UTAH STATE UNIVERSITY. Professional School Counselor Education Outcome Data

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1 UTAH STATE UNIVERSITY Professional School Counselor Education Outcome Data Internship Supervisor Evaluations Note: Each intern in the Professional School Counselor Education program is required to meet with their internship supervisor for evaluation. During that meeting, the evaluation form is completed and discussed. We are reporting the results of the evaluations for students who entered the program in fall 2010 or fall Items are answered on a 9-point Likert scale: 1=very poor, 2=poor, 3=well below average, 4=slightly below average, 5=average, 6=slightly above average, 7=well above average, 8=excellent, 9=outstanding See appendix A for the evaluation form in its entirety. 1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY Professional School Counselors are licensed in school counseling and have unique qualifications and skills to address the academic, personal/social and career development needs of all students. Professional school counselors are advocates, leaders, collaborators and consultants who create opportunities for equity in access and success in educational opportunities. (American School Counselor Association, Ethical Standards for School Counselors, adopted June 26, 2004) Item Mean Standard Deviation Proper attire, professional appearance Arrives on time Completes assignments on time Communication skills uses tact and diplomacy with other professionals, teachers, parents and students Ethical behavior knowledge of and adherence to ASCA and USCA Comprehensive Guidance policies and standards All items SOCIAL AND CULTURAL DIVERSITY Studies that provide an understanding of the cultural context of relationships, issues, and trends in a multi-cultural and diverse society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious, and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities Item Mean Standard Deviation

2 Awareness of own culture and its impact on counseling activities Knowledge and application of theories of multicultural counseling Engages in social justice, advocacy, and conflict resolution Engages in activities to remedy bias, prejudices, oppression, and discrimination All items HUMAN GROWTH AND DEVELOPMENT Studies that provide an understanding of the nature and needs of individuals at all development levels Item Mean Standard Deviation Demonstrates understanding of the nature and needs of individuals and families across the lifespan Demonstrates skills in assisting in successful transitions for students Recognizes different learning styles and is familiar with associated strategies for student success Demonstrates strategies for facilitating optimal personal, career, and academic development Demonstrates an understanding of the implications of developmental crises, disability, exceptional behavior, addictive behavior, and psychopathology All items CAREER DEVELOPMENT Studies that provide an understanding of career development and related life factors Item Mean Standard Deviation Demonstrates knowledge of career development theories and decision-making models and applies the knowledge to the SEOP process Demonstrates ability to use electronic career information systems effectively Demonstrates the ability to identify and interpret student academic, career, and personal/social competencies and effectively implements processes and activities in achieving these competencies Demonstrates an understanding of the relationship between economic and labor market factors and career development

3 All items HELPING RELATIONSHIPS Studies that provide both theoretical and experiential understandings of professional helping relationships Item Mean Standard Deviation Demonstrates an understanding of essential interviewing and counseling skills Demonstrates knowledge of counseling theories that effectively conceptualizes client presentation and selects and implements appropriate counseling interventions Demonstrates knowledge of a systems perspective that recognizes family and other systems theories and related interventions Makes wise decisions regarding counseling the intern should engage in and what is beyond the scope of a school guidance counselor or intern Demonstrates knowledge of ethical and legal considerations in counseling relationships (i.e., confidentiality, transference, professional boundaries) All items GROUP WORK Studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, counseling theories, group counseling methods and skills, and other group approaches Item Mean Standard Deviation Demonstrates an understanding of group dynamics and processes Demonstrates knowledge of group leadership styles and approaches Demonstrates use of developmentally appropriate group counseling skills and interventions Demonstrates an understanding of ethical and legal considerations for engaging elementary and secondary students in group work All items

4 7. ASSESSMENT Studies that provide an understanding of individual and group approaches to assessment and evaluation Item Mean Standard Deviation Demonstrates an understanding of individual and group approaches to assessment and evaluation Demonstrates an understanding of basic concepts of standardized and non-standardized tests and other assessment techniques Demonstrates appropriate use of strategies for selecting, interpreting and explaining assessment instruments and results Ability to conduct assessments that consider multiple sources of information All items RESEARCH AND PROGRAM EVALUATION A program of study that provides an understanding of research methods, statistical analysis, needs assessment, and program evaluation Item Mean Standard Deviation Demonstrates an understanding of the importance of research in the school counseling profession as a tool for evaluation of programs and interventions Demonstrates an understanding of procedures for data gathering, analysis, and presentation Demonstrates an understanding of the ways that technology and statistical methods are used in conducting research and program evaluation Ability to communicate research to administrators and policy makers All items COMPREHENSIVE COUNSELING AND GUIDANCE PROGRAM MANAGEMENT Studies that provide both theoretical and experiential understandings of comprehensive counseling and guidance programs Item Mean Standard Deviation Demonstrates understanding of the design, implementation, management, evaluation and enhancement of the Utah Model for Comprehensive Counseling and Guidance

5 Ability to develop and implement individual planning that supports the SEOP process at the secondary level and/or the SEP process at the elementary level Ability to plan and present guidance curriculum to students Ability to present guidance curriculum to school personnel and parents Demonstrates the ability to design and implement preventative, developmental and organized systems for delivering responsive services All items FOUNDATIONS OF SCHOOL COUNSELING Studies that provide an understanding of school counseling as it exists in the contexts of social, legislative, and technological systems. Item Mean Standard Deviation Demonstrates an understanding of the relationship between guidance counseling and student service programs Applies leadership strategies designed to enhance the learning environment, organization, and administration of the school Demonstrates knowledge of current issues, policies, laws and legislation relevant to school counseling Demonstrates knowledge of current and emerging technology in school guidance counseling, and implements appropriate new technologies All items CONTEXTUAL DIMENSIONS OF SCHOOL COUNSELING Studies that provide an understanding of the coordination of counseling program components as they relate to the total school community Item Mean Standard Deviation Advocates for all students Demonstrates the ability to collaborate with administration, teachers, support personnel and community resources to support a student or guidance program Demonstrates the ability to plan, develop, implement, monitor and evaluate comprehensive guidance programs in classrooms or school-wide settings

6 Demonstrates knowledge of prevention and crisis intervention strategies All items ADDITIONAL KNOWLEDGE AND SKILL REQUIREMENTS Studies of additional pragmatic or emerging skill sets that are not fully described by the previous standards. Item Mean Standard Deviation Demonstrates ability to prepare and implement an action plan/and or school counseling calendar Demonstrates an awareness of the need for seeking and securing enhancement funding for program expansion Demonstrates knowledge of strategies for identifying and utilizing corporate, individual and community resources to provide support for student achievement (i.e., grants) Demonstrates the ability to recognize and assist children and adolescents who may use alcohol or other drugs or who may reside in homes where substance abuse occurs All items

7 1. Supervisor Comments A selection of comments from Internship Supervisors - Proactive, Technologically savvy, strong relationships with students, thoughtful and efficient decision making, great at teaching, interactive. - Able to communicate well with staff, students, and families. Skilled at classroom management and presentation of guidance curriculum. Efficient and organized. Accepts new challenges. Uses technology well. Great knowledge of college and career information and resources. - Professional approach- a priority talent- approachable, kind soft, respectful, knowledge of com con pro, strong and firm when needed. - Willing to jump right in and get to work helping students find success! Has great perspective and is always looking at the bigger picture. Works very well with others and is quick to build positive relationships with other staff members and students. - Has great communication skills both in verbal and written presentations. Hard worker and completes projects before time. Time management is well organized, and optimizes the use of resources available. Able to identify and define problems to determine a cause and find possible solutions. - Interacts well with students and staff. Demonstrates good decision making and ethical behavior. Maintained good relations with teachers and administrators. - Great self-starter, and completes all tasks efficiently, thoroughly, and correctly. Has been a quick learner and is going to make a great counselor. - Fearless, Experienced, Stays calm under pressure, good at setting limits and boundaries - Works hard and is not afraid to jump in and try things. She connects well with the students and works well with parents. - Team player, desire to contribute, approachable, safe, nonjudgmental, reliable, "takes care of business", open to input. - Loves the students and is a wonderful advocate for them. Additionally, very eager student who is very willing to listen and learn. - Has all the skills and experience to be functioning as a school counselor. Equipped to meet student, staff and school community needs. - Has done and continues to do an excellent job. Proactive in developing programs that need to be enhanced in our counseling office.

8 Praxis Scores The Praxis Professional School Counselor test (5421) is intended for persons who are completing master s-level programs for counselors and intend to become school counselors in the public schools. It is required for licensure in the state of Utah. The test is designed to measure counselor functions and skills related to the elementary and secondary school levels. A number of questions are applicable across school levels; other questions are especially applicable to the elementary school level, the middle or junior high school level, or the high school level. The content of the test is focused on questions that relate to the following four major categories: foundations, delivery of services, management and accountability. 1. Praxis Scores We are reporting the results of the Praxis II test in School Counseling for students who entered the program in fall 2010 or fall The Praxis test in school counseling was revised in 2012, and a new rubric was created. The metrics below reflect the revised Praxis and scoring metric. Item Mean Standard Deviation Praxis II Scores Praxis II Information* Possible Score range = Performance Range = Required Passing Score = 156 * Educational Testing Services (ETS)

9 Graduate Survey Results In February of 2015, an electronic, on-line survey was sent to all graduates of the USU Professional School Guidance Counselor Program from the 2009, 2010, and 2011 cohorts. The survey included 21 items on which graduates rated their satisfaction with various aspects of the program. Respondents rated their satisfaction on a 5-point Likert scale: 1 = poor, 2 = below average, 3 = average, 4 = above average, 5 = excellent Students were also invited to respond with written comments. Sample comments follow the quantitative data. See Appendix B for the Survey in its entirety Satisfaction All Years This table is a summary of the satisfaction data from all 42 respondents. Item Mean Standard Deviation The overall quality of the instruction? The overall availability of your instructors? Program curriculum? Course availability? Course scheduling? Your satisfaction with the practicum experience? Your satisfaction with the internship experience? Effectiveness of advising? Given the cost, how would you rate the value of your education? How well do you feel your training compares to the training received by school counselors you have worked with who graduated from other school counselor education programs? How well do you think the program trained you in College and Career Readiness? How well do you feel your training in the program prepared you to use your school data management system? How well do you feel your training in the program prepared you to deal with issues surrounding diversity/multiculturalism in your school(s)? Please rate the contribution of the program to your development of the skills necessary to evaluate and make changes to your program based on empirical evidence? How well did the program prepare you in terms of the content and information which you provide to students, parents, and educators?

10 Please rate your preparation in terms of the skills required to be an effective school counselor? How well do you feel the program prepared you to act in a caring and professional manner with your students? Please rate the degree to which you think the children/adolescents with whom you work see you as caring about them Please rate your preparation to work towards the goal specified in the mission statement of the Utah Comprehensive Counseling and Guidance Model, "Every student in Utah will graduate from high school with the skills, knowledge and dispositions essential for success." How well do you feel your training in the program prepared you to use technology to promote student learning and support the school comprehensive guidance system? Overall mean of satisfaction ratings Satisfaction By Year This table includes more detailed satisfaction information; data from the respondents is broken down by year of graduation. Item The overall quality of the instruction? The overall availability of your instructors? Program curriculum? Course availability? Course scheduling? Your satisfaction with the practicum experience? Your satisfaction with the internship experience? Effectiveness of advising? Given the cost, how would you rate the value of your education? How well do you feel your training compares to the training received by school counselors you have worked with who graduated from other school counselor education programs? How well do you think the program trained you in College and Career Readiness? How well do you feel your training in the program prepared you to use your school data management system? How well do you feel your training in the program prepared you to deal

11 with issues surrounding diversity/multiculturalism in your school(s)? Please rate the contribution of the program to your development of the skills necessary to evaluate and make changes to your program based on empirical evidence? How well did the program prepare you in terms of the content and information which you provide to students, parents, and educators? Please rate your preparation in terms of the skills required to be an effective school counselor? How well do you feel the program prepared you to act in a caring and professional manner with your students? Please rate the degree to which you think the children/adolescents with whom you work see you as caring about them Please rate your preparation to work towards the goal specified in the mission statement of the Utah Comprehensive Counseling and Guidance Model, "Every student in Utah will graduate from high school with the skills, knowledge and dispositions essential for success." How well do you feel your training in the program prepared you to use technology to promote student learning and support the school comprehensive guidance system? Overall mean of satisfaction ratings Graduate s Survey - Sample Comments In addition to the quantitative satisfaction rating questions, graduates were also asked to provide qualitative feedback through written comments. The following statements are selected from respondents answers to the question What are the strengths of the program? -Great instructors. The best were also working in the field and used many examples from their positions in schools. One of the most helpful classes for me was Kris Hart's class where we learned the Utah Model. -The program allowed me to work full-time while earning my degree. Our site cohort has formed a cohesive group with whom I can network and seek advice. I enjoyed having all the course work completed before the internship rather than interning while still in classes. -For me, the strength of the program was the collective spirit of the cohort. I feel like the group became more than just the sum of its parts. During the time of my program I formed lifelong friendships, learned priceless lessons about transference and counter transference, about disclosure and privacy, about working in teams, listening and understanding. I also gained the confidence to pursue a career as a counselor only as my cohort supported me. When my program failed me, my cohort picked me back up and gave me a reason to continue. I am now doing great things along side my friends throughout the state. The most valuable lessons I learned had little to do with the instruction in the courses. -The instructors were passionate and professional. I felt that the material taught was current and a necessity to learn. The program allowed for flexibility in terms of accommodating

12 students across the state of Utah. I felt that my instructors and program staff were accessible when I needed to communicate with them. The advisement for certification and paperwork was straight-forward and organized. The program director, Camille, was personable and took a genuine interest in the students. The instructors were also genuine and caring going above and beyond their role in teaching the material. -Even with a busy schedule and a family, I could still fit this program in. It worked really well to only have to attend classes one night a week. I also feel the instructors for the most part were great! -The best part of the program is the practicum and internship. I learned the most about being a counselor at being at high school working with school counselors, administrators, parents, and students. The following statements are selected from respondents answers to the question How could the program improve? - I would have liked to have the class where we learned the Utah Model to be earlier in the program. It helped my understanding of so many aspects of counseling. - It would have been great to gain experience on the Student Information System I would be using but that is understandably difficult given the variety of programs used through the state. I felt at times that the program was very educator focused and I was therefore at a disadvantage not already working in a school (namely having access to administrators/teachers/counselors). Perhaps that could be resolved by having a list of USU program graduates who could provide assist them with contacts within the system. - Spending more time devoted to special education and 504 plans; spending more time devoted to course selection - I would have enjoyed learning more about some different therapeutic approaches and having more practice with them (i.e. motivational interviewing, solutions-focused counseling, etc.) I recognize that school counselors often refer out to other professionals when needed for counseling, but it is nice to have those tools on hand when working with students. These were briefly touched on in the coursework, I just would have enjoyed learning more about effectively using these techniques with students. - The program is too long. It needs to be condensed from 3 years to 2 years. I had a diversity class for whole semester, and I felt like that class could have been incorporated into another class. - I would suggest most instructors be required to be part time in the schools. Hard to teach about being involved in a student's life, if it has been too long since you walked the hallways of a middle or high school. The following statements are selected from respondents answers to the question What skills do you need as a school counselor that were not addressed by the program? - I spend an enormous amount of time tracking credits, filing paperwork and other tasks that are an integral part of high school counseling that were not covered in the program. The data management system is a constant learning experience. I understand that all of those little details vary from school to school and district to district, but an overview and a general

13 understanding of popular student data management systems would be helpful. I was exposed to some of the data management through my practicum and internship placements. - I do not think SOAR reports, needs assessments, data projects, program evaluations, etc. were clearly explained in the program. I don't think completing a mock review helped. It would have been more beneficial to see a school's actual data projects, program review and supporting evidence. - School counseling is one of those careers that you really just need to jump into to learn. But honestly, all the skills I was taught were building blocks to the real thing. However, if there were a class that was only on special education, that would have been very helpful. - Course scheduling; working with special education students and gifted students. - College and career counseling (our career counseling course seemed somewhat outdated or not relevant), suicide prevention, and teaching methods - Addressing tough issues with parents, social work skills (how to help parents find resources in our community). The following statements are selected from respondents answers to the question What do our present students need to know to help them succeed upon graduation? - Start networking now. The way to get a job is to get to know counselors and/or administrators. Counselors have a large say in who will work with them, administrators make the decisions oh who to hire. Start attending the district counselor collaboration meetings, start volunteering to help a school you think you would like to work in. As a new graduate you need to mesh the innovative ideals that you learned in school with the practical reality that is school counseling. Go out confident, yet understanding of what the school counselors you work with have been facing and for how long they have been facing it. Be an asset in your practicum and internship, not a burden. Each counselor brings their own strengths to the school. Identify and learn your strengths. Demonstrate how they make you a good fit for the people you work with. You have to be able to do everything good, but it is the few things that you are amazing at that will make the difference. - This is a very fulfilling but incredibly draining career. Self care is absolutely critical. In your first year you will want to quit at least once if not many times. Like law enforcement, this is a career of much routine busy work punctuated by moments of heart breaking despair and earth shattering brilliance. The roller coaster leaves you feeling like you were running in place at best, probably wasting space and people's time and useless at the worst. Every now and then, something will happen that makes it all worth it, and in those times it is a best practice to make a record of it. Keep the great moments and treasure them. A sense of humor is absolutely necessary for this career. It's okay to vent with your fellow counselors and administrators, that's how we all get through it. The counseling team relationship is so important it can't be over-stated. An open and honest, collegial and genuine friendship provides the environment for new counselors to learn from the more experienced and to bring their best to the team. Some days, just hold on. It will get better. You are making a difference. Just a teeny, tiny little difference in the lives of thousands of kids each day. Even if you are just a part of the background, you can make school safer and more welcome just by being there. - Take advantage of your practicum and internship. Those two classes and programs will allow

14 students to network and possibly find a future job in school counseling. - Really evaluate if you want to be a school counselor. The work is demanding and you will be very underpaid for having a master s degree. Helping students is rewarding but making a living on a school counselor salary is difficult. If you are able to not stress about the money and focus on helping students then this can be a great career. - When you get a job, you will be thrown into a school and have to learn a lot as you go but it's possible and worth it! Learn as much as you can in your internship. You learn so much there that isn't taught in class. - Continue with your counseling skills and don't become a transactional counselor The following statements are selected from respondents answers to the question Is there any other information that might be useful to us as we work to maintain a high-quality program? - Better information to students registering about how hard it will be to be placed in their chosen profession in an immediate time frame. I didn't get a job as a school counselor for quite a while, and I feel rusty about the things I learned in the program. Refresher courses would also be a nice offering to districts on various topics. - I know Logan is far away from a distance program, but I think it would be helpful to have students come to campus more than just for orientation and graduation. Even if it is just once yearly or once a semester for a campus tour, conference, seminar, etc. I believe this would build more unity and school loyalty and connections. - It's great to learn what a school counselor is SUPPOSED to do in an ideal counselor role, however, the fact is that many school counselors end up doing things that aren't in the CCGP. Students need to be aware/warned of that. Also, many charter schools don't use the CCGP, so it would be beneficial to have some information for those who won't be using that program. - As long as the program can stay somewhat small like my cohort was, I think it will continue to be very successful. When there are too many graduating each year, it gets extremely hard for everyone to find jobs. The field gets over-saturated. - I would recommend less theory and more practical, applicable course work. It would be nice to have licensed school counselors be more a part of the classes and programs. - As with any counselor, improvement depends on cultivating an atmosphere of trust where stakeholders feel comfortable giving open and honest feedback, collecting feedback and implementing changes where necessary. This survey is a helpful step in the process.

15 Student Outcomes and Hiring Data (Data for Cohorts) Cohort Group Final GPAs of Program Graduates in School Guidance and Counseling Combined Mean = 3.76 Range: SD =.183 N = 57 Mean = 3.75 Range: SD =.196 N = 24 Mean = 3.77 Range: SD =.174 N = 46 Mean = 3.76 Range: SD =.181 N = 127 Graduation Rate Information Students in Cohort Students Graduated 2009 Cohort Graduation Rate Student on Leave of Absence Students Withdrawn Graduation Rate % Students in Cohort Students Graduated 2010 Cohort Graduation Rate Student on Leave of Absence Students Withdrawn Graduation Rate % Students in Cohort Students Graduated 2011 Cohort Graduation Rate Student on Leave of Absence Students Withdrawn Graduation Rate %

16 Hiring of Recent Graduates Post- Secondary Advisor 8% Paraprofessional 9% Current Employment 2009 Cohort Non-Educator Position 4% Unemployed (Looking) 6% Elementary Counselor 17% Administrator (Elem) 2% Teacher 10% Secondary Counselor 44% Current Employment 2010 Cohort Post-Secondary Advisor 10% Paraprofessional 0% Teacher 4% K-12 Counselor 15% Elementary Counselor 10% Secondary Counselor 61%

17 Current Employment 2011 Cohort Unemployed (not looking) 4% Unknown Paraprofessional 13% 2% Non- Education 2% Teacher 4% Post-Sec Advisement 18% Secondary Counselor 41% Elementary Counselor 7% Starting Salary of Level 1, Step 1 School Counselors for 10 Utah Districts Districts Starting Salary Source Alpine $34, Link Box Elder $34, Link Cache $33, Link Davis $36, Link Granite $37, Link Jordan $36, Link Murray $38, Link Nebo $34, Link Sevier $39, Link Washington $39, Link Overall $36,491.13

18 APPENDIX A INTERNSHIP STUDENT EVALUATION

19 USU Professional School Counselor Education Program INTERNSHIP STUDENT EVALUATION Intern Information Student Name A# Internship Site Supervisor Date School District Number of years the supervisor has been a Level-II School Counselor Review Period Start Date Review Period End Date Total hours completed (from log) (REQUIRED) Instructions for reviewer: Please check the box that best matches the appropriate demonstration of the skill or task listed. PLEASE DECIDE ON YOUR RANKINGS BY COMPARING THE PERFORMANCE OF YOUR INTERN TO A SCHOOL COUNSELOR IN THE FIRST YEAR OF PROFESSIONAL PRACTICE. 1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY Proper attire, professional appearance Very Excellent Outstanding N/A Arrives on time Completes assignments on time Communication skills uses tact and diplomacy with other professionals, teachers, parents and students Ethical behavior knowledge of and adherence to ASCA and USCA Comprehensive Guidance policies and standards Comments 1 06/14

20 2. SOCIAL AND CULTURAL DIVERSITY Awareness of own culture and its impact on counseling activities Knowledge and application of theories of multi-cultural counseling Engages in social justice, advocacy, and conflict resolution Engages in activities to remedy bias, prejudices, oppression, and discrimination Comments Very Excellent Outstanding N/A 3. HUMAN GROWTH AND DEVELOPMENT Demonstrates understanding of the nature and needs of individuals and families across the lifespan Demonstrates skills in assisting in successful transitions for students Recognizes different learning styles and is familiar with associated strategies for student success Demonstrates strategies for facilitating optimal personal, career, and academic development Demonstrates an understanding of the implications of developmental crises, disability, exceptional behavior, addictive behavior, and psychopathology Comments Very Excellent Outstanding N/A 2 06/14

21 4. CAREER DEVELOPMENT Demonstrates knowledge of career development theories and decision-making models and applies the knowledge to the SEOP process Demonstrates ability to use electronic career information systems effectively Demonstrates the ability to identify and interpret student academic, career, and personal/social competencies and effectively implements processes and activities in achieving these competencies Demonstrates an understanding of the relationship between economic and labor market factors and career development Comments Very Excellent Outstanding N/A 5. HELPING RELATIONSHIPS Demonstrates an understanding of essential interviewing and counseling skills Demonstrates knowledge of counseling theories that effectively conceptualizes client presentation and selects and implements appropriate counseling interventions Demonstrates knowledge of a systems perspective that recognizes family and other systems theories and related interventions Makes wise decisions regarding counseling the intern should engage in and what is beyond the scope of a school guidance counselor or intern Demonstrates knowledge of ethical and legal considerations in counseling relationships (i.e., confidentiality, transference, professional boundaries) Comments Very Excellent Outstanding N/A 3 06/14

22 6. GROUP WORK Demonstrates an understanding of group dynamics and processes Demonstrates knowledge of group leadership styles and approaches Demonstrates use of developmentally appropriate group counseling skills and interventions Demonstrates an understanding of ethical and legal considerations for engaging elementary and secondary students in group work Comments Very Excellent Outstanding N/A 7. ASSESSMENT Demonstrates an understanding of individual and group approaches to assessment and evaluation Demonstrates an understanding of basic concepts of standardized and nonstandardized tests and other assessment techniques Demonstrates appropriate use of strategies for selecting, interpreting and explaining assessment instruments and results Ability to conduct assessments that consider multiple sources of information Comments Very Excellent Outstanding N/A 4 06/14

23 8. RESEARCH AND PROGRAM EVALUATION Demonstrates an understanding of the importance of research in the school counseling profession as a tool for evaluation of programs and interventions Demonstrates an understanding of procedures for data gathering, analysis, and presentation Demonstrates an understanding of the ways that technology and statistical methods are used in conducting research and program evaluation Ability to communicate research to administrators and policy makers Comments Very Excellent Outstanding N/A 9. COMPREHENSIVE COUNSELING AND GUIDANCE PROGRAM MANAGEMENT Very Demonstrates understanding of the design, implementation, management, evaluation and enhancement of the Utah Model for Comprehensive Counseling and Guidance Ability to develop and implement individual planning that supports the SEOP process at the secondary level Ability to plan and present guidance curriculum to students Ability to present guidance curriculum to school personnel and parents Demonstrates the ability to design and implement preventative, developmental and organized systems for delivering responsive services Comments Excellent Outstanding N/A 5 06/14

24 10. FOUNDATIONS OF SCHOOL COUNSELING Demonstrates an understanding of the relationship between guidance counseling and student service programs Applies leadership strategies designed to enhance the learning environment, organization, and administration of the school Demonstrates knowledge of current issues, policies, laws and legislation relevant to school counseling Demonstrates knowledge of current and emerging technology in school guidance counseling, and implements appropriate new technologies Comments Very Excellent Outstanding N/A 11. CONTEXTUAL DIMENSIONS OF SCHOOL COUNSELING Very Excellent Outstanding N/A Advocates for all students Demonstrates the ability to collaborate with administration, teachers, support personnel and community resources to support a student or guidance program Demonstrates the ability to plan, develop, implement, monitor and evaluate comprehensive guidance programs in classrooms or schoolwide settings Demonstrates knowledge of prevention and crisis intervention strategies Comments 6 06/14

25 12. ADDITIONAL KNOWLEDGE AND SKILL REQUIREMENTS Very Demonstrates ability to prepare and implement an action plan/and or school counseling calendar Demonstrates an awareness of the need for seeking and securing enhancement funding for program expansion Demonstrates knowledge of strategies for identifying and utilizing corporate, individual and community resources to provide support for student achievement (i.e., grants) Demonstrates the ability to recognize and assist children and adolescents who may use alcohol or other drugs or who may reside in homes where substance abuse occurs Comments Excellent Outstanding N/A EVALUATION SUPERVISORS: THE INTERN WILL RECEIVE A PASS/FAIL GRADE FOR THE INTERNSHIP. WHICH GRADE SHOULD THE STUDENT RECEIVE? PASS FAIL PLEASE CONTINUE ON TO THE FINAL PAGES OF THIS EVALUATION 7 06/14

26 PLEASE IDENTIFY THE STRENGTHS OF THE INTERN. PLEASE PROVIDE AS MUCH DETAIL AS POSSIBLE. 8 06/14

27 PLEASE IDENTIFY THE WEAKNESSES OF THE INTERN. PLEASE PROVIDE AS MUCH DETAIL AS POSSIBLE AND SUGGESTIONS FOR ADDRESSING THE WEAKNESSES. VERIFICATION OF REVIEW Students: By signing this form, you confirm that you have discussed this review in detail with your supervisor. Signing this form does not necessarily indicate that you agree with this evaluation. Intern Signature Supervisor Signature Supervisor preferred telephone number Evaluation reviewed by Date Supervisor preferred address Date Note: Please contact Camille Odell, School Counselor Education Director, if you have questions or concerns about this form or the process of supervising and evaluating USU School Counseling interns. Thank you for supervising this pre-professional. Contact Information: Phone: IMPORTANT - After your supervisor has filled out your evaluation and you have both signed the document please submit this form via Canvas. 9 06/14

28 APPENDIX B USU PROFESSIONAL SCHOOL COUNSELOR EDUCATION PROGRAM GRADUATE STUDENT SURVEY

29 USU Professional School Counselor Education Program Graduate Student Survey In which year did you graduate from the USU Professional School Counselor Education Program? Which format did you use for the majority of your courses? Statewide Broadcast Face-to-Face Instructorship in Kaysville 3. What is/are your current primary employment position(s)? (Check all that apply) Level 1 school guidance counselor Level 2 school guidance counselor Head of school-level school guidance program Head of district-level school guidance program Other: 4. In which setting(s) are you currently employed? (Check all that apply) Elementary School Middle School/Junior High High School College/University Other: 5. Which best describes the school(s) where you are employed? (Check all that apply) Private Public Charter Other: 6. Are you working in a rural or urban setting (rural < 50,000)? Rural Urban 7. (Please fill in the blank) What is the estimated counselor to student ratio at your school? One counselor to students.

30 8. How long have you been working in your current position? Less than 1 year 1 Year 2 Years 3 Years 4 Years 5 or more years 9. Are you currently working full-time or part-time in this position? Full-time Part-time 10. What is your current annual salary based on a full-time salary? (This question is optional, however, your response would be greatly appreciated. Your response will be completely anonymous.) $25,000 - $29,999 $30,000 - $34,999 $35,000 - $44,999 $45,000 - $54,999 $55,000 - $64,999 $65,000 - $69,999 >$70,000

31 11. With regards to the USU Professional School Counselor Education Program, how would you rate the following: The overall quality of the instruction? The overall availability of your instructors? Excellent Program curriculum? Effectiveness of advising? Course availability? Course scheduling? How well do you feel the program prepared you to act in a caring and professional manner with your students? Your satisfaction with the practicum experience? Your satisfaction with the internship experience? Given the cost, how would you rate the value of your education? How well do you feel your training compares to the training received by school counselors you have worked with who graduated from other school counselor education programs? How well do you feel your training in the program prepared you to use your school data management system? How well do you feel your training in the program prepared you to use technology to

32 promote student learning and support the school comprehensive guidance system? How well do you feel your training in the program prepared you to deal with issues surrounding diversity/multiculturalism in your school(s)? Please rate the contribution of the program to your development of the skills necessary to evaluate and make changes to your program based on empirical evidence? How well did the program prepare you in terms of the content and information which you provide to students, parents, and educators? Please rate your preparation in terms of the skills required to be an effective school counselor? Please rate the degree to which you think the children/adolescents with whom you work see you as caring about them. How well do you think the program trained you in College and Career Readiness? Please rate your preparation to work towards the goal specified in the mission statement of the Utah Comprehensive Counseling and

33 Guidance Model, "Every student in Utah will graduate from high school with the skills, knowledge and dispositions essential for success." 12. What are the strengths of the program? 13. How could the program improve? 14. What skills do you need as a school counselor that were not addressed by the program? 15. What do our present students need to know to help them succeed upon graduation? 16. How satisfied are you in your career as a school counselor? Very Satisfied Satisfied Neutral Dissatisfied Very Dissatisfied 17. In closing, is there any other information that might be useful to us as we work towards maintaining a high-quality program?

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