect the role of the school counselor. 6. Provide opportunities for the internship candidate to demonstrate the competency of the Accomplished Practices listed in this handbook. 7. When appropriate, provide opportunities for the internship candidate to attend faculty meetings, in-services, county school counseling meetings, consultations, and any other activities that might prove beneficial. 8. When appropriate, help the internship candidate relate experiences in the school setting to theoretical constructs. 15

19 9. Follow the activities of the internship candidate closely, providing the candidate with regularly scheduled supervision meetings, at a minimum of 1 hour per week, face-to-face. 10. Approximately at the end of the seventh week and at the completion of each fifteen week semester, assess the internship candidate's performance by completing the Internship Midterm and Final evaluation forms. These evaluations are completed online and a hard copy is printed to be given to the candidate to give to the NSU instructor (see appendices). Information will be provided to the on-site supervisor regarding log-in information to the online assessment database. The candidate's grade will be contingent upon receipt of all evaluations. 10. At the end of the entire internship experience, assess the candidate s performance in comparison to other universities school counseling internship candidates by completing the Field Supervisor s Comparison of Intern form (see appendices). Guidelines for the NSU Practicum/Internship Instructor The NSU instructor serves as a liaison between the University and the cooperating school counseling setting. He or she will provide the educational coordination of the candidate's practicum and internship experiences. In addition, it is recommended that the NSU instructor: 1. Make a site visit or a telephone contact (if site visit not possible) with each candidate's onsite practicum and internship supervisors. 2. Facilitate bi-weekly class seminars over the fifteen-week semester. 3. Review with the candidate the ethical standards for professional behavior and legal issues pertaining to school counselors. 4. Help the candidate integrate theoretical constructs with counseling and ethical issues. 5. Supervise individual and small group counseling and consultation skills through role-playing, audio-tape analysis, and/or written reports. 6. Assist candidates in the creation of the required accountability measures, MEASURE and SPARC. 7. Review the candidate's daily/weekly contact logs, evaluation forms, and other assigned work. Help the candidate to evaluate his or her experiences and to recognize areas of growth and areas where further development is needed. 8. In conjunction with the on-site supervisor, assess the practicum candidate's performance on the competencies and Accomplished Practices listed (see appendices). 9. Develop an outline for the content and format of the course and provide a checklist with assignments, forms to be turned in, and deadlines for submission. 10. Supervise the development and completion of a portfolio. Successful completion of the portfolio assignment is a requirement of internship and of graduation. 16

20 11. Make a final evaluation of the candidate and assign a grade. This evaluation will be based on the on-site supervisor's evaluations, participation in the class seminars, on the candidate's hours worked, and written reports. Well planned and coordinated cooperation between NSU s Coordinator of Field Experience Placement, school board administrators, on-site supervisors, the practicum/internship coordinator, and the NSU instructor will result in professional and personal growth for the candidate. Nova Southeastern University appreciates the contributions made by the cooperating school placement setting and expects that the candidate will provide positive returns by proving themselves an asset to the school. 17

21 Competencies to be assessed during the School Counseling Practicum and Internship The candidate will demonstrate the following general competencies by the completion of the internship experience. His or her performance must be evaluated as acceptable by both the onsite supervisor and the NSU instructor. It is understood that acquiring and mastering competencies is a gradual and rigorous process which begins at practicum and continues beyond the internship experience. The on-site supervisors will submit completed candidate evaluation forms to the NSU instructor assessing candidate progress at different points in the candidates applied experiences. By the end of internship: 1. The candidate will demonstrate skill in integrating data (e.g., interviews, behavioral observations, and parent, peer, and teacher conferences) to make an accurate analysis of the counselee s problem, will help the counselee explore possible alternatives to solutions, and will aid the counselee in formulating and acting out a plan. 2. The candidate will demonstrate skills in individual and group counseling. It is expected that the candidate be assigned counselees for both individual and group counseling. Group counseling experiences may include the counselee and family members or counselee and peer group members. Audio-tape recordings of counseling sessions will be required and reviewed at the internship class. Written consent for tape recordings must be obtained from each counselee and the counselee's parents (see appendices for the consent form). (Internship candidates should work closely with on-site supervisors and principals to obtain consent.) 3. The internship candidate is expected to successfully perform all other assigned counseling responsibilities as listed on the candidate's internship plan (see appendices). In addition, a daily/weekly contact log (see appendices) of all activities completed in the practicum or internship setting must be submitted to the NSU instructor on a regular basis. 4. The internship candidate will demonstrate ethical and professional behavior in accordance with the American School Counselor Association s and the American Counseling Association's Code of Ethics and Standards of Practice. It is expected that the demonstration of this competency will be evident throughout the internship experience. 5. The candidate will demonstrate knowledge and successful mastery of the 24 required accomplished practices by submitting a complete portfolio to the NSU instructor with the correct and appropriate documentation. 18

22 Characteristics of Successful Counselors In preparing to enter practicum and internship experiences, take time to consider and evaluate your personal characteristics as they relate to the counseling function. The professional literature reveals the following to be some of the characteristics of successful counselors. 1. Professional school counselors manifest an acceptance of self and the typical aspects of their own behavior without "using" counselees to satisfy their personal needs beyond the limits imposed by their professional role. Humanness and decency, coupled with a sense of humor and recognition of the feeling aspects of their own lives, should be made manifest in their emotional stability. Personal appearance should reveal an acceptance of self in the role of a professional school counselor. 2. Professional school counselors have interests that reveal a desire to work with people but are scientific enough to consider and utilize the challenge of the science of individual and social behavior. 3. Professional school counselors are intelligent persons who possess verbal and quantitative abilities sufficient to think, reason, and solve problems with logic and perception, as well as to discover such problems through intelligent inquiry. Intelligence that fosters the development of judgment and mature behavior is essential. 4. Professional school counselors have some value commitments which they understand and recognize as influencing their counseling behaviors in particular, and their behavior in general. 5. Professional school counselors have tolerance for ambiguity and the ability to face ambiguity without it disorganizing their work and life. 6. Professional school counselors are flexible enough to witness, understand, and deal psychologically with all kinds of human behavior without mustering authority and societal pressures to force conforming behavior on the part of the counselee. 7. Professional school counselors have the ability to formulate and test hypotheses in the quest for knowledge and its applicability to human welfare. 8. Professional school counselors are able to operate as agents for change and to promote learning by the counselee and the counselor. 9. Professional school counselors have personal qualities that make them able and willing to work with persons of varying cultural, ethnic, and religious backgrounds. (Adapted from Pennsylvania State University's Guidance Program literature) 19

23 Practicum Forms 20

24 Master of Science in School Counseling Application for Practicum/Internship Experience (Only 1 application packet is necessary to apply for both practicum and internship.) Directions: Type or legibly print all information. Please submit original and two copies to the practicum/internship coordinator. Master s Program Location: Name: Nova ID #: Address: Street City State Zip Home Phone Office Phone Emergency and Phone s must complete one clinical experience at the primary level (elementary or middle school) and one clinical experience at the secondary (high school). Please select your preference below. Preferred Grade Level for Practicum: Elementary Middle High Preferred Grade Level for Internship: Elementary Middle High To be eligible for practicum, candidates must have been matriculated and have a G.P.A of 2.5 or above. To be eligible for internship, candidates must have been matriculated and successfully completed the following course work. (The master s program administration will verify coursework completion prior to the start of internship.) PYCL 502 Counseling Theories and Practice PYCL 504 Counseling Skills PYCL 512 Human Growth and Development PYCL 515 Principles of School Counseling PYCL 550 Contemporary Clinical Interventions PYCL 570 Ethical, Legal, and Professional Issues for Counselors PYCL 635 Group Theory and Practice PYCL 665 School Consultation Skills PYCL 685 School Counseling Practicum 21

25 Officially approved graduate courses transferred from other universities. List the prefix, course number, and title. I understand that I am a guest within the school where I will be doing my practicum/internship and will abide by its rules and regulations. I will also abide by the American School Counselor Association and the American Counseling Association Ethical Standards for Counselors. 's Signature Date CPS PERSONNEL ONLY - Approval for/denial of practicum/internship placement Approved: Practicum/Internship Coordinator Date Denied because: Practicum/Internship Coordinator Date 22

26 Master of Science in School Counseling Information Form Directions: Type or legibly print all information. Please submit original and two copies to the Practicum/Internship Coordinator. Please keep one copy for your records. Name: Nova ID #: Address: Street City State Zip Home Phone: Office Phone Employer Name and Work (specify school): Preferred Grade Level for Practicum: Elementary Middle High Preferred Grade Level for Internship: Elementary Middle High Specify County for Placement: Specify Region within the County for Placement (e.g., Central, NE, etc.) Fluency in other languages (please specify): Please list any other special skills or training that you have completed which might assist in your placement: Please describe your expectations of the school guidance and counseling practicum experience: Special requests regarding placement: 23

27 Master of Science in School Counseling Practicum and Internship Site Approval Form (to be completed after placement finalized) Please sign this form and return it to the practicum candidate who will forward it to the NSU Instructor. agrees to accept (Name of School) for a school counseling (Name of ) practicum / internship (select correct one). The school is located at following address: Street City State Zip The practicum/internship will begin on Month Day Year and will terminate on. Month Day Year The school agrees to provide experiences that directly relate to the role of the school counselor as recommended and supported by the American School Counselor Association. Approved for the school by: Administrator or Principal Date On-Site Supervisor Date 24

28 School Counseling Practicum Plan To be completed by the on-site supervisor and the NSU candidate. The plan must be submitted by the second practicum seminar to the NSU instructor. It should include this page and an attachment of the individualized practicum plan. Design a plan that will encompass activities and experiences in the three major domains of the professional school counselor: personal/social, academic, and career. The plan needs to include at least the following: a. On-going individual counseling with school-aged candidates (minimum of 2 candidates over the course of the practicum; consent forms must be obtained; the practicum candidate will write 2 case conceptualizations to present in class); b. Create one accountability MEASURE and a SPARC with a small group or classroom guidance lesson. c. Develop and conduct at least 1 group that meets on a regular basis for at least 6 consecutive times (could be educational, psycho-educational, or counseling groups); d. Develop and conduct at least 1 classroom guidance lesson; e. Participate in career exploration; f. Consultation with school personnel, families, and outside agencies; g. Collaboration with other school counselors in the coordination of the school counseling program and the guidance plan; h. Understand and participate in the county, state, and national standardized testing protocol; i. Understand and participate in the special education referral and eligibility process; j. Participate in staff meeting, county-wide in-service, and other professional development activities; k. Participate in scheduling, course development, career planning, graduation advisement, and activities particular to the grade-level practicum setting. List these and other assigned school counseling and guidance responsibilities on an attachment, which should be based on the needs of the school counseling program, the nature of the setting, the goals of the practicum candidate, and the expectations of NSU and on-site practicum supervisors. Practicum Date On-Site Supervisor Date NSU Instructor Date 25

29 Master of Science in School Counseling Name: Name of Faculty Supervisor: Name of On-Site Supervisor: Check One: Practicum I Internship I Internship II LOG OF CONTACT HOURS Week 1 Date at Site Activities (e.g.: Individual, Group, Classroom Guidance; Supervision; Staff meeting; Consultation; Training Seminars; Record Keeping; Meetings with parents, teachers, and other stakeholders; Assessment; Observations; Administrative duties; Special Education and RtI meetings; program development, coordination, and evaluation, etc.) Direct Indirect Sub-Total: Total worked this week: Signature On-Site Supervisor 26

30 Name: LOG OF CONTACT HOURS Week 2 Date at Site Activities (e.g.: Individual, Group, Classroom Guidance; Supervision; Staff meeting; Consultation; Training Seminars; Record Keeping; Meetings with parents, teachers, and other stakeholders; Assessment; Observations; Administrative duties; Special Education and RtI meetings; program development, coordination, and evaluation, etc.) Direct Indirect Sub-Total: Total worked this week: Signature On-Site Supervisor 27

44 41

45 MEASURE Mission, Elements, Analyze, Stakeholders-Unite, Reanalyze, Educate, An Accountability Process for School Counselors Name of School: Enrollment: School Demographics (Percentages): Caucasian/Non-Hispanic: African American: Hispanic: Asian: Other: Free-Reduced lunch: English Language Learners: ASCA Domain: Step One: Mission Mission Connect your goal to your school s mission Your mission statement is: Step Two: Elements Current Critical Data Element What indicator of school success are you trying to positively impact? Grades? Test scores? Attendance? Promotion Rates? Postsecondary going rate? 42

46 Step Three: Analyze Analyze the data to see what it reveals, to identify the problem areas, to establish your baseline, and to set your goal. It may be necessary to disaggregate the data, e.g. race, ethnicity, gender, SES, teacher assignment. Baseline: Where is this data element currently? Goal: Where do you want the data element to be in a year? Step Four: Stakeholders-Unite Develop an Action Plan School Counselors, as managers of resources, join existing groups of stakeholders, such as the school improvement team, or bring other stakeholders and resources into the task of creating and implementing an action plan. Strategies are developed that will change systems as well as impact individual students and targeted groups of students. Impacting systems means (1) replicating successful programs and interventions; (2) identifying barriers that adversely stratify students opportunities to be successful learners; and (3) developing strategies to: change policies, practices, and procedures strengthen curriculum offerings maximize the instructional program enhance the school and classroom culture and climate provide student academic support systems (safety nets) influence course enrollment patterns to widen access to rigorous academics involve parents and other critical stakeholders (internal and external to the school) raise aspirations in students, parents, teachers, the community change attitudes and beliefs about students and their abilities to learn Stakeholders Strategies Connect your strategies to your school s counseling and guidance standards and competencies. See your District s Counseling and Guidance Plan. Beginning date: Ending date: School Counselors 43

47 Teachers Administrators Students Technology Staff Student Services Staff Local Colleges Community Agency Members Parents Teacher Assistants School Improvement Team Local Business Community Site Supervisor Signature Date Practicum/Intern Signature Date 44

48 S P A R C School Counseling Program Accountability Report Card School: Enrollment: Results Principal: School Counselor: Principal s Comments Systemic Changes School Improvement Issues Faces Behind the Data Stakeholders Prepared By: 45

49 Date: Teacher Preparation Programs Professional Behaviors and Skills And Evaluation Form (School Counseling Practicum) TO BE COMPLETED BY SITE SUPERVISOR Practicum s Name On-Site Supervisor s Name Today s Date Term Location of NSU instruction On-Campus Off-Campus (location) Key to Rating: 1=Strongly Disagree 2=Disagree 3=Neutral, Neither Agree Nor Disagree 4=Agree 5=Strongly Agree Directions to the On-Site Supervisor: On the following items, please rate the candidate s Professional Behaviors and Skills, based on professional standards. AP 02 Communication The practicum candidate communicates with all members of the school community. AP 02 Communication/AP 11 Role of the School Counselor The practicum candidate demonstrates positive interpersonal skills in supervisory interaction. AP 02 Communication The practicum candidate uses appropriate posture, eye contact, gestures, and facial expressions. AP 02 Communication/AP 11 Role of the School Counselor The practicum candidate maintains clear and accurate records. AP 02 Communication/AP 11 Role of the School Counselor The practicum candidate responds well to supervisory input and demonstrates changes in behavior based on feedback. AP 02 Communication The practicum candidate speaks clearly and projects adequately, using standard English. AP 02 Communication/AP 11 Role of the School Counselor The practicum candidate remains composed under stress. AP 03 Continuous Improvement The practicum candidates self-evaluates performance regularly and seeks assistance and information as needed. AP 04 Critical Thinking/AP 11 Role of the School Counselor The practicum candidate demonstrates good judgment and problem-solving abilities. AP 05 Diversity The practicum candidate demonstrates respect for human diversity and tolerance for differences. AP 06 Ethics The practicum candidate adheres to ethical standards and professional conduct, as well as confidentiality regulations. AP 11 Role of the School Counselor The practicum candidate understands the role of the school counselor within the school system. AP 11 Role of the School Counselor The practicum candidate understands the roles of school personnel and their interface with the various functions of the school counselor. AP 11 Role of the School Counselor The practicum candidate demonstrates initiative and self-motivation in scheduling and completing required activities. AP 11 Role of the School Counselor The practicum candidate is dependable and responsible to appointments; respectful of the supervisor s workload and time constraints. AP 11 Role of the School Counselor The practicum candidate projects a professional image and appearance appropriate for the role of a school counselor. COMMENTS: 46

50 Master of Science in School Counseling Practicum Competencies (To be completed by the site supervisor in conjunction with the practicum candidate) s Name: Date: The following is to be completed by the candidate and reviewed with/signed by the site supervisor. Please place a check mark (X) next to those competencies that you have accomplished. 1. Understand the school s guidance plan. 2. Understand the detailed functioning of school systems and academic curricula. 3. Conduct a needs assessment or research one recently done at the school counseling lab. 4. Develop goals for candidates and translate them into measurable objectives. 5. Develop a plan for informing candidates, teachers, and community about the counseling program. 6. Maintain personal notes on all the candidates with whom you meet. 7. Research candidate files to gather information about counseling referrals. 8. Demonstrate knowledge of the use of technology in candidate record management. 9. Demonstrate knowledge of using appropriate data and resources to assist individuals and groups in collaborative decision making. 10. Become familiar with the standardized tests and test schedule used by your school. 11. Practice interpreting the test results to teachers, parents and candidates. 12. Identify approaches for enhancing candidate awareness of academic requirements, and in school settings where applicable, enhance awareness of requirements for graduation and scholarships. 13. Acquaint yourself with the school s and county s media center and review available guidance materials. 14. Integrate ethical standards and legal issues into a framework of professional school counseling. 47

51 15. To the greatest extent possible, integrate and experience lifestyle, cultural, and gender diversity in the candidate population. 16. Maintain a rotating caseload of at least two candidates. 17. Demonstrate knowledge of activities that teach communication skills, decision-making skills, social skills, and study skills. 18. Inform faculty of the school counselor referral process. 19. Orient new candidates to the school. 20. Orient candidates transition to the next educational level. 21. Lead or co-lead at least one developmental group counseling program. 22. Demonstrate knowledge of peer helper programs. 23. Plan and develop activities for counseling groups that meet candidate developmental needs. 24. Conduct interviews to screen potential group members. 25. Participate in the planning and implementation of at least one large group/classroom guidance unit. 26. Participate in several consultation/collaboration sessions with parents/guardians. 27. Demonstrate knowledge of issues relevant to diverse family constellations and lifestyles. 28. Participate in several consultation/collaboration sessions with teachers, administrators, and other school personnel. 29. Participate in child study meetings and eligibility meetings. 30. Participate in team conferences. 31. Participate in total staff conferences/meetings. 32. Following school system procedures, learn to make a referral for a candidate to receive special education services. 33. Apply follow-up procedures and integrate them into your counseling process. 34. Participate as community liaison and counseling program advocate. 35. Discuss issues of major importance to the present and future of the school s counseling program with your supervisor. 36. Meet with the school psychologist to become familiar with: parameters of their responsibilities; the tests and evaluation materials used; how results are interpreted and used to make decisions; how they interfere with the counseling program; procedures for referral for psychological services. 48

52 37. Meet with the school social worker to become familiar with their responsibilities and how they interface with the counseling program. 38. Read and analyze several psychological and educational evaluations to acquaint yourself with terminology. Practicum Supervisor s Signature: Date: Practicum s Signature: Date: 49

53 Master of Science in School Counseling Practicum Site Evaluation Form (To be completed by the candidate) University Supervisor: Practicum Name: Semester & Year: Site Name: Site Address: On-Site Supervisor: Address: Phone Number: Person (if not supervisor): s Phone Number: Description of Placement Please evaluate your on-site supervisory experience in the following areas based on the rating system below. Please circle your response. This information is for University purposes only and will not be shared with your on-site supervisor. SA Strongly Agree A Agree N No Opinion/Does Not Apply D Disagree SD Strongly Disagree 1. My on-site supervisor was genuinely interested in my growth as a SA A N D SD professional counselor. 2. My on-site supervisor was very professional in her/his dealings SA A N D SD with me. 3. My on-site supervisor gave me constructive criticism and made SA A N D SD suggestions regarding my taped sessions that were beneficial in improving my counseling skills. 4. My on-site supervisor created a setting of support. SA A N D SD 5. My on-site supervisor treated me as a counseling professional. SA A N D SD 6. My on-site supervisor was dependable regarding his/her meetings SA A N D SD with colleagues and me. 7. My on-site supervisor was accessible. SA A N D SD 8. My on-site supervisor was knowledgeable about counseling. SA A N D SD 50

54 9. My on-site supervisor s requirements were fair and challenging. SA A N D SD 10. My on-site supervisor enabled me to express opinions, questions, SA A N D SD and concerns. 11. My on-site supervisor assisted me in establishing goals and SA A N D SD objectives for my internship. 12. Site expectations were clearly defined and relayed. SA A N D SD 13. Site expectations were manageable. SA A N D SD 14. This site provided many opportunities to work with candidates. SA A N D SD 15. This was a valuable practicum experience. SA A N D SD 16. I was able to meet NSU practicum requirements at this site. SA A N D SD 17. I would recommend this setting to future NSU candidates seeking practicum placements. SA A N D SD 18. Please describe any areas of improvement for either your supervisor or your placement site. 19. Please describe any strength for either your supervisor or your placement site. 20. Please describe how you benefited as a result of this practicum experience (be specific). 21. If you were to grade your on-site supervisory experience, it would receive a(n) A B C D F 22. If you were to grade this site placement, it would receive a(n) A B C D F Additional Comments: 51

55 Internship Forms 52

56 Site Visit Summary Form (to be completed by the NSU Internship Instructor) Name: Date of Visit: Name of Site: Site Address: Name of On-Site Supervisor: Site Phone number: NSU Faculty Visitor: Site Supervisor s I. Type of setting and population (e.g., high school, alternative school) II. Types of activities the candidate engages in at the setting: III. On-Site Supervisor s comments and feedback about the candidate: A. Strengths: B. Target areas: IV. s comments and feedback (if candidate present at the time of the visit): A. Strengths: B. Target areas: V. Faculty Supervisor Comments: NSU Internship Instructor s Signature Date 53

57 Master of Science in School Counseling Practicum and Internship Site Approval Form (to be completed after placement finalized) Please sign this form and return it to the practicum candidate who will forward it to the NSU Instructor. agrees to accept (Name of School) for a school counseling (Name of ) practicum / internship (select correct one). The school is located at following address: Street City State Zip The practicum/internship will begin on Month Day Year and will terminate on. Month Day Year The school agrees to provide experiences that directly relate to the role of the school counselor as recommended and supported by the American School Counselor Association. Approved for the school by: Administrator or Principal Date On-Site Supervisor Date 54

58 School Counseling Internship Plan To be completed by the on-site supervisor and the NSU candidate. The plan must be submitted by the second class seminar to the NSU instructor. It should include this page and an attachment of the individualized plan. For each fifteen week semester, design a plan that will encompass activities and experiences in the three major domains of the professional school counselor: personal/social, academic, and career. The plan needs to include at least the following: 1. On-going individual counseling with school-aged candidates (minimum of 8 candidates over the course of the internship; one must consent to audio-taping; the internship candidate will write 2 case conceptualizations). s whose internship experience is divided into 2 semesters must work with at least 4 candidates per semester and write 2 case conceptualizations per semester. 2. At least 3 groups that meet on a regular basis for at least 6 consecutive times (could be educational, psycho-educational, or counseling groups). 2 groups per semester if internship is divided into 2 semesters 3. A series of classroom guidance lessons 4. Career exploration 5. Consultation with school personnel, families, and outside agencies 6. Collaboration with other school counselors in the coordination of the school counseling program and the guidance plan 7. Understanding the participation in the county, state, and national standardized testing protocol 8. Understanding and participation in the special education referral and eligibility process 9. Participation in staff meetings, county-wide in-service, and other professional development activities 10. Participation in scheduling, course development, career planning, graduation advisement, and activities particular to the grade-level internship setting 11. Develop one MEASURE accountability documents and their corresponding SPARC (1 per semester if internship is divided into 2 semesters) List other assigned school counseling responsibilities, which should be based on the needs of the school counseling program, the nature of the setting, the goals of the internship candidate, and the expectations of NSU and on-site internship supervisors. Internship On-Site Supervisor NSU Instructor Date Date Date 55

59 MEMORANDUM TO: Master s Practicum Interns, Site Supervisors, Practicum Instructors FROM: William I. Dorfman, Ph.D,ABPP, Associate Director of Clinical Training RE: Protected Health Information This memo is to apprise you of recent changes in Nova Southeastern University s policy regarding Protected Health Information that is being utilized in the supervision of mental health and guidance counseling interns by NSU faculty members. Be aware that in order for clients and their information to be considered de-identified, all of the following 18 specific identifiers listed in the Privacy Rule must be removed and a determination there is no other information that may identify the client. The identifiers are: Names Geographic subdivisions smaller than a state All elements of dates (except year) related to an individual (including dates of admission, discharge, birth, death, and, for clients over 89 years old, the year of birth must not be used) Telephone numbers FAX numbers Electronic mail addresses Social Security numbers Medical record numbers Health plan numbers Account numbers Certificate/license numbers Vehicle identifiers and serial numbers including license plates Device identifiers and serial numbers Web URLs Internet protocol addresses Biometric identifiers (including finger and voice prints) Full face photos and comparable images Any unique identifying number, characteristic or code If the PHI utilized in the candidate s supervision by NSU faculty is not or cannot be de-identified per the HIPAA Privacy Rule, NSU s Director of Corporate Compliance has determined that NSU HIPAA Authorization for Educational Purposes must be completed and signed by the client. It is recommended that all clients treated by candidates under NSU faculty supervision complete the form. A copy of this form is enclosed. After the form has been completed and signed by the client, candidates will deliver the original form to their instructor who will forward all forms to the master s administrative offices in the Center for Psychological Studies, at the end of the term. Site supervisors may also retain a copy of the form for their program s clinical record if they deem it appropriate. s can be directed to make a copy and place it in the client s file or other appropriate location. Keep in mind that this form must be completed for those clients who will be supervised by NSU faculty individually and/or in a classroom setting. s are advised to follow their assigned site s protocol for PHI for those clients who are not being supervised or discussed with NSU faculty members. Please contact me if I can provide any additional information or clarification, [email protected],

60 57

61 Master of Science in School Counseling Name: Name of Faculty Supervisor: Name of On-Site Supervisor: Check One: Practicum I Internship I Internship II LOG OF CONTACT HOURS Week 1 Date at Site Activities (e.g.: Individual, Group, Classroom Guidance; Supervision; Staff meeting; Consultation; Training Seminars; Record Keeping; Meetings with parents, teachers, and other stakeholders; Assessment; Observations; Administrative duties; Special Education and RtI meetings; program development, coordination, and evaluation, etc.) Direct Indirect Sub-Total: Total worked this week: Signature On-Site Supervisor 58

76 MEASURE Mission, Elements, Analyze, Stakeholders-Unite, Reanalyze, Educate, An Accountability Process for School Counselors Name of School: Enrollment: School Demographics (Percentages): Caucasian/Non-Hispanic: African American: Hispanic: Asian: Other: Free-Reduced lunch: English Language Learners: ASCA Domain: Step One: Mission Mission Connect your goal to your school s mission Your mission statement is: Step Two: Elements Current Critical Data Element What indicator of school success are you trying to positively impact? Grades? Test scores? Attendance? Promotion Rates? Postsecondary going rate? 73

77 Step Three: Analyze Analyze the data to see what it reveals, to identify the problem areas, to establish your baseline, and to set your goal. It may be necessary to disaggregate the data, e.g. race, ethnicity, gender, SES, teacher assignment. Baseline: Where is this data element currently? Goal: Where do you want the data element to be in a year? Step Four: Stakeholders-Unite Develop an Action Plan School Counselors, as managers of resources, join existing groups of stakeholders, such as the school improvement team, or bring other stakeholders and resources into the task of creating and implementing an action plan. Strategies are developed that will change systems as well as impact individual students and targeted groups of students. Impacting systems means (1) replicating successful programs and interventions; (2) identifying barriers that adversely stratify students opportunities to be successful learners; and (3) developing strategies to: change policies, practices, and procedures strengthen curriculum offerings maximize the instructional program enhance the school and classroom culture and climate provide student academic support systems (safety nets) influence course enrollment patterns to widen access to rigorous academics involve parents and other critical stakeholders (internal and external to the school) raise aspirations in students, parents, teachers, the community change attitudes and beliefs about students and their abilities to learn Stakeholders Strategies Connect your strategies to your school s counseling and guidance standards and competencies. See your District s Counseling and Guidance Plan. Beginning date: Ending date: School Counselors 74

78 Teachers Administrators Students Technology Staff Student Services Staff Local Colleges Community Agency Members Parents Teacher Assistants School Improvement Team Local Business Community Site Supervisor Signature Date Practicum/Intern Signature Date 75

79 S P A R C School Counseling Program Accountability Report Card School: Enrollment: Principal: School Counselor: Principal s Comments Systemic Changes School Improvement Issues Faces Behind the Data Stakeholders Results 76 Prepared By: Date:

80 Today s Date Term Teacher Preparation Programs Internship Midpoint Evaluation Form (School Counseling Internship) TO BE COMPLETED BY SITE SUPERVISOR Extern/Intern Name Cooperating Teacher s Name On-Site Supervisor s Name Location of NSU instruction On-Campus Off-Campus (location) PreK-12 School (location) Directions to the Field Supervisor: Please rate the Intern by circling the appropriate response on the following items that demonstrate the Accomplished Practices (AP) that are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. Key to Rating: 1=Strongly Disagree 2=Disagree 3=Neutral, Neither Agree Nor Disagree 4=Agree 5=Strongly Agree Accomplished Practice 1 Assessment 1. Employs traditional and alternative assessment strategies to determine candidates mastery of specified outcomes 2. Modifies and/or recommends instruction based upon assessed candidate performance 3. Communicates assessment results through written records/reports and conferences to stakeholders Accomplished Practice 2 Communication 1. Demonstrates written communication skills in standard English 2. Varies verbal and non-verbal communication according to the needs of individuals 3. Effectively incorporates and uses feedback from supervisors and colleagues 4. Maintains standards of respectful verbal and written communication during all professional activities Accomplished Practice 3 Continuous Improvement 1. Participates in and supports the overall school improvement process 2. Provides evidence of self-reflective practice in the improvement of professional performance 3. Participates in professional development opportunities for the purpose of continuous improvement 4. Reflects regularly upon his/her own practice and modifies behavior based upon that reflection Accomplished Practice 4 Critical Thinking 1. Models problem-solving strategies to promote critical thinking skills among stakeholders Accomplished Practice 5 Diversity 1. Accepts and values candidates from diverse cultures and linguistic backgrounds and treats all candidates equitably 2. Helps stakeholders develop shared values and expectations that create a climate of openness, mutual respect, support, and inquiry 3. Acknowledges the importance of family and family structure to candidates educational performances 4. Demonstrates awareness, sensitivity, and respect for all individual differences Accomplished Practice 6 Ethics 1. Abides by the local, state, and national codes of ethics or principles of professional conduct 2. Commits to protect candidates mental and physical safety 3. Complies with all school and/or district policies and regulations, as well as state and federal laws applicable to school psychologists and teachers Accomplished Practice 7 Human Development & Learning 1. Identifies developmental levels and needs of candidates 2. Uses a variety of techniques to accommodate differences in candidates behaviors 3. Applies learning theories to motivate candidates at various developmental levels Accomplished Practice 8 Knowledge of Subject Matter 1. Uses local and state curriculum standards for assessment and instruction to increase candidate learning 2. Applies basic theories, concepts, and applications to professional practice Accomplished Practice 9 Learning Environment 1. Collaborates to establish positive interaction in the learning environment by using behavior standards, incentives, and consequences for candidates Involves candidates in decision-making about issues relating to their learning environments Accomplished Practice 10 Planning - 1. Works cooperatively with colleagues to plan, or improve, instruction

81 Directions to the Field Supervisor: Please rate the Intern by circling the appropriate response on the following items that demonstrate the Accomplished Practices (AP) that are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. Key to Rating: 1=Strongly Disagree 2=Disagree 3=Neutral, Neither Agree Nor Disagree 4=Agree 5=Strongly Agree Accomplished Practice 11 Role of the Teacher and School Counselor 1. Provides meaningful feedback on candidate performance/progress to stakeholders 2. Serves as candidate advocate through conferences, meetings or child study teams 3. Works collaboratively with stakeholders, including parents and volunteers, to improve the educational experiences with candidates 4. Seeks assistance within the school and community for candidates and families when needed Accomplished Practice 12 Technology INTASC Standard 4 1. Uses technology to assist with instructional planning and classroom management 2. Uses electronic networks to gather information to support candidate learning 3. Uses technology for recordkeeping 4. Identifies technological resources for candidates who experience academic difficulty Internship Final Evaluation Form Part II Directions to the Observer: Please rate the Intern by circling the appropriate response on the following items that demonstrate the Accomplished Practices (AP) that are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. Key to Rating: 1=Strongly Disagree 2=Disagree 3=Neutral, Neither Agree Nor Disagree 4=Agree 5=Strongly Agree Accomplished Practice 1 Assessment 1. Collects relevant information about a candidate from schools and outside agencies 2. Analyzes background information, cumulative records, and work samples as they relate to the presenting problem(s) 3. Collects and analyzes progress monitoring data for the purposes of monitoring intervention effectiveness Accomplished Practice 2 - Communication 1. Models positive interactions focused on fostering successful educational outcomes with candidates, parents, teachers, and other school personnel 2. Solicits and considers the viewpoints of others 3. Consults with parents, teachers, school personnel, and community members to facilitate implementation of evidenced-based practices for individual candidates, classes, schools, or districts 4. Encourages high expectations for learning in all stakeholders Accomplished Practice 3 Continuous Improvement 1. Keeps abreast of new developments and best practices in evaluation, consultation, intervention, and other relevant subject matter 2. Uses data from his/her learning environments (e.g., research, assessment, consultation cases, supervisor feedback) as a basis for reflecting upon and modifying professional practices as appropriate 3. Works as a reflective practitioner and develops the skills to recognize problems, to research solutions, and to evaluate outcomes 4. Learns from peers and colleagues and develops beneficial professional relationships Accomplished Practice 4 Critical Thinking 1. Disseminates research to appropriate consumers 2. Draws from the professional literature when faced with a novel problem where assessment and/or intervention is required 3. Applies knowledge of program evaluation to assist in evaluating programs and interventions in the schools Accomplished Practice 5 - Diversity 1. Considers candidates learning styles and all other aspects of diversity when involved in assessment, consultation, intervention planning, or counseling 2. Selects appropriate intervention measures in consideration of candidates cultural and linguistic backgrounds 3. Considers diversity issues when consulting with parents, teachers, and other stakeholders for the purposes of educational planning Accomplished Practice 6 Ethics 1. Evaluates the ethical dimensions of a situation and exhibits a well-developed ability to reason about ethical issues 2. Actively seeks knowledge and skills in areas in which he/she lacks training and expertise 3. Maintains honesty and demonstrates integrity in all professional interactions 79

82 Directions to the Observer: Please rate the Intern by circling the appropriate response on the following items that demonstrate the Accomplished Practices (AP) that are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. Key to Rating: 1=Strongly Disagree 2=Disagree 3=Neutral, Neither Agree Nor Disagree 4=Agree 5=Strongly Agree Accomplished Practice 7 Human Development and Learning 1. Adequately conducts comprehensive developmental histories as part of case conceptualizations 2. Assists in writing intervention objectives that take into account a child s level of functioning, as determined by informal and formal assessment 3. Varies communication and intervention techniques to accommodate differences in candidate developmental levels, linguistic development, experiential background, and cultural heritage 4. Collaborates with parents, teachers, and other stakeholders about children s patterns of development and how these relate to academic, behavioral, and social-emotional needs Accomplished Practice 8 Knowledge of Subject Matter 1. Considers knowledge base and research to identify factors that may impact candidate achievement and behavior 2. Demonstrates understanding of variables influencing candidates with varying abilities, strengths, and needs 3. Demonstrates understanding of the Sunshine State Standards and his/her role in assisting parents, teachers and other stakeholders in fostering academic achievement 4. Communicates knowledge of subject matter in a manner that is helpful to stakeholders working with candidates learning, behavioral, and social-emotional needs 5. Uses his/her breadth of subject matter knowledge to collaborate with colleagues from other subject fields Accomplished Practice 9 Learning Environments 1. Uses ecological and behavioral approaches to develop and implement behavior change programs (individual, class-wide, school-wide) 2. Uses motivational techniques and cooperates with others in designing interventions to address candidates academic, career, and behavioral needs 3. Functionally analyzes aspects of candidate behavior for the purpose of intervention planning 4. Demonstrates knowledge of primary and secondary prevention strategies that can be implemented in school settings 5. Demonstrates knowledge and skills in crisis intervention and collaborates with school personnel, parents, and the community in the aftermath of crises as needed Accomplished Practice 10 Planning 1. Utilizes existing relevant information about candidates to select strategies prior to initial contact with candidates 2. Integrates assessment data to formulate viable hypotheses concerning candidate needs 3. Develops, plans, and provides a variety of interventions that effectively target academic, career, and personal/ social needs of candidates, e.g., individual counseling, skill-building, tutoring 4. Works closely with the on-site supervisor to create accountability measures and report results 5. Demonstrates flexibility and modifies recommendations or intervention plans in response to unanticipated events or factors Accomplished Practice 11 Role of the School Counselor 1. Demonstrates skills in negotiating compromises while maintaining the role of child advocate 2. Collaborates with and supports the efforts of other professionals that might contribute to a child s educational program (e.g., teacher, speech pathologist, social worker, etc.) 3. Communicates with families of diverse backgrounds and experiences 4. Promotes understanding of the impact of learning, emotional, and behavioral disorders on the educational needs and skills of candidates 5. Advocates for the importance of school counseling in the educational system and in the community 6. Seeks assistance within the school/community when needed for candidates and families 7. Fosters candidate responsibility, appropriate social behavior, integrity, valuing of diversity and honesty by role modeling and through learning activities Accomplished Practice 12 Technology 1. Uses software and word processing packages to assist with accountability measures and report writing 2. Uses electronic networks to access candidate information, conduct research, and to communicate with others 3. Uses technology to monitor candidate progress and graph intervention outcomes (RtI) 4. Uses technology to enhance personal and professional productivity 80

83 Teacher Preparation Programs Internship Final Evaluation Form (School Counseling Internship) Intern Name Cooperating Teacher s Name On-Site Supervisor s Name Today s Date Term TO BE COMPLETED BY SITE SUPERVISOR 81 Location of NSU instruction On-Campus Off-Campus (location) PreK-12 School (location) Directions to the Observer: Please rate the Intern by circling the appropriate response on the following items that demonstrate the Accomplished Practices (AP) that are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. Key to Rating: 1=Strongly Disagree 2=Disagree 3=Neutral, Neither Agree Nor Disagree 4=Agree 5=Strongly Agree Accomplished Practice 1 Assessment 1. Employs traditional and alternative assessment strategies to determine candidates mastery of specified outcomes 2. Modifies and/or recommends instruction based upon assessed candidate performance 3. Communicates assessment results through written records/reports and conferences to appropriate stakeholders Accomplished Practice 2 Communication 1. Demonstrates written communication skills in standard English 2. Varies verbal and non-verbal communication according to the needs of individuals 3. Effectively incorporates and uses feedback from supervisors and colleagues 4. Maintains standards of respectful verbal and written communication during all professional activities Accomplished Practice 3 Continuous Improvement 1. Participates in and supports the overall school improvement process 2. Provides evidence of self-reflective practice in the improvement of professional performance 3. Participates in professional development opportunities for the purpose of continuous improvement 4. Reflects regularly upon his/her own practice and modifies behavior based upon that reflection Accomplished Practice 4 Critical Thinking 1. Models problem-solving strategies to promote critical thinking skills among stakeholders Accomplished Practice 5 Diversity 1. Accepts and values candidates from diverse cultures and linguistic backgrounds and treats all candidates equitably 2. Helps stakeholders develop shared values and expectations that create a climate of openness, mutual respect, support, and inquiry 3. Acknowledges the importance of family and family structure to candidates educational performances 4. Demonstrates awareness, sensitivity, and respect for all individual differences Accomplished Practice 6 Ethics 1. Abides by the local, state, and national codes of ethics or principles of professional conduct 2. Commits to protect candidates mental and physical safety 3. Complies with all school and/or district policies and regulations, as well as state and federal laws applicable to school counselors and teachers Accomplished Practice 7 Human Development & Learning 1. Identifies developmental levels and needs of candidates 2. Uses a variety of techniques to accommodate differences in candidates behaviors 3. Applies learning theories to motivate candidates at various developmental levels Accomplished Practice 8 Knowledge of Subject Matter 1. Uses local and state curriculum standards for assessment and instruction to increase candidate learning 2. Applies basic theories, concepts, and applications to professional practice Accomplished Practice 9 Learning Environment 1. Collaborates to establish positive interaction in the learning environment by using behavior standards, incentives, and consequences for candidates 2. Involves candidates in decision-making about issues relating to their learning environments Accomplished Practice 10 Planning 1. Works cooperatively with colleagues to plan or improve the school counseling program and activities Accomplished Practice 11 Role of the Teacher and School Counselor

84 Directions to the Observer: Please rate the Intern by circling the appropriate response on the following items that demonstrate the Accomplished Practices (AP) that are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. Key to Rating: 1=Strongly Disagree 2=Disagree 3=Neutral, Neither Agree Nor Disagree 4=Agree 5=Strongly Agree 1.Provides meaningful feedback on candidate performance/progress to stakeholders 2. Serves as candidate advocate through conferences, meetings or child study teams 3. Works collaboratively with stakeholders, including parents and volunteers, to improve the educational experiences of candidates 4. Seeks assistance within the school and community for candidates and families when needed Accomplished Practice 12 Technology 1. Uses technology to assist with instructional planning and classroom curriculum delivery 2. Uses electronic networks to gather information to support candidate learning 3. Uses technology for recordkeeping Internship Final Evaluation Form Part II Directions to the Observer: Please rate the Intern by circling the appropriate response on the following items that demonstrate the Accomplished Practices (AP) that are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. Key to Rating: 1=Strongly Disagree 2=Disagree 3=Neutral, Neither Agree Nor Disagree 4=Agree 5=Strongly Agree Accomplished Practice 1 Assessment 4. Collects relevant information about a candidate from schools and outside agencies 5. Analyzes background information, cumulative records, and work samples as they relate to the presenting problem(s) 6. Collects and analyzes progress monitoring data for the purposes of monitoring intervention effectiveness Accomplished Practice 2 - Communication 5. Models positive interactions focused on fostering successful educational outcomes with candidates, parents, teachers, and other school personnel 6. Solicits and considers the viewpoints of others 7. Consults with parents, teachers, school personnel, and community members to facilitate implementation of evidenced-based practices for individual candidates, classes, schools, or districts 8. Encourages high expectations for learning in all stakeholders Accomplished Practice 3 Continuous Improvement 5. Keeps abreast of new developments and best practices in evaluation, consultation, intervention, and other relevant subject matter 6. Uses data from his/her learning environments (e.g., research, assessment, consultation cases, supervisor feedback) as a basis for reflecting upon and modifying professional practices as appropriate 7. Works as a reflective practitioner and develops the skills to recognize problems, to research solutions, and to evaluate outcomes 8. Learns from peers and colleagues and develops beneficial professional relationships Accomplished Practice 4 Critical Thinking 4. Disseminates research to appropriate consumers 5. Draws from the professional literature when faced with a novel problem where assessment and/or intervention is required 6. Applies knowledge of program evaluation to assist in evaluating programs and interventions in the schools Accomplished Practice 5 Diversity 4. Considers candidates learning styles and all other aspects of diversity when involved in assessment, consultation, intervention planning, or counseling 5. Selects appropriate intervention measures in consideration of candidates cultural and linguistic backgrounds 6. Considers diversity issues when consulting with parents, teachers, and other stakeholders for the purposes of educational planning Accomplished Practice 6 Ethics 4. Evaluates the ethical dimensions of a situation and exhibits a well-developed ability to reason about ethical issues 5. Actively seeks knowledge and skills in areas in which he/she lacks training and expertise 6. Maintains honesty and demonstrates integrity in all professional interactions Accomplished Practice 7 Human Development and Learning 5. Adequately conducts comprehensive developmental histories as part of case conceptualizations 6. Assists in writing intervention objectives that take into account a child s level of functioning, as determined by 82

85 Directions to the Observer: Please rate the Intern by circling the appropriate response on the following items that demonstrate the Accomplished Practices (AP) that are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. Key to Rating: 1=Strongly Disagree 2=Disagree 3=Neutral, Neither Agree Nor Disagree 4=Agree 5=Strongly Agree informal and formal assessment 7. Varies communication and intervention techniques to accommodate differences in candidate developmental levels, linguistic development, experiential background, and cultural heritage 8. Collaborates with parents, teachers, and other stakeholders about children s patterns of development and how these relate to academic, behavioral, and social-emotional needs Accomplished Practice 8 Knowledge of Subject Matter 6. Considers knowledge base and research to identify factors that may impact candidate achievement and behavior 7. Demonstrates understanding of variables influencing candidates with varying abilities, strengths, and needs 8. Demonstrates understanding of the Sunshine State Standards and his/her role in assisting parents, teachers and other stakeholders in fostering academic achievement 9. Communicates knowledge of subject matter in a manner that is helpful to stakeholders working with candidates learning, behavioral, and social-emotional needs 10. Uses his/her breadth of subject matter knowledge to collaborate with colleagues from other subject fields Accomplished Practice 9 Learning Environments 6. Uses ecological and behavioral approaches to develop and implement behavior change programs (individual, class-wide, school-wide) 7. Uses motivational techniques and cooperates with others in designing interventions to address candidates academic, career, and behavioral needs 8. Functionally analyzes aspects of candidate behavior for the purpose of intervention planning 9. Demonstrates knowledge of primary and secondary prevention strategies that can be implemented in school settings 10. Demonstrates knowledge and skills in crisis intervention and collaborates with school personnel, parents, and the community in the aftermath of crises as needed Accomplished Practice 10 Planning 6. Utilizes existing relevant information about candidates to select strategies prior to initial contact with candidates 7. Integrates assessment data to formulate viable hypotheses concerning candidate needs 8. Develops, plans, and provides a variety of interventions that effectively target academic, career, and personal/ social needs of candidates, e.g., individual counseling, skill-building, tutoring 9. Works closely with the on-site supervisor to create accountability measures and report results 10. Demonstrates flexibility and modifies recommendations or intervention plans in response to unanticipated events or factors Accomplished Practice 11 Role of the School Counselor 8. Demonstrates skills in negotiating compromises while maintaining the role of child advocate 9. Collaborates with and supports the efforts of other professionals that might contribute to a child s educational program (e.g., teacher, speech pathologist, social worker, etc.) 10. Communicates with families of diverse backgrounds and experiences 11. Promotes understanding of the impact of learning, emotional, and behavioral disorders on the educational needs and skills of candidates 12. Advocates for the importance of school counseling in the educational system and in the community 13. Seeks assistance within the school/community when needed for candidates and families 14. Fosters candidate responsibility, appropriate social behavior, integrity, valuing of diversity and honesty by role modeling and through learning activities Accomplished Practice 12 Technology 5. Uses software and word processing packages to assist with accountability measures and report writing 6. Uses electronic networks to access candidate information, conduct research, and to communicate with others 7. Uses technology to monitor candidate progress and graph intervention outcomes (RtI) 8. Uses technology to enhance personal and professional productivity 83

86 Today s Date Term Teacher Preparation Programs Field Supervisor s Comparison of Intern (School Counseling Internship) TO BE COMPLETED BY SITE SUPERVISOR Intern Name Cooperating Teacher s Name On-Site Supervisor s Name Location of NSU instruction On-Campus Off-Campus (location) PreK-12 School (location) Directions to the Cooperation Teacher/Field Supervisor: Using the Key to Rating, please rate this NSU Intern to those you have worked with from other institutions. Your responses will remain confidential and will only be used to improve the NSU preparation program. This is my first extern/intern. (You will not need to complete the rest of this survey, but submit this form for recognition.) Key to Rating: 1=Strongly Disagree (The NSU extern/intern demonstrated skills that were far less effective than the skills of interns from other institutions.) 2=Disagree (The NSU extern/intern demonstrated skills that were less effective than the skills of interns from other institutions.) 3=Neutral, Neither Agree Nor Disagree (The NSU extern/intern demonstrated skills that were about the same as the skills of those from other institutions.) 4=Agree (The NSU extern/intern demonstrated skills that were more effective than the skills of others from other institutions.) 5=Strongly Agree (The NSU extern/intern demonstrated skills that were far more effective than the skills of those from other institutions.) Accomplished Practice 1 Assessment The Intern collects and uses data gathered from a variety of sources for candidate assessment, which include both traditional and alternative assessment strategies, to plan for candidates needs. Accomplished Practice 2 Communication The Intern recognizes the need for effective verbal and written communication with candidates, parents, and members of the school community and is able to vary communication techniques according to individual needs. Accomplished Practice 3 Continuous Improvement The Intern identifies principles and strategies for affecting changes relating to overall school improvement and engages in continuous professional self-improvement Accomplished Practice 4 Critical Thinking The Intern identifies strategies, materials, and technologies to expand candidates thinking abilities. (The School Counselor candidate guides his or her practice by empirically validated research.) Accomplished Practice 5 Diversity The Intern has a repertoire of evaluation, intervention, or teaching techniques and strategies to use effectively with candidates including those from different cultures or with varying learning styles, needs, or interests. Accomplished Practice 6 Ethics The Intern knows and follows the code of ethics and principles of conduct of the state and professional organizations. Accomplished Practice 7 Human Development & Learning The Intern can plan or recommend instructional activities based upon well established human development/learning theories and a variety of information sources about candidates. Accomplished Practice 8 Knowledge of Subject Matter The Intern understands the subject matter and its link to other disciplines in real-world settings. The Intern repertoire of skills includes many ways to enhance candidates growth. Accomplished Practice 9 Learning Environment The Intern can use or recommend strategies for effective learning environments. Accomplished Practice 10 Planning The Intern can set high standards for all candidates, including working with other professionals to design learning experiences or interventions that meet candidates needs and interests. Accomplished Practice 11 Role of the School Counselor The Intern communicates and works cooperatively and effectively with stakeholders to improve the candidates and families overall educational experiences at the school. 84

87 Directions to the Cooperation Teacher/Field Supervisor: Using the Key to Rating, please rate this NSU Intern to those you have worked with from other institutions. Your responses will remain confidential and will only be used to improve the NSU preparation program. This is my first extern/intern. (You will not need to complete the rest of this survey, but submit this form for recognition.) Key to Rating: 1=Strongly Disagree (The NSU extern/intern demonstrated skills that were far less effective than the skills of interns from other institutions.) 2=Disagree (The NSU extern/intern demonstrated skills that were less effective than the skills of interns from other institutions.) 3=Neutral, Neither Agree Nor Disagree (The NSU extern/intern demonstrated skills that were about the same as the skills of those from other institutions.) 4=Agree (The NSU extern/intern demonstrated skills that were more effective than the skills of others from other institutions.) 5=Strongly Agree (The NSU extern/intern demonstrated skills that were far more effective than the skills of those from other institutions.) Accomplished Practice 12 Technology The Intern has the technology skills necessary to assist candidates and teachers and can facilitate access to the use of electronic resources in the content areas. Curriculum Standards The Intern is knowledgeable of the state s curriculum standards (e.g., Florida Sunshine State Standards, ASCA s national model, etc.) Please list and specific areas of strength you have observed while supervising and working with the NSU Intern. Please list any specific areas of weakness you have observed while supervising and working with the NSU Intern. Thank you for completing this survey and providing input for our program improvement process. 85

88 Today s Date Term Teacher Preparation Programs Intern s Assessment of the Field Supervisor (School Counseling Internship) TO BE COMPLETED BY CANDIDATE INTERN Intern Name Cooperating Teacher s Name On-Site Supervisor s Name Location of NSU instruction On-Campus Off-Campus (location) PreK-12 School (location) Directions to the Intern: Please rate the effectiveness of your Cooperating Teacher/Field Supervisor with the following responsibilities by circling the appropriate response that demonstrates the Accomplished Practices (AP) that are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. Key to Rating: 1=Strongly Disagree 2=Disagree 3=Neutral, Neither Agree Nor Disagree 4=Agree 5=Strongly Agree Accomplished Practice 1 Assessment The Field Supervisor collects and uses data gathered from a variety of sources for candidate assessment, which include both traditional and alternative assessment strategies, to plan for candidates needs. Accomplished Practice 2 Communication The Field Supervisor recognizes the need for effective verbal and written communication with candidates, parents, and members of the school community and varies communication techniques according to need. Accomplished Practice 3 Continuous Improvement The Field Supervisor identifies principles and strategies for affecting changes relating to overall school improvement and engages in continuous professional self-improvement Accomplished Practice 4 Critical Thinking The Field Supervisor identifies strategies, materials, and technologies to expand candidates thinking abilities. Accomplished Practice 5 Diversity The Field Supervisor recommends various evaluation, intervention, or teaching techniques and strategies to effectively use with all candidates regardless of diversity, culture, learning styles, needs, or interests. Accomplished Practice 6 Ethics The Field Supervisor knows and follows the code of ethics and principles of conduct of the state and professional organizations. Accomplished Practice 7 Human Development & Learning The Field Supervisor plans or recommends instructional activities based upon well established human development/learning theories and a variety of information sources about candidates. Accomplished Practice 8 Knowledge of Subject Matter The Field Supervisor communicates subject knowledge and understands that the subject matter is linked to other disciplines and can be applied to real-world situations. Accomplished Practice 9 Learning Environment The Field Supervisor uses or recommends strategies for effective learning environments. Accomplished Practice 10 Planning The Field Supervisor sets high standards for all candidates, including working with other professionals to design learning experiences or interventions that meet candidates needs and interests. Accomplished Practice 11 Role of the School Counselor The Field Supervisor communicates and works cooperatively and effectively with stakeholders to improve the candidates and families overall educational experiences at the school. Accomplished Practice 12 Technology The Field Supervisor uses technology skills to assist candidates and teachers to facilitate access to the use of electronic resources in the content areas. Curriculum Standards The Field Supervisor is knowledgeable of the state s curriculum standards (e.g., Florida Sunshine State Standards, ASCA s national model, etc.) 86

89 Today s Date Term Teacher Preparation Programs Intern s Assessment of the University Supervisor (School Counseling Internship) TO BE COMPLETED BY CANDIDATE INTERN Intern Name Cooperating Teacher s Name University Supervisor s Name Location of NSU instruction On-Campus Off-Campus (location) PreK-12 School (location) Directions to the Intern: Please rate the University Supervisor on the following items that demonstrate the Accomplished Practices (AP) that are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. Key to Rating: 1=Strongly Disagree 2=Disagree 3=Neutral, Neither Agree Nor Disagree 4=Agree 5=Strongly Agree 1. The University Supervisor effectively served as a liaison between the University and placement site. 2. The University Supervisor supported and assisted me in developing my personal and professional skills as an intern. 3. The University Supervisor monitored my progress through consultations or observations. 4. The University Supervisor reviewed my assignments. 5. The University Supervisor assisted with problem solving and provided assistance whenever I experienced difficulties. 6. The University Supervisor provided a midterm evaluation of my progress and shared the results with me. 7. The University Supervisor communicated effectively with me throughout the internship experience. 8. The University Supervisor reviewed the final evaluation of my performance (Internship Program Evaluation Form) and assigned a grade. 9. The University Supervisor used the technology skills necessary to assist candidates and teachers and can facilitate access to the use of electronic resources in my content area. 10. The University Supervisor is knowledgeable of the state s curriculum standards (e.g., Florida Sunshine State Standards, ASCA s National Model, etc.) Items (below) will be completed for GTEP and UTEP candidates only. 11. The University Supervisor provided a written record of the supervised observation/site visit summary. 12. The University Supervisor obtained copies of the daily classroom schedule and the schedule of my assumption of responsibility, for the purpose of planning visits. 13. The University Supervisor performed scheduled and unscheduled visits to the placement school a minimum of four (4) times during the fourteen (14) week internship; the first visit occurred by Week 3 of the internship. 14. The University Supervisor checked the lesson plans, instructional materials, bulletin boards, interest centers, and assessment tools I have created. 15. The University Supervisor adequately observed my actions in the classroom and provided for a postobservation conference in which strengths and goals for improvement were discussed. 16. The University Supervisor provided a written record of my observation to me. 17. The University Supervisor wrote a letter of recommendation (Recommendation Form) for employment on the appropriate forms provided by the university. 87

90 Today s Date Term Teacher Preparation Programs Intern s Assessment of the Accomplished Practices (School Counseling Internship) TO BE COMPLETED BY CANDIDATE INTERN Intern Name Cooperating Teacher s Name On-Site Supervisor s Name Location of NSU instruction On-Campus Off-Campus (location) PreK-12 School (location) Directions to the Intern: Please rate your knowledge and skills on the following items by circling the appropriate response that demonstrates the Accomplished Practices (AP) that are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Core Standards. Key to Rating: 1=Strongly Disagree 2=Disagree 3=Neutral, Neither Agree Nor Disagree 4=Agree 5=Strongly Agree Accomplished Practice 1 Assessment I collect and use data gathered from a variety of sources for candidate assessment, which include both traditional and alternative assessment strategies, to plan for candidates. Accomplished Practice 2 Communication I communicate effectively in verbal and written formats with all members of the school community. I vary communication techniques according to individual needs. Accomplished Practice 3 Continuous Improvement I identify principles and strategies for affecting changes relating to overall school improvement and engage in continuous professional self-improvement Accomplished Practice 4 Critical Thinking I identify strategies, materials, and technologies to expand candidates thinking abilities. (As a School Counseling candidate, I guide my practice by empirically validated research.) Accomplished Practice 5 Diversity I have a repertoire of evaluation, intervention, or teaching techniques and strategies to effectively use with all candidates, including diverse candidates from different cultures or with varying learning styles, needs, or interests. Accomplished Practice 6 Ethics I know and follow the code of ethics and principles of conduct of the state and professional organizations. Accomplished Practice 7 Human Development & Learning I plan or recommend instructional activities based upon well established human development/learning theories and a variety of information sources about candidates. Accomplished Practice 8 Knowledge of Subject Matter I understand the subject matter and it link to other disciplines in real-world settings. My repertoire of skills includes many ways to enhance candidates growth. Accomplished Practice 9 Learning Environment I use or recommend strategies for effective learning environments. Accomplished Practice 10 Planning I set high standards for all candidates, including working with other professionals to design learning experiences or interventions that meet candidates needs and interests. Accomplished Practice 11 Role of the School Counselor I communicate and work cooperatively and effectively with stakeholders to improve the candidates and families overall educational experiences at the school. Accomplished Practice 12 Technology I have the technology skills necessary to assist candidates and teachers, and can facilitate access to the use of electronic resources in my content area. Curriculum Standards I am knowledgeable of the state s curriculum standards (e.g., Florida Sunshine State Standards, ASCA s National Model, etc.) 88