Master s of Education in School Counseling. Field Experiences Handbook. Student Version

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1 Master s of Education in School Counseling Field Experiences Handbook Student Version Curriculum Coordinator: Alan Green, Ph.D. Fieldwork Placement Coordinator: Derek A. Sapico, MMFT University of Southern California 3470 Trousdale Parkway, Los Angeles, California Tel: Fax:

2 Table of Contents Introduction 3 Rossier Mission 3 Rossier Candidate Proficiencies 4 Program Philosophy 5 Scope and Sequence 6 Key Assessments 8 Field Experience Overview 11 Prerequisite Requirements for Field Experience 12 Certificate of Clearance 12 Coursework 12 Liability Insurance 13 Overview of Practicum 13 Overview of Fieldwork 15 Exit Interview 17 Supervision 17 School Counseling Field Experience Timeline 19 School Counseling Specialization Standards 22 2

3 Introduction Congratulations! You have reached the practical training portion of your degree program. This handbook applies to students admitted to the Master of Education, School Counseling program and to those in other programs (i.e., MFT) pursuing the School Counseling Certificate. It may also be used as a guide for site supervisors engaged in practicum and/or fieldwork activities. In the appendices section of this manual, students and supervisors will find all practicum and fieldwork forms. All participants in the School Counseling program should familiarize themselves with the information provided in this handbook and follow the requirements described herein. Failure to do so may results in delays in enrolling in practicum and/or fieldwork, or termination from participation in the program. Please note: The guidelines and requirements provided in this handbook have been developed to provide structure for field experience requirements. The USC Rossier School of Education reserves the right to change, without notice, statements and requirements in this handbook. Rossier Mission The mission of the USC Rossier School of Education is to improve learning in urban education locally, nationally and globally. Urban education takes place within many contexts including pre-kindergarten through high school, in human services, higher education, and workplace settings. Urban areas typically have unique strengths including racial, ethnic, linguistic, and cultural diversity. Urban areas often face challenges associated with equity and access, poverty, density, mobility and immigration, environmental degradation and strained social conditions around housing, healthcare and crime. Our emphasis on and learning in urban contexts guides us as we generate knowledge that is applicable to contexts beyond the urban core. We will transform urban education by: Leading the search for innovative, efficacious, and just solutions by engaging in collaborative translational research. Preparing and developing educational leaders who are change agents committed to urban education and who possess the competencies needed to address complex educational and social issues. Creating mutually beneficial partnerships to ensure our work is field-based and incorporates a diversity of perspectives and experiences. 3

4 Rossier Candidate Proficiencies The Rossier Candidate Proficiencies articulate what all candidates in the Rossier School of Education will be prepared to do during their course of study. The candidate proficiencies are organized by the Guiding Principles: Accountability, Learning, Leadership, and Diversity. The candidate proficiencies designate the knowledge, skills (KS), and dispositions (D) embedded in coursework in the School Counseling program. Guiding Principle Accountability Candidate Proficiencies (Organizational goals and strategies) Establish goals and strategies for their position that support improved learning in their organization. (KS) (Measurable outcomes) Apply goal-directed, technology-enabled, datadriven decision making to generate measureable outcomes that are responsive to established standards and the needs of students, community and society. (KS) (Communication for equitable outcomes) Demonstrate the belief that accountability and communication to all stakeholder groups leads to transparent and equitable educational outcomes that are responsive to all learners. (D) Diversity (Commitment to diversity) Develop an unshakeable commitment to a diversity of thought and experience in their practice (e.g. diversity of socioeconomic status, gender, ethnicity, sexual orientation, language proficiency and disability). (D) (Identify barriers to learning) Identify practices, structures and policies that create barriers to learning (e.g., lack of culturally responsive pedagogy, digital divide ). (KS) (Negotiate to eliminate barriers) Develop the skill and political savvy to negotiate, if not eliminate, those barriers for themselves and on behalf of others. (KS) (Value of individual and cultural difference) Demonstrate a valuing of using individual and cultural differences to inform practice related to accountability, leadership, and instruction that result in equal opportunity and access for all learners. (D) Learning (Apply theory to practice) Apply evidence-based theories and principles of learning, motivation, and cultural competence to optimize practice in educational settings locally, nationally, and globally. (KS) (Learner centered and contextually responsive instruction) Demonstrate the belief that effective instruction is learner-centered, theoretically grounded, and contextually responsive to the individual differences of all learners. (D) (Integrates technology) Integrates technology into a range of instructional tools to enhance learning and develop new media literacy. (KS) (Competent academic writing) Demonstrates competency in academic writing. (KS) Leadership (Applies leadership strategies) Apply accountable leadership strategies to create the structural, human relations, political and symbolic/cultural dimensions critical for high performance learning organizations. (KS) (Initiates solutions) Demonstrates initiative in creating instructional and technological innovations that provide solutions to educational barriers within their organization and community. (D) 4

5 Guiding Principle Candidate Proficiencies (Create and sustain partnerships) Demonstrate an ability to create and sustain partnerships (i.e., groups, teams, organizations) that effectively improve learning. (KS) (Belief that all students can learn) Demonstrate a valuing of integrating multiple perspectives by building a community of stakeholders who advocate for high academic achievement for all learners in any educational setting. (D) Program Philosophy Given the focus on accountability and learning in today s public schools, the need for effective school counseling professionals is high. There is a strong demand for school-based agents that access opportunity for all students through college and career readiness. Although there is no shortage of school counselor training programs across the country, few programs adequately prepare professionals to do their work in ways that are mindful of the full context of issues and opportunities faced by publicly funded schools. In order for school counselors to remain relevant and effective in today s educational climate, they must become prepared to implement an array of data informed solutions focused on prevention and intervention strategies that prepare all students to access multiple pathways to post-secondary life success. Our School Counseling curriculum closely reflects the mission of the Rossier School of Education in striving to transform urban schools by addressing the contextual factors they often confront (poverty, density, mobility and immigration, and cultural and linguistic diversity). The newly designed program conceptualizes the role of school counselors as opportunity brokers, who serve as leaders and catalysts for improving and expanding postsecondary outcomes for students. Through our comprehensive curriculum, students acquire the knowledge, skills and dispositions necessary to (a) critically assess the impact of school environments and broader conditions that impact student achievement and success, (b) engage and collaborate with key stakeholders in the design, implementation of school counseling programs that focus on both prevention and intervention, and (c) draw upon multiple information and data sources to inform and evaluate their efforts. 5

6 Scope and Sequence Standard SB 2042 EDUC 508 EDCO 503 EDUC 511 EDUC 638 EDCO 505 EDUC 500 EDCO 541 EDCO 574 EDUC 621 EDUC 520 EDUC 608 EDUC 600 EDCO 575 EDUC 607 EDUC 570 EDUC 637 EDUC 612 EDUC 618 EDCO 575 EDPT ### 1 Program Design R R R R I R R R R M R R R R M R 2 Growth I R M 3 Socio-Cultural R R R R I R R R R R R M R R R M R 4 Assessment I M R M 5 Prevention I R R R M 6 Ethics I R M R 7 Collaboration R I R M R 8 Self-Esteem I M I 9 School Safety I M R R 10 Consultation I R 11 Learning Theory I R 12 Leadership I R 13 Coordination I R 14 Human Relations I R R 15 Technological Lit. I 16 Supervision I M R 17 Foundations I R 18 Professionalism I 19 Aca. Development I R R R 20 Career I R M R M 6

7 21 Personal I R R R R 22 Leadership I R 23 Advocacy I R R R 24 Learning I M 25 Individual Coun. I R M R R R 26 Group Coun. I R 27 Team Building I 28 System Develop. I 29 Prevention Edu. I R 30 Program Eval. I M R 31 Field Experience I M R 32 Competence R R Course Descriptions SB Generic and School Counselor Standards EDUC Creating Communities of Interest EDCO Ethical & Legal Issues in Counseling EDUC Intro to School Counseling EDUC Cross Cultural Counseling: Research and Practice EDCO Counseling & Collaboration Consultation in the School Setting EDUC The Counseling Process EDCO Theories in Counseling EDCO School Counseling Practicum EDUC Measurement & Evaluation for School Counselors EDUC Counseling for College & Career Readiness I EDUC School Connectedness, Climate, and Classroom Management EDUC Counseling for College & career Readiness II EDCO School Counseling Field Experiences EDUC Role of School Counselor in Student Learning & Motivation EDUC Research Methods & Data Analysis for Counselors EDUC Group Counseling: Theory & Process EDUC Application of Human Development Theory in School Counseling EDUC School Counseling Professional Portfolio EDPT ###- Social and Psychological Development Across the Lifespan: The Context of School Counseling 7

8 Key Assessments The Rossier Candidate Proficiencies are measured by a series of Key Assessments in the School Counseling program. Key Assessments have been identified to serve as an essential indicator of candidate competence during the course of study. The Key Assessments in the School Counseling program are: 1.) EDCO 505 (Counseling and Collaborative Consultation in the School Setting) Final Case Consultation Candidates are given the opportunity to investigate a school based problem and create a hypothetical collaborative consultation proposal. Candidates apply their knowledge of comprehensive models of consultation in order to bring the knowledge, support and resources of community based organizations, agencies, and other professionals to bear on the identified issue. This assignment also gives candidates the opportunity to apply their knowledge of the consultation process as a means of contributing to the academic development of students. 2.) EDCO 506 (Development, Administration and Evaluation of Pupil Personnel Services) Final Exam The candidate is given two case studies for analysis. The candidate is required to identify three strengths a student has and how those strengths will help them academically, personally, and in a post-secondary setting. Additionally, the candidate has to identify three concerns they may have as a school counselor and how these concerns may influence the student s academic ability, personally, socially, or in a career setting. Finally, the candidate has to identify three possible interventions to address the case that include community agencies, a measurement mechanism, and individuals who will assist in the intervention process. 3.) School Counseling Practicum- Log This log documents how candidates are meeting their hour and task requirements at their placement site. 4.) Practicum Evaluation The PPS supervisor performs an evaluation of the candidate s site performance by rating the skills and concepts the candidate should demonstrate as a school counselor during their fieldwork placement. 5.) Mid-Semester Evaluation of Candidate Competence Evaluation forms are completed school site counselor supervisors regarding candidate performance at the site based on CTC standards. This form invites the counselor to rate the student s competency on a five-point scale and provides the opportunity for the counselor to comment on the student s performance. 6.) End of Semester Fieldwork Evaluation Evaluation forms are completed school site counselor supervisors regarding candidate performance at the site based on CTC standards. This form invites the counselor to rate the student s competency on a five-point scale and provides the opportunity for the counselor to comment on the student s performance. 7.) Final Assessment of Candidate Competence During the final term, the candidate participates in the Final Assessment of Candidate Competence. This form rates the candidate according to CTC standards at the final point during their course of study. 8

9 The Key Assessments in the School Counseling program are aligned to the Leadership, Learning, Diversity, and Accountability Candidate Proficiencies in the table below: School Counseling Program Guiding Principle Accountability Candidate Proficiencies (Organizational goals and strategies) Establish goals and strategies for their position that support improved learning in their organization. (KS) (Measurable outcomes) Apply goaldirected, technology-enabled, data-driven decision making to generate measureable outcomes that are responsive to established standards and the needs of students, community and society. (KS) (Communication for equitable outcomes) Demonstrate the belief that accountability and communication to all stakeholder groups leads to transparent and equitable educational outcomes that are responsive to all learners. (D) Key Assessments EDCO 506 Development, Administration, and Evaluation of Pupil Personnel Services: Final Exam EDCO 505 Counseling and Collaborative Consultation in the School Setting: Final Case Consultation School Counseling Practicum-Log Field Experience -Log Assessment of Candidate Competence Leadership Apply accountable leadership strategies to create the structural, human relations, political and symbolic/cultural dimensions critical for high performance learning organizations. (KS) Demonstrate initiative in creating solutions to barriers to learning that they identify within their organization and community.(d) Demonstrate an ability to create and sustain partnerships (i.e., groups, teams, organizations) that effectively improve learning. (KS) Demonstrate a valuing of integrating multiple perspectives by building a community of stakeholders who advocate for high academic achievement for all learners in any educational setting. (D) Learning (Apply theory to practice) Apply evidencebased theories and principles of learning, motivation, and cultural competence to optimize practice in educational settings locally, nationally, and globally. (KS) (Learner centered and contextually responsive instruction) Demonstrate the belief that effective instruction is learnercentered, theoretically grounded, and EDCO 506 Development, Administration, and Evaluation of Pupil Personnel Services: Final Exam EDCO 505 Counseling and Collaborative Consultation in the School Setting: Final Case Consultation School Counseling Practicum-Log Field Experience -Log Assessment of Candidate EDCO 506 Development, Administration, and Evaluation of Pupil Personnel Services: Final Exam EDCO 505 Counseling and Collaborative Consultation in the School Setting: Final 9

10 School Counseling Program Guiding Principle Candidate Proficiencies contextually responsive to the individual differences of all learners. (D) (Integrates technology) Integrates technology into a range of instructional tools to enhance learning and develop new media literacy. (KS) (Competent academic writing) Demonstrates competency in academic writing. (KS) Key Assessments Case Consultation School Counseling Practicum-Log Field Experience -Log Assessment of Candidate Diversity (Commitment to diversity) Develop an unshakeable commitment to a diversity of thought and experience in their practice (e.g. diversity of socioeconomic status, gender, ethnicity, sexual orientation, language proficiency and disability). (D) (Identify barriers to learning) Identify practices, structures and policies that create barriers to learning (e.g., lack of culturally responsive pedagogy, digital divide ). (KS) (Negotiate to eliminate barriers) Develop the skill and political savvy to negotiate, if not eliminate, those barriers for themselves and on behalf of others. (KS) (Value of individual and cultural difference) Demonstrate a valuing of using individual and cultural differences to inform practice related to accountability, leadership, and instruction that result in equal opportunity and access for all learners. (D) EDCO 506 Development, Administration, and Evaluation of Pupil Personnel Services: Final Exam EDCO 505 Counseling and Collaborative Consultation in the School Setting: Final Case Consultation School Counseling Practicum-Log Field Experience -Log Assessment of Candidate 10

11 Field Experience Overview The California Commission on Teacher Credentialing (CCTC) Standards of Quality and Effectiveness for Pupil Personnel Services Credentials includes requirements for the preparation of school counseling credential candidates. One of the requirements addresses the Field Experiences component of the program (Standard 31) and reads as follows: To develop competency in all areas of school counseling and guidance, candidates have the opportunity to demonstrate knowledge and skills in applying the themes and functions of school counseling in school settings designed and organized to support the training and preparation of school counselors. Candidates demonstrate in field experience the knowledge of and skills in working with pre-k through adult pupils in the areas identified in the standards for school counseling. For students, field experience is an opportunity that provides a synthesis of knowledge and skills in relevant settings. Applying theory and counseling skills under competent supervision enables students to make the necessary transition from graduate school to their professional counseling practice. In addition to preparing for the transition into their professional roles, students engaged in field experience have the opportunity to make a meaningful impact in the school environments (and other potential sites) in which they are placed. While under the supervision of experienced practitioners, students will be expected to fulfill responsibilities similar to those they are likely to hold as full-time professionals, thereby contributing substantially to the pupil personnel services program at their site(s). Field Experience Activities Students should be involved in a range of services and activities. USC recognizes that the services will vary depending on the site, but in general, they should include: a. Individual counseling b. Group counseling c. Career development d. College Counseling e. Information dissemination f. Staff meetings g. Professional development h. Consultation i. Referral j. Program development k. Program assessment l. Maintaining records m. Classroom guidance 11

12 Prerequisite Requirements for Field Experience Certificate of Clearance A Certificate of Clearance is a document that verifies that the individual has completed the fingerprint and character and identification process of the California Commission on Teacher Credentialing (CCTC). Individuals must obtain a Certificate of Clearance prior to beginning field experiences. Individuals who have received fingerprint clearance through other California agencies, employers, or other state or government agencies are not exempt from this process. The normal processing time for the fingerprint and character and identification process via LiveScan is one to three days. To apply: Print three (3) copies of the Request for Live Scan Service form here.. LiveScan is the electronic process for taking and submitting fingerprints. You must use the CCTC LiveScan form; otherwise, CCTC will not receive your fingerprint responses from the California Department of Justice or FBI. Have your fingerprints taken by a LiveScan Operator and pay the fee. Fees collected by LiveScan operators vary, and include $51 for fingerprint processing. You can find a list of operators here. Complete the online application at the Commission s Direct Application site. Using a VISA or Mastercard debit or credit card, complete the authorized transaction fee of $ You will then receive an containing a confirmation number and a link to the Track Payment web page immediately following the successful submission of the online application. When requirements for issuance of the Certificate of Clearance are completed, an will be sent informing you that the document has been granted and can be viewed in 48 hours on the Look-up and Status page. School Counseling Internship candidates must verify basic skills proficiency before assuming intern counseling responsibilities. The options for meeting the Basic Skills Requirement are: Pass the California Basic Educational Skills Test (CBEST), Pass the CSET: Multiple Subject Plus Writing Skills Examination, Pass the CSU Early Assessment Program or the CSU Placement Examinations, or Pass a Basic Skills Examination from another state. Coursework Practicum All students must successfully complete EDCO 503 Ethical and Legal Issues in Counseling and EDCO 541 Theories in Counseling in order to enroll in EDCO 574 School Counseling Practicum. Field Work All students must have successfully completed EDCO 574 Practicum in order to enroll in EDCO 575 School Counseling Fieldwork. 12

13 Liability Insurance Each student is required to obtain professional liability insurance before beginning Practicum. The practicum and fieldwork student is providing services to the public and therefore, runs the risk of having lawsuits brought against him or her. Sources that will insure school counseling students include: The American School Counselor Association (ASCA) and the American Counseling Association (ACA). American Counseling Association American School Counselor Association , ext Students will be asked to present evidence of coverage at the first Practicum class meeting. Overview of Practicum (EDCO 574) Practicum is the initial orientation to the work of school counselor professionals. School counseling candidates must complete a minimum of one hundred (100) clock hours in a practicum experience. Examples of such experiences include: (a) peer counseling related to a university or college program practicum course; (b) personal and career assessments; (c) personal counseling experience in either an individual or group context; (d) school-based programs serving parents and family members; (e) community service programs serving children and families; (f) school related experience such as shadowing a school counselor, observing classroom instruction, attending district and school-based meetings, and mapping school-based community resources. Practicum Eligibility Prior to entering School Counseling Practicum (EDCO 574), students are required to: Obtain a Certificate of Clearance, Provide evidence of having met the Basic Skills Requirement, Be in good academic standing, and Have completed EDCO 503 and EDCO 541. Students who have completed all eligibility requirements may submit a Request to Enroll in School Counseling Practicum to their Student Services Advisor to enroll in the course. Practicum Hours EDCO 574 School Counseling Practicum is a variable 1-2 unit repeatable course that is graded Credit/No Credit. One unit of Practicum is equivalent to 50 hours of at a practicum site. Most students will enroll in 2 units of Practicum and, therefore, complete all 100 practicum hours in the spring semester of their first year in the School Counseling program. Students may be allowed to divide Practicum into two semesters (i.e., 1 unit/50 hours per semester) with advance approval from School Counseling program faculty. In such cases, a student must 13

14 submit a separate Request to Enroll in School Counseling Practicum for each of the two semesters. Maintaining a Practicum Log Students will maintain a School Counseling Practicum Log that documents all practicum activities and hours. Site supervisors will need to review and verify the log entries on a weekly basis. At the end of the semester, the student and site supervisor will provide signatures on the Summary of School Counseling Activities, verifying the completion of the agreed upon hours/activities at the practicum site. Students should retain a copy of completed and signed log and summary sheets for their personal records. Originals of all completed and signed logs and summary sheets must be submitted to the Fieldwork Placement Coordinator by the final day of classes for the semester in which Practicum took place.. These materials can be dropped off to the Fieldwork Placement Coordinator in the Master s Program Office in WPH, Suite 304. For any questions or concerns, please contact Derek Sapico, Fieldwork Placement Coordinator, at either (213) or Supervisor Evaluation During the Practicum experience, students will be evaluated by site supervisors on the professional skills they have acquired and demonstrated, using the Practicum Skills Evaluation Form. This evaluation will take place at the midpoint and end of the Practicum experience for each site at which a student is placed. After completing the evaluation, site supervisors should: Review the evaluation with the student during supervision time Sign off on it and obtain the student s signature Submit the signed original evaluation form to the Fieldwork Placement Coordinator Provide a copy of the evaluation to the student Grading Practicum is graded on a Credit/No Credit (CR/NC) basis. Credit will not be granted until the Fieldwork Placement Coordinator has received all of the following forms, completed and signed: School Counseling Practicum Logs Summary of School Counseling Activities Practicum Skills Evaluation (2) Each student is responsible for submitting all signed practicum logs and summary sheets to the Fieldwork Placement Coordinator. The documents above must attest to satisfactory completion of all practicum requirements, including demonstration of professional conduct and mastery of basic counseling skills, in order for students to receive Credit and be allowed to advance to the next phase of the field experience (Fieldwork). 14

15 Overview of Fieldwork To provide opportunities to perform, under supervision, the functions of school counselors in school counseling settings, candidates are required to complete supervised field experience of six hundred (600) clock hours. Field experiences begin after successful completion of the practicum experience and all prerequisite course work. The total field experience includes the following: 1. Enrollment in EDCO 575 (School Counseling Fieldwork course) 2. Students are required to complete at least one hundred fifty (150) clock hours devoted to issues of diversity. This may be satisfied (a) with up to 100 clock hours in a diversity program or with the development and implementation of a program that address diversity issues AND at least fifty (50) clock hours shall be with at least ten (10) pupils (individually or in a group) of a racial and ethnic background different from that of the candidate or (b) all 150 clock hours with pupils of a racial and ethnic background different from that of the candidate. 3. At least four hundred (400) clock hours in public school settings at two of three school levels such as elementary, middle, high school with a minimum of two hundred (200) clock hours at each level. 4. Two hundred (200) of the six hundred (600) clock hours may be completed in settings other than public schools such as community, mental health, educational (including community college) or social work settings. 5. The opportunity to gain supervised experience in the understanding and use of a variety of school resources, including: data and information systems on student learning and achievement; career development materials; information on colleges and universities; the use of school technologies for information access, teaching and learning; test and measures used in assessing student learning and achievement; and information on school and district policies and practices. 6. A minimum of twenty-five (25) clock hours of group counseling and guidance in a public school setting. Fieldwork Eligibility Prior to enrolling in EDCO 575 (School Counseling Fieldwork), students are required to: Have completed EDCO 574 Practicum and Be in good academic standing Fieldwork Hours Students may enroll in EDCO 575 on a variable unit basis, ranging from 1 unit to 4 units in a given semester. The number of Fieldwork units in which a student should enroll is determined by the clock hours he/she plans to complete in a given semester. The ratio of Fieldwork units/hours is delineated below: 1 units = 150 hours of work 2 units = 300 hours of work 3 units = 450 hours of work 4 units = 600 hours of work 15

16 Fieldwork Approval Process Students must submit a separate Request to Enroll in School Counseling Practicum prior to each semester of enrollment in EDCO 575, and maintain enrollment until the required number of hours has been completed. Fieldwork Sites Some students may be concurrently placed at more than one Fieldwork site in order to complete the required number of hours for a given semester. In these cases, a separate School Counseling Fieldwork Site Agreement must be on file for each site at which a student is placed. Fieldwork Log Each students is responsible for documenting (and obtaining verification from the site supervisor) clock hours accumulated using the School Counseling Fieldwork Log. At the end of your experience at a site, you are required to complete a Summary of School Counseling Activities form which totals up your hours by category. All Fieldwork Logs and Summary of Hours forms are to be submitted to the Fieldwork Placement Coordinator both at the end of your tenure at a site and at the end of the semester. Diversity Requirement To document completion of the diversity requirement, students must complete and submit the Verification of Completion of the Diversity Requirement. Group Supervision Seminar (EDCO 575) The EDCO 575 course will serve as the Group Supervision Seminar, where all fieldwork students will meet with a faculty supervisor to reflect upon and discuss their experiences at sites. Substantial time is devoted to case presentations and consultation. Each student is expected to: Attend class regularly and actively participate. Bring questions and concerns regarding clients to share with supervision group. Give and receive feedback (ideas, knowledge, and resources) regarding cases, counseling skill development and counseling process. Develop further and fine-tune counseling skills. Write a comprehensive case study. The case will be presented in class and a written copy will be submitted to the instructor. Professional Portfolio Candidates are expected to develop and maintain a portfolio throughout the program in preparation for the Exit Interview. The purpose of the portfolio is to effectively represent your experiences and knowledge, and to serve, in part, to demonstrate your competence in each professional credential standard. The process of developing the portfolio should begin in your first course and continue until you have completed the program. The final portfolio will be presented at the Exit Interview. Evaluation Students will be evaluated on their performance at fieldwork sites by their site supervisors, using the online Qualtrics platform. Evaluations will be performed twice for each semester of Fieldwork, once at the mid-semester point and once at the end of the semester. An online link to the form will be provided to site supervisors in advance of the evaluation period.. Supervisors should use supervision time to complete and discuss the form with the student. After completing, reviewing, and discussing the evaluation, both the student and Site Supervisor will sign and date the Verification of Review form and submit this to the Fieldwork Placement Coordinator. A completed evaluation and Verification of Review must be submitted for each site at which a 16

17 student completed fieldwork. There are separate forms for the Verification of Review-Mid Semester Evaluation and the Verification of Review-End of Semester Evaluation. Grading Fieldwork is graded on a Credit/No Credit (CR/NC) basis. Students will only be awarded a grade of Credit if the Fieldwork Placement Coordinator has received all of the following forms, completed and signed: School Counseling Fieldwork Log(s); Satisfactory attendance in EDCO 575 Supervision course; Verification of Completion of the Diversity Requirement; and School Counseling Fieldwork Evaluation. The documents above must attest to satisfactory completion of all practicum requirements, including demonstration of professional conduct and mastery of basic counseling skills, in order for students to receive Credit in Fieldwork. Exit Interview The final portfolio is presented at an Exit Interview conducted by the Fieldwork Coordinator where a final assessment of candidate competence is completed. Results of the assessment are recorded on the Final Assessment of Candidate Competence. Supervision The School Counseling Program at the University of Southern California requires all Candidates for the school counseling credential to complete supervised practicum and fieldwork in school settings. A minimum of 100 hours is required for practicum and a minimum of 600 hours is required for fieldwork. Site Supervisor Responsibilities The Site Supervisor provides guidance and oversight for the activities conducted by the students in the context of the field experience, evaluates the student s performance, and serves serves as professional mentor. Minimum qualifications for a Site Supervisor include: 1) possession of a valid school counseling credential; 2) minimum of two (2) years of professional experience while holding the school counseling credential; and 3) knowledge of the program s expectations, requirements, and evaluation procedures. Site Supervisors shall be responsible for providing: Orientation to the site; job description/duties; Assignments for counseling experiences; Verifying practicum/fieldwork hours completed; Individual and group counseling activities; Weekly supervision schedule (i.e., minimum of one hour, face-to-face); Maintaining communication with the University Supervisor; Documenting concerns regarding student progress; Opportunities/encouragement for professional development; and Midterm and final evaluations. 17

18 University Supervisor Responsibilities (Practicum/Fieldwork Professor) The University Supervisor is responsible for providing: University-based group supervision sessions Site visits to field placements and communication with Site Supervisors Consultation with students Final evaluation of students Fieldwork Placement Coordinator Responsibilities The Fieldwork Placement Coordinator is responsible for: Conducting Practicum/Fieldwork Orientations Providing resources and assisting students with the site searches and placements Tracking site placement information Collecting and archiving all field experience-related documentation (Site Agreement, Hour Logs) Performing site visits to field placements and communicating with Site Supervisors (when necessary) Consulting with students Administering Mid-Semester and Final Evaluations of field experience. 18

19 School Counseling Field Experience Timeline Practicum Applications for practicum and fieldwork must be filed by the appropriate deadline. Students will not be permitted to register for either practicum or fieldwork unless an application with all the necessary endorsements is on file. Use the following timeline to keep track of forms, deadlines, and events. (This timeline is designed for full-time students. If you are part-time, consult with your Student Services Advisor and your Faculty Advisor the semester prior to beginning Practicum to create a customized timeline). Timeline Year 1 / Fall Semester End of September Mid-Late October You will be contacted by your Student Services Advisor who will provide you with information about the Request to Enroll in School Practicum (EDCO 574). A Certificate of Clearance (COC) is required to complete this request. (More info on COC can be found here). Fieldwork Orientation will be held by Fieldwork Placement Coordinator. FPC will contact you via with specific dates and times of this workshop. Deadline to submit the Request to Enroll in School Counseling Practicum (EDCO 574) form. Student Services Advisor will inform you of this deadline via . Year 1 / Spring Semester Prior to Starting at Your Practicum Site Prior to Mid-Semester You are required to Proof of Liability Insurance prior to starting at your Practicum site. Submit a completed Practicum Site Agreement with signatures from your Site Supervisor for pages 1-2 and School/District Representative for Terms and Conditions. You must submit a Practicum Site Agreement form for every site in which you are working. You will be contacted by your Student Services Advisor who will provide you with information about the Request to Enroll in School Counseling Fieldwork (EDCO-575). A Certificate of Clearance (COC) is required to complete this request. (More info on COC can 19

20 be found here). Deadline to submit the Request to Enroll in Fieldwork form. Student Services Advisor will inform you of this deadline via . Submission of this form is required in order to enroll for EDCO-575 School Counseling Field Experience. Mid-Semester 3 Weeks Prior to End of Semester End of Semester Mid-Semester Evaluations will be sent out to your Site Supervisor for completion via online Qualtrics survey. Completed reviews are sent automatically to the Fieldwork Placement Coordinator. You are required to review your completed evaluation with your Site Supervisor and both parties must sign a Verification of Review for submission. Submit your Verification of Review form to your Practicum Instructor (University Supervisor). Check your syllabus for submission deadline. End-of-Semester Evaluations will be sent out to your Site Supervisor for completion via online Qualtrics survey. Completed reviews are sent automatically to the Fieldwork Placement Coordinator. You are required to review your completed evaluation with your Site Supervisor and both parties must sign a Verification of Review for submission. Submit School Counseling Practicum Log and Summary of Activities forms to the Fieldwork Placement Coordinator so your hours can be tracked. Fieldwork Year 2 Summer/Fall/Spring (Number of Fieldwork Semesters vary by student) Follow this timeline for every semester of Fieldwork (EDCO 575) Timeline Prior to Starting at your Fieldwork Site Mid-Semester Submit a completed Fieldwork Site Agreement with signatures from your Site Supervisor for pages 1-2 and School/District Representative for Terms and Conditions. You must submit a Fieldwork Site Agreement form for every site at which you are doing Fieldwork. This form must be submitted prior to the beginning of your work there. Mid-Semester Evaluations will be sent out to your Site Supervisor for completion via online Qualtrics survey. Completed reviews are sent automatically to the Fieldwork Placement Coordinator. You are required to review your completed evaluation with your Site Supervisor and both parties must sign a Verification of Review for submission. Submit your Verification of Review-Mid Semester form to your 20

21 Practicum Instructor (University Supervisor). Check your syllabus for submission deadline. 3 Weeks Prior to End of Semester End of Semester End-of-Semester Evaluations will be sent out to your Site Supervisor for completion via online Qualtrics survey. Completed reviews are sent automatically to the Fieldwork Placement Coordinator. You are required to review your completed evaluation with your Site Supervisor and both parties must sign a Verification of Review for submission. Submit School Counseling Fieldwork Log, Summary of School Counseling Activities, and Completion of Diversity Requirement (if applicable) to the Fieldwork Placement Coordinator to ensure that your hours are tracked accurately. You will be sent a Student Evaluation of Site and Site Supervisor via . Please complete one survey for each site in which you engaged in Practicum/Fieldwork during the semester. The Qualtrics link will allow you to complete multiple surveys for each site. *Final Semester of Field Experience Only Schedule an Exit Interview with your University Supervisor. During your Exit Interview, a final assessment of candidate competence is completed. Results of the assessment are recorded on the Final Assessment of Candidate Competence. 21

22 School Counseling Specialization Standards Standard 17 Foundations of the School Counseling Profession The program provides candidates with knowledge and understanding of the core areas including history, philosophy and trends in school counseling; state and national standards; models of comprehensive and developmental school counseling and guidance programs; and theoretical basis for counseling practices in schools. Standard 18 Professionalism, Ethics and Legal Mandates The program provides candidates with an understanding of ways to develop a professional identity congruent with the knowledge of all aspects of professional functions, professional development, and organizational representation. The program provides candidates with knowledge of current legal mandates impacting school counselors and pupils. The program provides candidates with knowledge of the ethical standards and practices of the school counseling profession and how to apply these ethical standards to specific counseling situations. Standard 19 Academic Development The program provides candidates with an understanding of the concepts, principles, strategies, programs and practices for enabling pupils to experience academic success and achieve at high levels. Candidates are able to implement strategies and activities in the school setting for maximizing learning, producing high-quality work and preparing pupils for a full range of options and opportunities after high school, including the completion of a college and university education. Standard 20 Career Development The program provides candidates with the knowledge of the components of career development programs and provides them with opportunities to develop, implement and evaluate such programs in schools. Standard 21 Personal and Social Development The program provides candidates with the opportunity to apply knowledge and understanding to the theories, concepts, processes, skills and practices required for successful personal and social development. Candidates are able to plan, organize and implement programs that enable pupils to acquire knowledge, attitudes and interpersonal skills that help them understand and respect themselves and others, make decisions, set goals and take necessary action to achieve goals, and to understand and develop safety and survival skills. Standard 22 Leadership Candidates know the qualities, principles, and styles of effective leadership. Candidates also possess the knowledge, skills and attitudes of effective leadership by acting as agents of change in planning, organizing, implementing, managing and evaluating the outcomes of school counseling and guidance programs that increase student learning and achievement. Standard 23 Advocacy Candidates demonstrate skills and attitudes essential for advocating for the learning and academic success of all pupils. Candidates are able to identify institutional, systemic, interpersonal and intrapersonal barriers to learning, and are able to plan and implement strategies to eliminate those barriers and effectively support positive learning and achievement outcomes for all pupils. Standard 24 Learning, Achievement and Instruction Candidates know appropriate classroom management strategies and techniques for assisting teachers with classroom organization. Candidates understand curriculum design, lesson plan development, and instructional strategies for teaching counseling and guidance related material. Standard 25 Individual Counseling Candidates demonstrate knowledge of the theories of counseling, the stages of the counseling relationship, and the elements of effective counseling, particularly as they pertain to the three domains of school counseling. Candidates also know and demonstrate skills in helping pupils cope with personal and interpersonal problems as well as skills in crisis intervention in response to personal, school, and community crisis. Candidates are able to design and implement programs of wellness promotion, prevention, treatment, and intervention services. In addition, candidates understand and possess skill for evaluating counseling outcomes, including the impact of individual and small group counseling on student learning and achievement. Candidates know community-based mental health referral resources and effective referral practices. Standard 26 Group Counseling and Facilitation Candidates understand group dynamics and possess skill in group work, including counseling, psycho-educational, task, and peer helping groups; and facilitation of teams to enable pupils to overcome barriers and impediments to learning. 22

23 Standard 27 Collaboration, Coordination and Team Building Candidates apply skills of effective collaboration among school staff, parents, individuals, groups, and agencies in the community to meet developmental needs parents within a comprehensive school counseling and guidance program as it relates to the educational along a continuum of preschool through adult pupils. In collaborative efforts, candidates demonstrate competence in coordinating the services of community members, agency personnel and mission of the school. Candidates know and possess skills in building effective working teams of school staff, parents and community members for eliminating personal, social, and institutional barriers to learning and increasing student academic achievement and learning success. Standard 28 Organizational Systems and Program Development Candidates understand the organization, structure, and cultural context of schools as educational systems and are able to plan, develop, implement and evaluate systemic and comprehensive counseling and guidance programs that are part of an overall school plan. Such programs include student outcomes that reflect the impact of counseling and guidance programs on student learning and academic achievement. Standard 29 Prevention Education and Training Candidates know and have skill in the planning, organizing and implementing of educational programs designed to promote pupil learning and high academic achievement. Candidates also have knowledge in preventing problems that pose barriers to learning and achievement. Candidates develop knowledge and skills in working with school staffs, parents, and family members to enable them to eliminate barriers to learning and achievement. Standard 30 Research, Program Evaluation and Technology Candidates are knowledgeable about basic principles of research design, action research, and program evaluation. This includes traditional experimental design as well as qualitative and single-subject designs. Candidates are able to differentiate high quality from inadequate research, and understand measurement and statistics in sufficient depth to evaluate published research and conduct evaluations of counseling and guidance and other educational programs in terms of student outcomes. Candidates understand and utilize computer technology and attendant technological applications for conducting program evaluation. 23

24 24

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