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W I L M I N G T O N

U N I V E R S I T Y

COLLEGE OF EDUCATION

Clinical Program Manual Master of Education School Counseling 2014-2015

(REVISED July 2014)

(302)655-5400 W I L M U . E D U


Dear Clinical Program Student, Congratulations on completing all of the academic course work required for your clinical field experience. You should be very excited to enter into the next phase of your graduate school journey. Being academically successful took a lot of effort and dedication on your part. Well done! The Master of Education in School Counseling (MEC) program in the College of Education provides this manual in order to contribute to successful field experiences for both supervisors and students. This document contains guidelines and expectations that will prepare all those involved with the practicum or internship. To this end, detailed descriptions of the clinical program, the program requirements, and the procedures that counselor candidates are to use as they complete the program are included. The appendices provide the necessary forms that will be used throughout the clinical experience. More information regarding the program and our department can be obtained from our website at http://www.wilmu.edu/education/medsc_program.aspx The clinical field work is the capstone event in your curriculum and is the time in which you will put your classroom knowledge to practice. This experience allows you to refine and enhance your basic counseling abilities, as well as integrate newly acquired skills and techniques through a supervised and structured internship or practicum. You may feel somewhat nervous or anxious about the prospect of working in a clinical setting, but let us reassure you that you are well trained and have the support of your Wilmington University faculty supervisor, cooperating school counselor, and the entire MEC faculty. With all of these supports in place, we believe you will do well and grow from the experience. Congratulations on this next and final step toward your degree, and best of luck! Sincerely,

Karen Sundquist Assistant Chair/Clinical Coordinator, School Counseling Graduate Program College of Education karen.a.sundquist@wilmu.edu


Table of Contents Page Mission Statements………………………………………………………… 2 MEC Program Design……………………………………………………… 3 Degree Completion Requirements………………………………………. 4 Description of Clinical Experience……………………………………… 5 Acceptable Practices……………………………………………………….. 5 Criminal Background Check and Clearances……………………….. 5 Required Clinical Course Experience………………………………….. 6 Clinical Program Requirements…………………………………………. 7 Clinical Experience Activities……………………………………………. 8 Clinical Seminar Information……………………………………………. 8 Clinical Program Responsibilities: Counselor Candidate..………….. 9 Clinical Program Responsibilities: Clinical Faculty Supervisor……. 10 Clinical Program Responsibilities: Cooperating Counselor…………. 10 Professional Perspective Paper………………………………………….. 12 Effective Teaching Paper…………………………………………………. 12 Clinical Site Assessment/ASCA Themes paper Guidelines……….. 12 School Counseling Intervention Project Guidelines………………… 13 Appendices…………………………………………………………………... 14 Appendices Appendix A: Daily Log Appendix B: Monthly Reporting Form Appendix C: Group/Individual Session Evaluation Form Appendix D: Classroom Guidance Lesson Evaluation Form Appendix E: School Counseling Intervention Project Proposal Appendix F: Final Course Evaluation Form Internship I Appendix G: Final Course Evaluation Form Internship II & Practicum Appendix H:Final Course Evaluation Non-certification practicum/MEC7600 Appendix I: ASCA Ethical Standards for School Counselors Appendix J: Candidate Ethics Policy signature page Appendix K: Clinical Agreement Form Appendix L: Criminal Background Check Procedures Appendix M: Confidentiality Agreement

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Mission Statement – College of Education

The College of Education at Wilmington University prepares students for a professional career in working with children in the stages of birth through adolescence. Students have experiences that provide knowledge, theory, and opportunities for educator candidates to work with children from a variety of socioeconomic backgrounds, ethnic groups, and education settings. Translating theory into practice is the primary purpose of the professional education programs. The programs center on the understanding of the structure and sequence of the content taught, the characteristics of the student population being taught, and the application of basic principles of learning that reoccur in the research on effective teaching.

Mission Statement- School Counseling

The mission of this program is to prepare and motivate teachers, counselors, and other dedicated professionals to qualify to staff and fully implement a comprehensive guidance and counseling program. All aspects of the program are aimed at enabling the participants to acquire program and graduation competencies in order to become professional school counselors who contribute to their schools’ educational goals. The curriculum is based on the ASCA National Model and Delaware State Model of a comprehensive guidance program; that implies that school counselors are accountable when they follow a standardized plan that can be implemented throughout the state. The Program Attributes emanate from the visions and missions of the University and College of Education; reflect the University’s philosophy, purposes, and program goals; are deemed essential for the effectiveness of educator preparation programs; and specify that: • Programs are knowledge-based; • Programs view educators as learners; • Programs are sensitive to context and culture; • Programs stress inquiry, analysis, and reflection; • Programs stress participation, collegiality, and collaboration; • Programs are on-going and developmental-based on best practice; • Programs are standards-driven; • Programs promote the effective use of technology.

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Program Design

The curriculum for the Master of Education in Elementary and Secondary School Counseling, a 39 or 45 semester credit program, is based on the National and State Model School Counseling Program in three broad areas described by the American School Counselor Association (ASCA): academic, career development, and personal/social development. To be eligible for state certification, clinical field work is required in addition to the 10 academic courses. To fulfill the field work requirement, counseling candidates will be mentored by state certified school counselors in a K-12 school setting and supervised by a University clinical faculty member.

Vision Statement- School Counseling

The Master of Education in Elementary and Secondary School Counseling addresses the needs of diverse school populations, which are facing rapid social, economic, and technical changes. Practical application in the counseling field is balanced by detailed consideration of the philosophy, theory, knowledge, and ethics necessary for a professional school counselor. All aspects of the program are directed toward enabling the participants to acquire the knowledge, skills, and attitudes needed to become effective professional school counselors in a developmental and multicultural setting.

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Degree Completion Requirements Students must complete Foundation (Level 1) and Skill (Level II) development courses and either a single supervised practicum OR two internships:

Level I

MED 6102 MEC MEC MEC MEC MEC MEC

6401 6402 6501 7203 6607 7701

Level II

MEC 7202 MEC 7500

Level III

MEC MEC MEC MEC MEC MEC

7781 7782 8000 8001 8002 8003

MEC 7600

Foundation Courses (18 credits)

E-FOLIO Electronic Portfolio System (not a course, provides access to the electronic portfolio, 0 credit) Theories of Counseling Human Behavior and Child Development Principles and Practices of the Guidance Program Career Development and Information Services Ethical Issues in Counseling Testing, Measurements, and Research in School Counseling

Skill Development Courses (9 credits)

Group Counseling Individual Counseling Skills and Strategies

Supervised Clinical Courses

Supervised Supervised Supervised Supervised Supervised Supervised

Practicum: Elementary (6 credits) Practicum: Secondary (6 credits) Internship I: Elementary (6 credits) Internship II: Elementary (6 credits) Internship I: Secondary (6 credits) Internship II: Secondary (6 credits) Or Non-Certification Supervised Counseling Practicum

Degree Completion Courses MUST be taken with 2nd or 3rd level (6 credits) MEC 7501 Family Counseling MEC 7502 The Counselor as Consultant Prerequisites for all supervised practicum/internship: 1. MED 6102 Task Stream account 2. Degree candidate with 3.0 GPA 3. Completion of the following Foundation Courses (Level I): MEC 6401 MEC 6402 MEC 6501 MEC 7203 MEC 7701 MEC 6607 4. Completion of following Skill Development Courses (Level II): MEC 7202 MEC 7500 5. Completed prior to OR concurrent with Supervised Clinical Courses: MEC 7501 MEC 7502 6. Completion and submission of the Clinical Application online through Task Stream 7. Completion of Praxis I 8. Criminal Background Check/FBI clearance/ Child abuse clearance 4


Description of Clinical Experience

All degree seeking candidates in the MEC program are required to demonstrate graduation and program competencies as counselors by engaging in a prescribed variety of related counseling activities. Each candidate must arrange to practice in either an elementary or secondary school according to the grade level at which they will be seeking state certification. Clinical hours are to be completed over the duration of a complete, full 15 week semester. Students work under the supervision of a schoolbased, certified school counselor who is designated as the Cooperating Counselor. In addition, each candidate is assigned a Wilmington University Clinical Faculty Supervisor who is responsible, in conjunction with the cooperating counselor, for monitoring the activities, interactions, and skill development of candidates. The clinical faculty supervisor is expected to act as a mentor and is responsible for final grade designation.

Acceptable Practices Listed below are placement considerations prior to clinical application submission on Task Stream: 1. Only one clinical course in a 15-week semester is acceptable (cannot do two

practicums concurrently). 2. A continuous 15-week academic term is acceptable (an 8-week summer school term is not). 3. Public, charter, or private school with an approved DOE curriculum is acceptable. 4. The 15-week clinical commitment is expected to be completed in a single school (cannot split hours in several schools.)

Criminal Background Check & Child Protective Registry Procedures

All MEC students (including teachers and school district employees) seeking a clinical placement must secure a Criminal Background Check (CBC), an FBI check, and a child abuse clearance from Delaware. Students MUST complete the fingerprinting process when securing a CBC. Students MUST have the report from the state police sent to their home address and upon arrival deliver the UNOPENED envelope to the MEC Clinical Coordinator at the University. Any such envelope that is opened or tampered with will not be reviewed or considered. Clinical placement referrals will not be presented to the districts or charter schools until we receive the criminal background report and determine suitability at Wilmington University. The district or charter school will then decide if they will accept the student counselor for an internship/practicum and clearances will be shared if requested.

Please see Appendix L for important information on Criminal Background Check procedures.

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Required Clinical Course Experience

Candidates are expected to complete all requirements associated with the Master of Education degree with a concentration in School Counseling, including both course work and clinical experiences. A practicum clinical course of 6 credits, 15 weeks, one semester is required for candidates with lead teaching experience; internships I and II clinical courses totaling 12 credits, 30 weeks, two semesters is required by candidates with no appropriate experience in an elementary or secondary school setting. Current New Jersey requirements state that students must complete a program which consists of 48 graduate credit hours that are distributed among various areas of a counseling program and meet required content of study. Therefore, more course work is required to meet the NJ certificate requirement. The following courses have been approved by the Office of Licensure and Credentials of New Jersey to meet credits and course content areas: Multicultural Counseling (MEC 6608), Drug and Alcohol Counseling (MEC 6600), Classification of Psychopathology (MCC 6901) and Research Methods, Statistics, and Accountability in School Counseling (MEC 7806) Candidates must choose either an Elementary or Secondary focus for their clinical experience. If a candidate is in a middle school, the candidate must elect to designate the experience either as elementary or secondary. The MEC program is designed to meet the academic and clinical criteria needed for certification eligibility within the State of Delaware. The MEC Program is an approved program and meets the requirements for state certification of Professional School Counselor.

Reminder: It is the responsibility of the candidate to procure the appropriate criminal background check and child protective registry check prior to submitting the clinical application on Task Stream.

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Clinical Requirements

The MEC Assistant Chair/Clinical Coordinator will assist students with selection of the appropriate course to fulfill the clinical requirement for degree completion. Candidates will choose one of the following options for clinical hour designations: Option A, Non-Certification: Candidates not seeking state certification in school counseling are required to do the following: 100 Hours---Candidates who wish not to pursue state certification in school counseling must complete a 100-hour, one semester, six (6) credit practicum. Locations can vary depending on personal interests and career goals. Practicum, Non-Certification (MEC 7600) Option B, Certification: Candidates seeking state certification in school counseling are required to do one of the following: 700 Hours—Candidates with no lead teaching experience or professional experience in an elementary or secondary school setting must complete 700 hours. Candidates complete the 700 hours over two Internships of 350 hours each over a full school year. This is the CACREP standard for all counseling preparation programs. CACREP is Council for Accreditation of Counseling and Related Education Programs and is the gold-standard in our profession. First Semester (350 hours): Internship I (MEC 8000 – Elementary or MEC 8002 – Secondary) Second Semester (350 hours): Internship II (MEC 8001 – Elementary or MEC 8003 – Secondary) 400 Hours---Candidates who are employed in an elementary or secondary school setting with a minimum of three years of experience in the following areas are required to complete 400 hours: School Nurse, Teacher, Administrator, Dean of Discipline, Attendance Officer, School Psychologist, Wellness Center Counselor, School Behavior Specialist/Interventionist, Schoolbased Family Crisis Therapist, and Middle School Behavioral Health Consultants. Candidates qualifying for 400 hours can select from two options: to complete 400 in one semester at one level in a Practicum or to complete the 400 hours over two Internships of 200 hours each over a full school year. The latter option allows for dual certification in both elementary and secondary school counseling. Practicum (MEC 7781 – Elementary or MEC 7782 – Secondary) OR First Semester (200 hours): Internship I (MEC 8000 –Elementary or MEC 8002 – Secondary) Second Semester (200 hours): Internship II (MEC 8001 – Elementary or MEC 8003 – Secondary) 7


Clinical Experience Activities 15 week 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

semester, 6 credit hours, that will include the following activities: Individual Counseling Small Group Counseling Classroom Guidance Lessons (including classroom management techniques) Career and College Readiness awareness and advising Academic Advising Crisis Intervention Creation and implementation of a Closing-the-Gap Action Plan Special education IDEA regulations/IEP/504 Plan Participation on a school committee Consultation with appropriate school staff and student families Technology/Data Management/E-School system School Counseling Intervention Project (Practicum and Internship II) Effective Teaching Research Paper and Professional Perspective Paper (Internship I) Clinical Site Assessment/ASCA Themes Paper (Practicum and Internship II) Attend Clinical Student Orientation and 4 (four) clinical seminars

Clinical Seminars ATTENDANCE AT THE SEMINARS IS REQUIRED In addition to the counseling experience of the practicum/internship, all candidates are required to attend 4 (four) group seminar sessions and the initial Clinical Student Orientation. The 4 (four) sessions will be scheduled with your Clinical Faculty Supervisor. The purposes of the sessions are: 1. To become oriented to the experiences of the practicum/internship. This includes an opportunity to raise questions about your experience and share with your fellow candidates any ideas or concerns you may have. 2. To keep University faculty informed as to the positive and negative experiences candidates are encountering at their clinical setting. 3. To give the clinical faculty supervisor an opportunity to update candidates regarding any changes or developments in the program. 4. To provide an opportunity for our candidates to share their research and intervention projects with one another in a small group format. 5. To facilitate the development of Clinical semester assignments, including the creation of a resume to be used in seeking a professional school counselor position. 6. To participate in lessons to develop leadership, advocacy, collaboration and other pertinent school counseling skills. Additional reading may be assigned to include an examination of literature on various school counseling trends and issues.

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Clinical Responsibilities – the Counselor Candidate The internship/practicum experience will provide opportunities for the candidate to demonstrate the personal and professional attributes of an effective school counselor. The candidate will: 1. Accept major responsibility for developing professional skill and expertise as a school counselor during this period. 2. Work with the cooperating counselor in achieving the objectives and tasks assigned as part of the practicum/internship outlined in the course syllabus. 3. Follow all school site regulations, schedules, and policies presented by the building administration or cooperating counselor. 4. Provide the cooperating counselor with a copy of your project proposal and final report. 5. Complete the academic requirements of the practicum/internship according to course schedule and prior to graduation. 6. Attend the clinical orientation and scheduled seminar sessions of the practicum/internship.

In addition, it is also the responsibility of the candidate to do the following: 1. Establish rapport with the faculty, staff, and administration of the school. 2.

Become acquainted with the facilities, materials, and policies of the school.

3.

Confer with the clinical faculty supervisor and cooperating counselor to implement the suggestions offered for professional growth.

4.

Maintain a professional dress code and overall appearance.

5.

Adhere to ASCA Ethical Standards for School Counselors.

6.

Confer with the clinical faculty supervisor and cooperating counselor as needed.

7.

Conduct oneself in a professional manner, interacting and communicating professionally and effectively with all school and University personnel, parents/families, and community.

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Clinical Responsibilities- The Clinical Faculty Supervisor The Wilmington University Clinical Faculty Supervisor will: 1. Contact the cooperating counselor early in the semester to review clinical responsibilities and to discuss candidate practicum/internship requirements. 2.

Be familiar with the ASCA Model, the Delaware Standards, and effective counseling strategies.

3.

Observe the candidate in individual, group, and classroom sessions with a follow up review. This is a change from the traditional role of periodic “inspection� to one of continuous support and collaboration.

4.

Be available to the candidate to discuss concerns and problems during the practicum.

5.

Be a good listener, a good coach, a good (meaning honest, knowledgeable and forthright) critic and, most of all, a good school counselor.

6.

Provide guidance to the candidate in his/her development of the required professional skills.

7.

Conduct the seminar sessions during the practicum/internship.

8.

Evaluate the candidate’s achievements during this period after discussion with the cooperating school counselor and assign final grade.

9.

Correspond routinely with cooperating counselor to review candidate progress in meeting clinical program requirements.

10.

Work closely and communicate with MEC Assistant Chair and attend all professional development activities scheduled.

Clinical Responsibilities- The Cooperating Counselor The role of the cooperating counselor is that of a school counselor educator, an equal partner in the process of school counselor preparation. In addition to mentoring, coaching, serving as a personal and professional confidante, and modeling, the MEC program expects cooperating counselors to: 1.

Be a collaborative partner with your intern during the clinical semester.

2.

Engage candidates in shared decision making about curriculum, expectations for student success, organizational behavior, and school policies.

3.

Help candidates review and reflect on the major components of professional practice as described in The ASCA National Model: A Framework for School Counseling Programs (3rd ED) and the Delaware Model. 10


4.

Meet with the candidate and the Wilmington University clinical faculty supervisor to discuss the requirements of the practicum/internship.

5.

Provide candidates with an orientation to the school, personnel, and policies. Encourage close working relationships with parents/families and emphasize collegial and positive relationships with total school staff.

6.

As a collaborative partner, help candidates analyze and reflect on personal/professional actions and explore alternative courses of action that will strengthen professional development.

7.

Treat candidates as novice professionals (rather than aides or assistants) and insist that candidates meet the highest standards of verbal and written communication.

8.

Assign a caseload to the candidate early in the practicum/internship experience. Oversee the candidate’s planning and implementation of the classroom, group, and individual sessions, including the use of data to establish goals.

9.

Discuss and identify the candidate’s school counseling intervention project during the first two weeks and assist in the development of a high quality project.

10.

Offer guidance and constructive suggestions for development of skills and expertise in school counseling. Be available to the candidate for one-on-one mentoring sessions and provide the necessary encouragement for positive and professional growth.

11.

Review, monitor, and sign the candidate’s hourly and monthly reports on a daily basis. Support the importance of the candidates’ degree and program requirements (e.g. counseling skill components, participation in seminars, electronic portfolio, school counseling project, etc.)

12.

Observe and evaluate candidates during an individual and group counseling session, and a classroom guidance lesson.

13.

Communicate with the clinical faculty supervisor to review candidate progress in meeting clinical program requirements. It is the responsibility of the cooperating counselor to contact the clinical faculty supervisor with any concerns regarding the candidate.

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Professional Perspective Paper--- GUIDELINES (Internship I) The purpose of the internship is for the counselor candidate to be immersed in the educational environment and to understand the interworking of various team members within the educational system. To that end, the counselor candidate is to conduct an assessment of the placement site and answer four essay questions.

Effective Teaching Paper--- GUIDELINES (Internship I) The candidate counselor will write a 10-15 page paper with resources from professional academic journals (citations required) focused on learning styles, teaching styles, best practices in classroom management, and the school counselor’s role in supporting classroom dynamics and academic achievement. The paper is to align with an ASCA Student Standard. At the site school, counselor candidates are encouraged to observe their cooperating counselor or a classroom teacher delivering a classroom lesson. The following will be discussed in a written narrative adhering to APA formatting guidelines: Part 1: Student Learning Styles a. Identification of various learning styles b. Impact of learning styles in classroom dynamics c. Description of how student behavior, attitudes, and aptitudes impact learning and achievement Part 2: Teaching Styles a. Identification of various teaching styles/methodologies b. Best practices and descriptions of effective teaching strategies c. Depiction of professional learning community (PLC) or other collaborative methods used by teaching staff to maximize student learning Part 3: School Counselor’s Role a. Discuss how the school counselor applies knowledge of student learning styles and teaching styles when providing academic advisement to students and families. b. Define ways an effective school counselor assists students struggling with academic or classroom environment concerns. c. Describe how the unique role of the school counselor impacts student success and assists with closing the achievement gap.

Clinical Site Assessment/ASCA Themes paper--- GUIDELINES (Internship II & Practicum) Candidates will complete a capstone project using the ASCA crosswalking tool "School Counseling Program Assessment” that demonstrates an understanding of a comprehensive school counseling program. The assessment will be completed at the site school and results shared with the cooperating counselor by evidence of a meeting and signature on the assessment form. In addition, four essay questions addressing the themes of the ASCA National Model will be answered in narrative form adhering to APA format. 12


School Counseling Intervention Project—GUIDELINES (Internship II & Practicum) Candidates are expected to develop a school counseling intervention project at their school site. The purpose of this project is to enable candidates to assume responsibility for a particular guidance activity. This project must be discussed with and approved by the building principal and cooperating counselor. A signed proposal sheet for the school counseling intervention project must be submitted to the clinical faculty supervisor by the end of the first month of the program. One of the criteria of this project is that it should reflect a need for counseling services which demonstrate the essential elements of the ASCA National Standards and align with the Delaware Educational Code. For example, candidates might accept responsibility for a small group counseling program, an individual student guidance project, a group of at-risk students, or a parent guidance activity. This may be part of an on-going school commitment focusing on RTI, PBS, or other district initiatives or a new program. In either case, candidates will obtain approval for the project and with the assistance of the cooperating counselor will plan, organize, and implement the program to the extent possible within the period. As part of the practicum/internship, candidates will prepare a written report (8-10 pages) in APA format for presentation at the final seminar session. Candidates will present their paper orally (approximately 15 minutes in length). These reports will enable candidates to share their experience and professional growth with fellow students at the conclusion of the practicum/internship period. The written report must be in APA format and include the following sections: • • • • • • •

Identification of Problem or Issue: An introduction of the situation or problem to be addressed. Process and Source for Target Population data/Needs Assessment: Student data that drove the need for the independent project. Delaware Education Code: A description of the education code this intervention project is addressing. Literature Review: Current research on the project’s concepts. Project Design: A description of the methods used to organize the project. Implementation/Results: The results of the project using pre- and postassessments along with recommendations for future implementation. Reflective Narrative

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Appendices

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Appendix A

Date

Time

COLLEGE OF EDUCATION Master of Education in School Counseling (MEC) Clinical Daily Log Activity/Topic Description Minutes

Cooperating Counselor Initials:

Total Minutes:

Outcome/Reaction

Total Hours:


Appendix B

COLLEGE OF EDUCATION Master of Education in School Counseling (MEC) Practicum, Internship I and Internship II Monthly Reporting Form Name (Last)

(First)

Hours of clinical experience for the month of: A. Academic Advising B. College & Career Readiness activities C. Personal/Social Counseling D. Classroom Guidance E. Small Group Counseling F. Planning Activities G. Technology/Data Management H. Crisis Intervention I. Special education IDEA regulations J. Consultation and coordination activities K. Site assessment project activities/ tasks Other Activities (Include any other appropriate activities/functions/tasks) A. B. C. Total Hours: Cooperating Counselor: Candidate:

Date:


Appendix C

COLLEGE OF EDUCATION Master of Education in School Counseling (MEC) Practicum, Internship I and Internship II Group/Individual Counseling Session Observation & Evaluation Candidate Name: Topic: Skills/Artifacts

Comments

Knowledge/Evidence of planning Rapport/Trust Seeks to Understand/Reflection Listening Structuring/Flexibility Appropriate Self Disclosure Process/Time Closure Follow-up Professional Appearance Voice/Grammar Reaction to constructive criticism

1 1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5

Adherence to ethical standards and professional practice

1 2 3 4 5

Level of Performance: 5 - Demonstrates high level of competence 4 – Demonstrates competence, consistently 3 – Demonstrates some competence, needs improvement 2 – Demonstrates low level competence 1 – Demonstrates no competence

Commendations/Recommendations:

Evaluator’s Signature

Date

Candidate’s Signature

Date

1


Appendix D

COLLEGE OF EDUCATION Master of Education in School Counseling (MEC) Practicum, Internship I and Internship II Classroom Guidance Lesson Observation & Evaluation Candidate Name: Topic: Skills/Artifacts Introduction—purpose Evidence of Planning Development of Lesson Learning Activities Classroom Management/rapport Summary/Closure Assessment pre- and post-test Adherence to ethical standards and professional practice

Comments 1 2 1 2

3 3

4 4

5

1 2 1 2

3 3

4 4

1 2

3

4

5 5 5

1 2

3

4

5

1 2

3

4

1 2

3

4

5

5 5

Level of Performance: 5 - Demonstrates high level of competence 4 – Demonstrates competence, consistently 3 – Demonstrates some competence, needs improvement 2 – Demonstrates low level competence 1 – Demonstrates no competence

Commendation/Recommendations:

Evaluator’s Signature

Date

Candidate’s Signature

Date 2


Appendix E

COLLEGE OF EDUCATION Master of Education in School Counseling (MEC) Practicum/Internship II School Counseling Intervention Project Proposal Tentative title: Introduction of Problem/Issue:

Process & Source of Target Population data/Needs Assessment:

Delaware Education Code/ ASCA National Standard:

Literature Review:

Project Design:

Implementation/Results:

DATE: Signatures: Counseling Candidate

Cooperating Counselor

Building Principal

Clinical Faculty Supervisor

3


Appendix F

COLLEGE OF EDUCATION Master of Education in School Counseling (MEC) Internship I

Final Course Evaluation Name of Candidate Cooperating School Clinical Semester & Year Cooperating Counselor Clinical Faculty Supervisor The above Wilmington University graduate student has participated in an Internship Experience as part of the requirements for the Master of Education in School Counseling Program.

The experience required participation in counseling activities under the supervision of a certified school counselor, graduate seminars, completion of monthly logs, and development of a research paper and reflective paper. Area of Counseling:

Elementary

Course code (please circle): 8000

Secondary

Total Hours Reported:

8002

The following criteria were used to determine the final evaluation for the internship: Assignments

Max Points 100 100 100 100 100

Seminars (required clinical paperwork) Cooperating Counselor Evaluation University Supervisor Evaluations Professional Perspective Paper Effective Teaching Research Paper

_________________________________________ Wilmington University Clinical Faculty Supervisor

Points earned

Percentage

Grade

20% 15% 20% 20% 25% Final Grade: ______________________________ Date

4


Appendix G

COLLEGE OF EDUCATION Master of Education in School Counseling (MEC) Practicum or Internship II

Final Course Evaluation Name of Candidate Cooperating School Clinical Semester & Year Cooperating Counselor Clinical Faculty Supervisor The above Wilmington University Graduate Student has participated in a Practicum/Internship Experience as part of the requirements for the Master of Education in School Counseling Program. School Counseling Intervention Project Title:

The experience also required participation in counseling activities under the supervision of a certified school counselor, graduate seminars, completion of monthly logs, and completion of a site program assessment. Area of Counseling:

Elementary

Course code (please circle):

7781

7782

Secondary 8001

Total Hours Reported:

8003

The following criteria were used to determine the final evaluation for the practicum/internship. Assignments Seminars (required clinical paperwork) Cooperating Counselor Evaluation University Supervisor Evaluations Intervention Project Report – Written Report Intervention Project Report – Oral Report Clinical Site Assessment /ASCA Themes Paper

Wilmington University Clinical Faculty Supervisor

Max Points 100 100 100 100 100 100

Points earned

Percentage 20% 15% 20% 15% 10% 20% Final Grade:

Date 5

Grade


Appendix H

COLLEGE OF EDUCATION Master of Education in School Counseling (MEC) Non-certification Practicum MEC 7600

Final Course Evaluation Name of Candidate Cooperating Site Clinical Semester & Year Cooperating Counselor Clinical Faculty Supervisor The above Wilmington University graduate student has participated in a Practicum experience as part of the requirements for the Master of Education in School Counseling Program. Intervention Project Title:

The experience also required participation in counseling activities under the supervision of a counselor, graduate seminars, completion of monthly logs, and completion of a site program assessment. Area of Counseling:

Higher education: Other:

Mental health:

Total Hours Reported: The following criteria were used to determine the final evaluation for the practicum/internship. Assignments

Max Points 100 100 100 100 100 100

Seminars (required clinical paperwork) Cooperating Counselor Evaluation University Supervisor Evaluations Intervention Project Report – Written Report Intervention Project Report – Oral Report Clinical Site Assessment /CAS Themes Paper

Wilmington University Clinical Faculty Supervisor

Points earned

Percentage 20% 15% 20% 15% 10% 20% Final Grade:

Date 6

Grade


Appendix I

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) ETHICAL STANDARDS FOR SCHOOL COUNSELORS REVISED 2010

7


8


9


10


11


12


13


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Appendix J

COLLEGE OF EDUCATION Master of Education in School Counseling (MEC)

PRACTICUM/INTERNSHIP CANDIDATE ETHICS POLICY I hereby attest that I have read and understand the American School Counselor Association Code of Ethics as stated in ASCA Ethical Standards for School Counselors, and will practice my counseling in accordance with these standards. Any breach of these ethics or any unethical behavior on my part could result in my removal from practicum/internship and a failing grade. I agree to adhere to the administrative policies, rules, standards and practices of the practicum/internship site. I understand that my responsibilities include keeping my practicum/internship supervisor(s) informed regarding my practicum/internship experiences. I understand that I will not be issued a passing grade in Practicum/Internship unless I demonstrate the specified minimal level of counseling skill, knowledge, and competence and complete course requirements as required.

CANDIDATE NAME:

CANDIDATE SIGNATURE:

DATE:

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Appendix K

COLLEGE OF EDUCATION MEC COUNSELING PRACTICUM/INTERNSHIP AGREEMENT It is agreed that ___________________________, will be participating in a supervised school counseling Practicum/Internship experience from ____________ until ____________. The Practicum/Internship will be conducted at ___________________________

School.

15 week semester, 6 credit hours, that will include the following activities: 1. Individual Counseling 2. Small Group Counseling 3. Classroom Guidance Lessons (including classroom management techniques) 4. Career and College Readiness awareness and advising 5. Academic Advising 6. Crisis Intervention 7. Creation and implementation of a Closing-the -Gap Action Plan 8. Special education IDEA regulations/ IEP/504 Plan 9. Participation on a school committee 10. Consultation with appropriate school staff and student families 11. Technology/ Data Management/E-School system 12. School Counseling Intervention Project (Practicum and Internship II) 13. Effective Teaching Research Paper and Professional Perspective Paper (Internship I) 14. Clinical Site Assessment/ASCA Themes Paper (Practicum and Internship II) 15. Attend Clinical Student Orientation and four clinical seminars

(Based on the formula of 100 hours for graduate students with a minimum of three years educational experience or 1,000 hours for those without education experience) Signed: Graduate Student: _____________________________________

Date: ____________

Cooperating Counselor: ________________________________ (Certified School Counselor with at least 3years experience)

Date: ____________

Printed Name of Cooperating Counselor Principal: ____________________________________________ Date: ____________ Printed Name of Principal

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Appendix L

Criminal Background Check Procedures Placement is contingent on a suitability determination both by the University and the district or charter school in which the University is attempting to place the student, in addition to meeting all other eligibility requirements. If deemed suitable by the University, the school district/charter school in which the University is attempting to place a student will receive a copy of the clearances and a statement that the student was determined suitable according to the Wilmington University Guidelines. The district/charter school will then review the reports to determine in its sole discretion if it will place the student in a student counseling position. Such decision is final; the student is not afforded an appeal process by the school district or charter school. Three forms of clearances are required from the state of Delaware: CBC, FBI check and Child Protective Registry report. Students must secure a CBC and a FBI check at one of the State Trooper’s locations listed below. The Child Protective Registry Form must be completed and attached to the Task Stream application. After receiving the student’s completed Child Protection Registry Form, the University will request the Child Protection Registry report on the student’s behalf. If requested by the school district or charter school, clearances will be shared.

New Castle County You must schedule an appointment for the CBC by calling 302-739-2528 or 800-464-4357 at the State Police Troop II in Newark Kent County Criminal background checks are administered at: Blue Hen Corporate Center and Mall, Suite 1B, 655 Bay Road (US 113) HOURS: Monday, 9:00AM – 7:00PM or Tuesday through Friday, 9:00AM – 3:00PM (Any student may travel to the Dover State Police Headquarters where no appointment is necessary) Sussex County You must schedule an appointment for the CBC by calling 800-464-4357 at the State Police Troop IV in Georgetown.

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Appendix M

COLLEGE OF EDUCATION Master of Education in School Counseling (MEC)

CLINICAL PROGRAM CONFIDENTIALITY AGREEMENT In the course of your practicum or internship, you may have access to confidential information (oral, written or computer generated not otherwise available to the public at large) about faculty or students, their families and/or personal business. School business information includes computer programs, software and supporting documentation, technological improvement plans, strategic plans, financial information and faculty information. THEREFORE, I AGREE that: My right to enter or make use of confidential information is restricted to my need to know the data or information to perform my practicum or internship responsibilities. I will keep my computer access password(s) confidential. If another method of accessing a computer system is used, I will restrict its use to myself. I will not discuss any confidential information in any public areas, hallways, gathering spaces and etc. I will hold all confidential information of which I have knowledge in the truest confidence, as required by law. I agree to utilize confidential information obtained by me only for the benefit and safety of the student. Unauthorized disclosure, copying and/or misuse of confidential information is a serious breach of duty and will result in disciplinary action up to and including termination of my practicum or internship. Further, this agreement mandates compliance extending beyond the practicum or internship period, as required by law. I HAVE READ THIS CONFIDENTIALITY AGREEMENT AND AGREE TO ITS TERMS. Signature _____________________________________________________________ Name (print) __________________________________________________________ Date _________________________________________________________________

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Notes:

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COE School Counseling Handbook 2014-2015  

School Counseling Handbook 2014-2015

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