Counseling 698 - School Counseling Internship - Spring 2016
Course Section:
Meeting Time and Place:
Course Credit Hours:
AO
Room TBA, Harrogate; Thursday 4:30-7:00
3-6
Faculty Contact Information:
Instructor: Michael W. Hayes, Ed.D, LPC, NCC
Phone: 423-231-4436
Email: Michael.hayes@lmunet.edu
Office Hours: by appointment before and after class
I.
Course Description:
The internship is a capstone experience designed to provide school counseling students
opportunities to use and apply the knowledge, concepts, and skills acquired in their
graduate program. Interns take on role(s) of a school counselor at their school site(s).
They will engage in a full range of activities including student planning, implementation
of a guidance curriculum, individual and group counseling, services for the disabled, and
staff development. Six Hundred on-site clock hours are required and supervision is
provided through scheduled professional seminars and field supervision on the school
site. Students will complete 300 hours at the elementary level and 300 in the secondary
level as a part of the 6 graduate hour experience. Pass/ Fail grade.
II.
Course Objectives:
This internship is for school counseling majors seeking licensure in Tennessee. The
objective of the internship is for the candidate to obtain supervised practice in a school
setting under the supervision of a currently licensed school counselor. During this
experience, the candidate is expected to develop the skills necessary for licensure and
service as a school counselor in areas defined in the Tennessee Comprehensive Model of
School Counseling. As the Praxis exam is required in Tennessee for licensure, an
objective will be to develop strategies to insure passage of the exam.
Institutional Standard(s): 15
Candidates at the initial and advanced programs throughout and upon completion of their
plan of study will be able to articulate, implement, and demonstrate an appreciation for
diversity, understand a global perspective and demonstrate an understanding that all
students can learn.
Revised as of 06/13/11
TN-LMUCG Standards J, K, L
TN-LMUCG.I.J
The candidate will work with parents, teachers, social workers, school psychologists
and family resource center staff in meeting student needs with performance no less
than 80% as measured by rubrics.
TN-LMUCG.I.K
The candidate will inform students, clients, teachers, parents and the community
about the purposes and activities of the school guidance and counseling program with
performance 80%.
TN-LMUCG.I.L
The candidate will be able to work with parents and conduct parent education
activities; use community resources and referral processes, and develop effective
partnership arrangements with community agencies as measured by rubrics and site
reports with 80% accuracy.
CACREP 2009 Standards- Section III.G.
CP 698 Internship – Elementary(3)
CP 698 Internship – Secondary(3)
CP 698 Internship – School Counseling (3-6) (A total of 6 credits required)
2009.III.G. The program requires completion of a supervised internship in the student’s
designated program area of 600 clock hours that is begun after successful completion of
Internship. The internship is intended to reflect the comprehensive work experience of a
professional counselor appropriate to the designated program area. The internship
includes all of the following:
1. 240 hours of direct service;
2. Weekly interaction with an average of one (1) hour per week of individual and/or
triadic supervision, throughout the internship, usually performed by the on-site
supervisor;
3. An average of one and one half (1 1/2) hours per week of group supervision provided
on a regular schedule throughout the internship and performed by a program faculty
member;
4. The opportunity for the student to become familiar with a variety of professional
activities and resources in addition to direct service (e.g., record keeping, assessment
instruments, supervision, information and referral, in-service and staff meetings);
5. The opportunity for the student to develop program-appropriate audio/video recording
for use in supervision and/or to receive live supervision of the student’s interactions with
clients;
6. Evaluation of the student’s counseling performance throughout the internship
including documentation of a formal evaluation after the student completes the internship
by a program faculty member in consultation with the site supervisor.
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SC. Foundations – B. Skills/Practices
1. Demonstrates the ability to apply and adhere to ethical and legal standards in school
counseling.
2. Demonstrates the ability to articulate, model and advocate for an appropriate school
counselor identity and program.
SC. Counseling, Prevention and Interventions – D. Skills/Practices
1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to
diverse individuals, groups, and classrooms.
2. Provides individual and group counseling and classroom guidance to promote the
academic, career, and personal/social development of students.
3. Designs and implements prevention and intervention plans related to the effects of (a)
atypical growth and development, (b) health and wellness, (c) language, (d) ability level,
(e) multicultural issues, and (f) factors of resiliency on student learning and development.
4. Demonstrates the ability to use procedures for assessing and managing suicide risk.
5.Demonstrates the ability to recognize his or her limitations as a school counselor and to
seek supervision or refer clients when appropriate.
SC. Diversity and Advocacy – F. Skills/Practices
1. Demonstrates multicultural competencies in response to issues surrounding diversity,
equity, and excellence in terms of student learning and development.
2. Advocates for the learning and academic experiences that are necessary to promote the
academic, career and personal/social development of all K-12 students.
3. Advocates for school policies, programs and services that enhance a positive school
climate and are equitable and responsive to multicultural student populations.
4. Engages parents, guardians, and families as necessary to promote the academic, career
and personal/social development of all K-12 students.
SC. Assessment – H. Skills/Practices
1. Assesses and interprets students' strengths and needs, recognizing uniqueness in
cultures, languages, values, backgrounds and abilities.
2. Selects appropriate assessment strategies that can be used to evaluate the academic,
career and personal/social development of all K-12 students.
3. Analyzes assessment information in a manner that produces valid inferences when
evaluating the needs of individual students and assessing the effectiveness of educational
programs.
4. Makes appropriate referrals to school and/or community resources.
5. Assesses barriers that impede students’ academic, career and personal/social
development.
SC. Academic Development – L. Skills/Practices
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1. Conducts programs that are designed to enhance all students’ academic development.
2. Implements strategies and activities for preparing all students for a full range of
postsecondary options and opportunities.
3. Implements differentiated instructional strategies that draw upon subject matter and
pedagogical content knowledge and skills to promote student achievement.
SC. Collaboration and Consultation – N. Skills/ Practices
1. Works with parents, guardians, and families to act on behalf of their children to
address problems that affect students' success in school.
2. Locates resources in the community that can be used in the school to improve student
achievement and success.
3. Consults with teachers, staff and community based organizations to promote student
academic, career and personal/social development.
4. Uses peer helping strategies in the school counseling program.
5. Uses referral procedures with helping agents in the community (e.g. mental health
centers, business, service groups) to secure assistance for students and their families.
III.
Texts/Materials for the Course:
There is no Textbook for internship
Recommended Supplementary Text:
Remley, T. P. & Herlihy, B. (2005). Ethical, legal, and professional issues in counseling.
Saddle River, New Jersey, Pearson Publishing.
Additional Readings/Knowledge Base:
American School Counselor Association. (2003). The ASCA national model: A framework for
school
counseling programs. Alexandria, VA: Author.
Bailey, D., Getch, Y. Q. & Chen-Hayes, S. (2002). Professional school counselors as social and
academic advocates. In B. T. Erford (Ed.), Transforming the School Counseling Profession.
Upper Saddle River, NJ: Merrill Prentice-Hall.
Boutwell, D.A., & Myrick, R.D. (1992). The go for it club. Elementary School Guidance &
Counseling, 27, 65-72.
Brannigan, M. (2007). A psychoeducation group model to build academic competence in new
middle school students. Journal for Specialists in Group Work, 32, 61-70.
Brigman, G., & Campbell, C. (2003). Helping students improve academic achievement and
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school success behavior. Professional School Counseling, 7, 91-98.
Brown, D. (1999). Proven strategies for improving learning and achievement. Greensboro, NC:
ERIC-CASS.
Brown, D., & Trusty, J. (2005). School counselors, comprehensive school counseling programs,
and academic achievement: Are school counselors promising more than they can deliver?
Professional School Counseling, 9, 1-8.
Butler, S. (2003). Helping urban African American high school students to excel academically:
The roles of school counselors. The High School Journal, 87, 51-57.
Campbell, C. A. (1991). Group guidance for academically undermotivated children. Elementary
School Guidance & Counseling, 25, 302-307.
Cheek, J. R., Bradley, L.J., Reynolds, J. & Coy, D. (2002). An intervention for helping
elementary students reduce test anxiety. Professional School Counseling, 6, 162-164.
Cook, J. B., & Kaffenberger, C. J. (2003). Solution shop: A solution-focused counseling and
study skills program for middle school. Professional School Counseling, 7, 16-124.
Dahir, C. A., & Stone, C. B. (2003). Accountability: A measure of the impact school counselors
have on student achievement. Professional School Counseling, 6, 214-222.
Dimmitt, D. (2003). Transforming school counseling practice through collaboration and the use
of data: A study of academic failure in high school. Professional School Counseling, 6(5), 340349.
Edmondson, J. H., & White, J. (1998). A tutorial and counseling program: Helping student at
risk of dropping out of school. Professional School Counseling, 1, 43-47.
Fitch, T. J. & Marshall, J. L. (2004). What counselors do in high-achieving schools: A study on
the role of the school counselor. Professional School Counseling, 7, 172-177.
Hadley, H.R. (1988). Improving reading scores through a self-esteem prevention program.
Elementary School Guidance & Counseling, 22, 248-252.
Hayes, R.L., Nelson, J., Tabin, M., Pearson, G., & Worthy, C. (2002). Using school-wide data to
advocate for student success. Professional School Counseling, 6, 86-95.
Jacques, C. & Brorsen, B. W. (2002). Relationship between types of school district expenditures
and student performance. Applied Economics Letters, 9, 997-1002.
Kaplan, L. S. (1999). Hiring the best school counseling candidates to promote students’
achievement. NASSP Bulletin, 83, 34-39.
Kaplan, L. (2000). Maximizing school counselors’ effect on student achievement. The High
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School Magazine, 5-8.
Lee, R. S. (1993). Effects of classroom guidance on student achievement. Elementary School
Guidance & Counseling, 27, 186-197.
Legum, H., & Hoare, C. (2004). Impact of a career intervention on at-risk middle school
students’ career maturity levels, academic achievement, and self-esteem. Professional School
Counseling, 8, 148-155.
Milsom, A. (2006). Creating positive school experiences for students with disabilities.
Professional School Counseling, 10, 66-72.
Mullis, F. & Otwell, P. (1997). Counselor accountability: A study of counselor effects on
academic achievement and student behaviors Georgia School Counselors Association Journal,
1:4, 4-12.
Otwell, P. S., & Mullis, F. (1997). Elementary School Guidance & Counseling, 31, 343-348.
Poynton, T. A., Carlson, M. W., Hopper, J. A., & Carey, J. C. (2006). Evaluation of an
innovative approach to improving middle school students’ academic achievement. Professional
School Counseling, 9, 190-196.
Praport, H. (1993). Reducing high school attrition: Group counseling can help. The School
Counselor, 40, 309-311.
Rowell, L. L., & Hong, E. (2002). The role of school counselors in homework interventions.
Professional School Counseling, 5, 285-291.
Sink, C. A., & Stroh, H. R. (2003). Raising achievement test scores of early elementary school
students through comprehensive school counseling programs. Professional School Counseling, 6,
350-364.
Stanard, R. P., (2003). High school graduation rates in the United States: Implications for the
counseling profession. Journal of Counseling and Development, 81, 217-221.
Stone, C., & Clark, M. (2001). School counselors and principals: Partners in support of
academic achievement. National Association of Secondary School Principals
Bulletin, 85, 46-53.
Ware, W. B., & Galassi, J. P. (2006). Using correlational and prediction data to enhance student
achievement in K-12: A practical application for school counselors. Professional School
Counseling, 9, 344-356.
Webb, L. D. & Brigman, G. A. (2006). Student success skills: Tools and strategies for improved
academic and social outcomes. Professional School Counseling, 10, 112-120.
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IV.
Course Requirements, Assessment (Learning Outcomes) and Evaluation Methods:
As the internship involves a skills based focus, attendance is required. The class is
pass-fail. In the event that the required number of hours cannot be completed in the
initial semester, an IP may be assigned as a grade. After the completion of hours in
the following semester, the grade will be changed as appropriate with the turning in
of all completed materials.
At a minimum, students should be familiar with the following expectations:
A. The student is expected to actively participate in class.
B. The student is expected to complete the required readings and assignments.
C. The student is expected to demonstrate satisfactory performance on examinations.
D. The student is expected to respond to a variety of skill assessment techniques.
E. The student is expected to know about and use a variety of technological strategies to
enhance learning
F. The student is expected to know about legal issues and ethical standards in counseling.
Specific Assignments:
Assignment A: Key Assignment #1 –
Student Management System (Livetext Submission). (P/F)
Case Study of A SCHOOL District’s Student management System, to include
counselor role with student/school data and description of goals, objectives and data
of system and how that relates to the Tennessee comprehensive model for school
counseling. (ASCA Model). assignment to be loaded into Livetext for assessment.
Assignment completion guide, standards and rubric for assessment:
1. Cover page (APA)
2. Description of individual school and school district visited. (disguise the name of
the school, school district and individuals).
3. Conduct at least two interviews of individuals that utilize the student management
system. Explore who does what and to what extent the school counselor has
access and responsibility.
4. Discuss how the school counseling department does or does not align the use of
the counselor and the student management system with the Tennessee or ASCA
standards in the 4 pillar National Model. Specific uses of data should be those that
support the provision of services toward all students, including the domains of
career, academic and personal/social goals. Additionally, attention should be
given to identifying individual areas of need and any processes in place that allow
for efficient referral procedures to needed resources. Finally, the candidate should
describe the observed role of student ASSESSMENT PROCEDURES and discuss
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their effectiveness with recommendations for improvement.
5. Present recommendations on how the school could better utilize the counselor as a
data specialist in terms of implementing the ASCA National Model.
CACREP Standards (2009):
SC. Diversity and Advocacy – F. Skills/ Practices
3. Advocates for school policies, programs, and services that enhance a positive school
climate and are equitable and responsive to multicultural student populations.
SC. Assessment – H. Skills/Practices
1. Assesses and interprets students' strengths and needs, recognizing uniqueness in
cultures, languages, values, backgrounds and abilities.
3. Analyzes assessment information in a manner that produces valid inferences when
evaluating the needs of individual students and assessing the effectiveness of educational
programs.
SC. Research and Evaluation – J. Skills/Practices
1. Applies relevant research findings to inform the practice of school counseling.
2. Develops measurable outcomes for school counseling programs, activities,
interventions, and experiences.
3. Analyzes and uses data to enhance school counseling programs.
SC. Academic Development – L. Skills/Practices
1. Conducts programs that are designed to enhance all students’ academic development.
Assignment B: Key Assignment #2 – Unit Lesson Plan (Livetext Submission).
Develop unit plan for group instruction using ASCA or TN DOE student standards.
this assignment includes an oral presentation of one (1) lesson plan to be
demonstrated in class. Assignment to be loaded into livetext for assesment.
Assignment completion guide, standards and rubric for assessment:
Completion guide:
1. Cover page (APA)
2. Rationale for choice of topic. Topic should be decided upon jointly with site
supervisor and address CACREP standards below in addition to standards related
to classroom instruction.
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3. The unit should be for one (1) week for the grade level of your choice.
4. Table of contents identifying at a minimum the goal, purpose, method of
assessment and desired outcome of the lesson plan.
5. List of any resources/materials.
6. Describe the proposed grade level and subject and size of the group.
7. Base the unit & lesson plan on at least one standard from the Tennessee
comprehensive model for school counseling student standards.
8. Describe each activity in detail and how all students should benefit.
9. Include one specific lesson plan to be demonstrated in class.
10. Discuss barriers to the delivery of the unit plan such as culture, school climate or
staff availability or support.
CACREP Standards (2009):
SC. Foundations – B. Skills/Practices
2. Demonstrates the ability to articulate, model, and advocate for an appropriate
school counselor identity and program.
SC. Counseling, Prevention, and Intervention – D. Skills/Practices
2. Provides individual and group counseling and classroom guidance to promote the
academic, career, and personal/social development of students.
3. Designs and implements prevention and intervention plans related to the effects of
(a) atypical growth and development, (b) health and wellness, (c) language, (d) ability
level, (e) multicultural issues, and (f) factors of resiliency on student learning
SC. Academic Development – L. Skills/Practices
3. Implements differentiated instructional strategies that draw on subject matter and
pedagogical content knowledge and skills to promote student achievement.
Assignment C – Records for Internship – (Livetext Submission). (P/F)
Candidates will load completed appendices from School Counseling Internship Handbook into
Livetext for assessment at two points during the semester. The early semester and end of
semester documents are detailed below. The candidate must get all appropriate signatures and
scan the documents prior to Livetext upload. All appendices/forms must be the forms from the
Internship Handbook.
Early semester documents shall include:
1. Completed Supervision Contract and plan
2. ACA Compliance Statement
3. Proof of liability insurance
4. Site Supervisor credentials (Degree/license)
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The following CACREP standards are assessed with EARLY Semester documents:
CACREP-2009.1.S
Programs provide evidence that students are covered by professional liability insurance
while enrolled or participating in practicum, internship, or other field experiences.
CACREP-2009.3.C.1
A minimum of a master’s degree in counseling or a related profession with equivalent
qualifications, including appropriate certifications and/or licenses.
CACREP-2009.3.E
Supervision contracts for each student are developed to define the roles and
responsibilities of the faculty supervisor, site supervisor, and student during practicum
and internship.
END of semester documents shall include:
1. Completed weekly log sheets signed by site supervisor
2. Site supervisor evaluation/grade recommendation of candidate
3. Candidate evaluation of site
4. Summary of total Internship hours
5. One copy of completed tape review form
The following CACREP standards are assessed with END of Semester documents:
CACREP-2009.3.G
The program requires completion of a supervised internship in the student’s designated
program area of 600 clock hours, begun after successful completion of the practicum.
The internship is intended to reflect the comprehensive work experience of a profes
CACREP-2009.3.G.1
At least 240 clock hours of direct service, including experience leading groups.
CACREP-2009.3.G.2
Weekly interaction that averages one hour per week of individual and/or triadic
supervision throughout the internship, usually performed by the onsite supervisor.
CACREP-2009.3.G.3
An average of 1 1/2 hours per week of group supervision provided on a regular schedule
throughout the internship and performed by a program faculty member.
CACREP-2009.3.G.4
The opportunity for the student to become familiar with a variety of professional
activities and resources in addition to direct service (e.g., record keeping, assessment
instruments, supervision, information and referral, in-service and staff meetings).
CACREP-2009.3.G.5
The opportunity for the student to develop program-appropriate audio/video recordings
for use in supervision or to receive live supervision of his or her interactions with clients.
CACREP-2009.3.G.6
Evaluation of the student’s counseling performance throughout the internship, including
documentation of a formal evaluation after the student completes the internship by a
program faculty member in consultation with the site supervisor.
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CACREP-2009.8.B.1
Demonstrates the ability to apply and adhere to ethical and legal standards in school
counseling.
CACREP-2009.8.D.1
Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to
diverse individuals, groups, and classrooms.
CACREP-2009.8.D.4
Demonstrates the ability to use procedures for assessing and managing suicide risk
CACREP-2009.8.D.5
Demonstrates the ability to recognize his or her limitations as a school counselor and to
seek supervision or refer clients when appropriate.
CACREP-2009.8.F.1
Demonstrates multicultural competencies in relation to diversity, equity, and opportunity
in student learning and development.
CACREP-2009.8.F.2
Advocates for the learning and academic experiences necessary to promote the academic,
career, and personal/social development of students.
CACREP-2009.8.F.4
Engages parents, guardians, and families to promote the academic, career, and
personal/social development of students.
CACREP-2009.8.H.2
Selects appropriate assessment strategies that can be used to evaluate a student’s
academic, career, and personal/social development.
CACREP-2009.8.H.4
Makes appropriate referrals to school and/or community resources.
CACREP-2009.8.H.5
Assesses barriers that impede students’ academic, career, and personal/social
development.
CACREP-2009.8.L.2
Implements strategies and activities to prepare students for a full range of postsecondary
options and opportunities.
CACREP-2009.8.N.1
Works with parents, guardians, and families to act on behalf of their children to address
problems that affect student success in school.
CACREP-2009.8.N.2
Locates resources in the community that can be used in the school to improve student
achievement and success.
CACREP-2009.8.N.3
Consults with teachers, staff, and community-based organizations to promote student
academic, career, and personal/social development.
CACREP-2009.8.N.4
Uses peer helping strategies in the school counseling program.
CACREP-2009.8.N.5
Uses referral procedures with helping agents in the community (e.g., mental health
centers, businesses, service groups) to secure assistance for students and their families.
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Basis for Student Evaluation
A. Proficiency in helping skills, disposition for professional counseling and
application of such to a helping model. (20%)
B. Accountability as demonstrated through comprehensive, timely and accurate
completion of written assignments and other paperwork. (10%)
C. Knowledge of topical issues in the field of counseling. (10%)
D. Adherence to ACA ethical standards. (20%)
E. Compliance with all policies and directives issued by university and site
supervisors. (10%)
F. Active participation in all supervisory sessions. (10%)
G. Compliance with all taping requirements. (10%)
H. Mid-term and final evaluations of site and university supervisors. (10%)
Final letter grade:
P-Pass
F-Fail
IP-In Progress
V.
Methods of Instruction:
This will be a seminar format, where the instructor will introduce new material for
discussion, as well as role play in class where the student develops skills in multiple
theoretical approaches to counseling. Video/audio tapes of counseling sessions will
be used in skill development. Students will also evaluate peers and the instructor in
role play exercises. As previously stated, The internship IS skill based and will
include instructor and peer evaluation of counseling sessions. An atheoretical
instrument will be used for assessment of counseling skills so that the student
receives constructive analysis and feedback from the instructor and peers. The
student file will have two of these completed evaluation forms included in their
folder at the end of the semester. Instruction will consist of the following
methodologies:
A combination of:
Classroom lectures and discussions
Classroom experiential exercises
Web-assisted instructions and tests/exams
The University strives to offer learning experiences and opportunities designed to help
students think effectively, develop the capacity to communicate, differentiate values, and
make relevant judgments. To do this successfully, many times multiple perspectives will
be presented; some of which may represent points of view on which everyone will not
agree. A successful educational experience requires a shared sense of respect among and
between the students, the instructor and various points of view.
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Further, it is to be expected that the instructor will treat all students with dignity and
respect – it is also expected that the students will treat both the instructor and other
students with this same respect. In order to facilitate this process more effectively,
students are asked the following: 1) before class turn off all pager and cell phones; 2)
refrain from text messaging during class; 3) avoid distracting behavior (e.g. popping
gum, noisy eating, and clipping fingernails); 4) minimize side conversations; and, 5)
maintain respectful interactions. Finally, personal harassment of any kind will not be
tolerated.
VI.
Information Literacy/Technological Resources:
Technology
Incoming students must be computer literate, able to use software for e-mail, word
processing, web browsing, and information retrieval. Students must have access to the
Internet for communicating with instructors and accessing learning resources. Computer
access must be available on a personal computer.
Turn-it-in
Portions of Course Assignments (Research Paper) will be required to be submitted to
Turn-It-In, the computer program designed for checking literature duplication.
Submitting additional course work to Turn-It-In is at the instructor’s discretion.
Instructions will be available early in the semester on the Graduate Education Office
webpage, and from course instructor.
LiveText
Each student will be required to establish an account with the LiveText program by
the second class session. LiveText is a web-based application offering a comprehensive
suite of development, management, and assessment tools. This suite of tools provides
colleges and universities with the capability to assess student work online using
assessment instruments that have been developed and implemented by the individual
college faculty and/or departments. Specific instructions will be distributed on a separate
handout at your first class session. LiveText may be purchased online at
https://c1.livetext.com or through the LMU Bookstore. LiveText Help is available on the
Graduate Office web page – see the web page address on the previous page.
Diversity Statement
Unit Commitment to Diversity – The School of Education recognizes differences
among groups of people and individuals based on ethnicity, race, socioeconomic status,
gender, exceptionalities, language, religion, sexual orientation, and geographical area.
The unit designs, implements, and evaluates curriculum and provides experiences for
candidates to acquire and demonstrate the knowledge, skills, and professional
dispositions necessary to help all students learn. Assessments indicate that candidates
can demonstrate and apply proficiencies related to diversity. Experiences provided for
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candidates include working with diverse populations, including higher education and
K-12 school faculty, candidates, and students in K-12 schools.
Library Resources
The Carnegie-Vincent Library provides access to many outstanding resources for
students in Teacher Education field, including tutorials, databases, and experienced
reference librarians. Visit the library’s website (library.lmunet.edu) for full details. There
are many professional databases including: ERIC, the Educational Resource Information
Center, the premier database for education related journal articles and documents
containing over one million citations and links to more than 100,000 documents in fulltext; ProQuest Education Journals database which contains access to 760 leading
journals of which over 600 are in full-text; ProQuest Dissertation & Theses Full Text:
The Humanities and Social Sciences Collection: A comprehensive collection of
scholarly research in the Humanities and Social Sciences, this database covers more than
1 million dissertations and theses; Mental Measurements Yearbook which contains
descriptive information & critical reviews of commercially-available standardized
English-language educational, personality, aptitude, neuropsychological, achievement &
intelligence tests. Additionally, the library provides access to over 100 other databases
and can obtain books and articles from libraries worldwide through Interlibrary Loan.
VII.
University Policies:
Students With Disabilities Policy: As a rule, all students must read and comply
with standards of the LMU Student Handbook and LMU catalogue. Any student seeking
assistance in accordance with the Americans Disabilities Act (1990 as amended) should
contact the ADA Coordinator, Dan Graves, with regard to required documentation and in
order to make appropriate arrangements. Contact information: dan.graves@lmunet.edu
and/or 423.869.6267 (800-325-0900 ext. 6267).
Counseling: LMU counselors are available to help current students with
personal, career and academic concerns that affect academic success and quality of life.
The Director of Counseling, Jason Kishpaugh, can be contacted at
jason.kishpaugh@lmunet.edu and/or 423.869.6401 (800-325-0900 ext. 6401).
Discrimination, Scholastic Dishonesty, Cheating, and Plagiarism Policies can
be found in the student handbook:
LMU’s website: http://www.lmunet.edu/campuslife/handbooks.shtml.
Course Evaluations: In addition to meeting degree requirements specified in the
graduate and undergraduate catalogs, all students are required to complete Universityadministered course evaluations.
Outcomes Assessment Testing: Degree requirements include participating in all
outcomes assessment testing (e.g., general education assessment, major field tests, etc.)
and activities when requested. Students may be required to complete one or more
Revised as of 09/28/12
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questionnaires and to take one or more standardized tests to determine general
educational achievement as a prerequisite to graduation (see appropriate catalog for
additional information).
All Associate of Science – Nursing; Associate of Science – Veterinary Health
Science; and Associate of Science – Veterinary Medical Technology students must take
the General Education Proficiency Profile examination.
LMU’s Inclement Weather Policy can be found at the following link to LMU’s
website: http://www.lmunet.edu/curstudents/weather.shtml. Students should check their
LMU email during delays/closures to receive information from individual faculty
regarding potential assignments and/or other course information.
IIX.
mission statements:
University Mission and Purpose Statement
Lincoln Memorial University is a values-based learning community dedicated to
providing educational experiences in the liberal arts and professional studies. The
University strives to give students a foundation for a more productive life by upholding
the principles of Abraham Lincoln's life: a dedication to individual liberty, responsibility,
and improvement; a respect for citizenship; recognition of the intrinsic value of high
moral and ethical standards; and a belief in a personal God.
The University is committed to teaching, research, and service. The University's
curriculum and commitment to quality instruction at every level are based on the beliefs
that graduates must be able to communicate clearly and effectively in an era of rapidly
and continuously expanding communication technology, must have an appreciable depth
of learning in a field of knowledge, must appreciate and understand the various ways by
which we come to know ourselves and the world around us, and must be able to exercise
informed judgments.
The University believes that one of the major cornerstones of meaningful existence is
service to humanity. By making educational and research opportunities available to
students where they live and through various recreational and cultural events open to the
community, Lincoln Memorial University seeks to advance life in the Cumberland Gap
area and throughout the region through its teaching, research, and service mission.
Approved by the Board of Trustees May 5, 2006
School of Education – Unit Mission Statement
The School of Education is dedicated to preparing professional educators of distinction
who embody the three core ideas of Lincoln Memorial University. We accomplish our
Revised as of 09/28/12
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mission through instilling the core ideals of Values, Education and Service in candidates
who:
demonstrate the disposition of the education profession – Values
articulate and live by the knowledge base and understands of moral, social, and
political dimensions which will impact individual students, schools, districts, and
communities for the enrichment of society – Values
demonstrate the teaching skills and learning strategies acquired through rigorous
academic studies and active engagement in real life classroom experiences while
involved in field and internship placements in partner P-12 schools – Education
promote lifelong learning through continued professional development and
scholarship – Education
assist in meeting the educational needs of an ever-increasing global society,
especially the underserved – Service
articulate an understanding that all students can learn as well as demonstrate the
disposition to serve and teach diverse student populations – Service
Counseling Program Mission Statement
The Counseling Program has as its primary mission the preparation of culturally and
ethically competent counselors to serve the historically underserved peoples of the
Appalachian region, and increasingly interlinked global community beyond. Program
graduates will be able to utilize psychological principles, developmental understandings,
and counseling techniques in a strengths based, solution-focused paradigm to assist
students and clients with the best opportunity to achieve healthy functioning in the areas
of educational, personal, social and vocational development.
Program offerings, service learning activities and field experiences are designed to
encourage personal, professional, and social growth. Graduates of the Counseling
Programs are prepared to provide counseling and consultation services in school, mental
health, or community agency settings and are eligible to stand for licensure or
certification in their respective area of specialty.
IX.
Course Outline/Assignment/units of Instruction or Clinic Schedule:
Schedule will be set by instructor at the beginning of each semester, as course is a seminar format with
emphasis placed on processing issues related to internship placement, case presentation, role play,
discussion of intern experiences, and developing professional identity as a counselor.
X.
Lincoln Memorial University
Carter & Moyers School of Education
The National Council for Accreditation of Teacher Education (NCATE) Standard 1
requires that education professionals exhibit professional dispositions. Candidates
recommended from LMU to be certified by Tennessee must exhibit professional
dispositions in their interactions with all stakeholders, including classmates, P-12
Revised as of 09/28/12
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mentoring teachers, P-12 administrators, cooperating teachers, students, and university
faculty, and supervisors while in the university environment and in field placements.
Date:
Semester /
Year:
Candidate’s
Name:
University
Class
/ Field
Placement
for
Course
(Prefix/Course Number):
(Prefix/Course Number):
Evaluator
Position:
Name:
Self:
Professional Education
P-12
School
Faculty:
Personnel:
/
/
Rate the disposition indicator statements a – I by placing an x in the appropriate box on a
scale of 0-4.
0=Not Observed/Applicable; 1=Unacceptable; 2=Fair;
(OPTION: RATE ONLY THOSE AREAS OF CONCERN)
3=Acceptable;
4=Excellent
Explain Unacceptable (1) or Fair (2) Evaluation Scores at the end of the form in the comment
section and document an Action Plan for improvement of these scores. Also, document if such
plan is accomplished at end of semester.
A. Attendance and Punctuality
Meets attendance requirements
Comments:
4 3 2 1 0
B. Initiative
Demonstrates initiative
Creative and resourceful
Works independently when appropriate
Comments:
4 3 2 1 0
C. Work Habits
4 3 2 1 0
Promptly completes quality work
Works independently
Demonstrates commitment to achieve professional, program of studies’ goals
Demonstrates the ability to plan long and short term
Effectively uses instructional technology
Demonstrates ability to reflect on and assess as an ongoing learning process
Comments:
D. Oral Communications
4 3 2 1 0
Articulate, uses standard English grammar
Uses language for fostering clear understanding and self-expression
Demonstrates thoughtful and responsive listening
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Comments:
E. Written Communication Skills
Written work uses standard English grammar
Writing is clear and organized
Comments:
4 3 2 1 0
F.
Collegiality
4 3 2 1 0
Works well on a team while encouraging, assisting, and inspiring peers to excel
Participates in collegial planning activities
Gives and accepts assistance
Comments:
G
.
Respect (in action and speech)
4 3 2 1 0
Demonstrates respectful classroom behavior
Sensitive to all stakeholders’ needs
Maintains confidentiality
Provides educational experiences that demonstrate understanding of the
worldview of culturally diverse groups
Demonstrates a sense of fairness by developing differentiated educational
opportunities for all students (all students can learn)
Comments:
H
.
Commitment to Profession
4 3 2 1 0
Strives to promote a caring, non-discriminatory, and equitable environment.
Participates in professional consultation for the improvement of one’s own skills
Committed to engage in professional growth and development activities
Responds appropriately to positive feedback
Comments:
I.
Professionalism in Clinical and Field Placement (Ethics, 4 3 2 1 0
professional growth, and confidentiality)
Professional attire
Maintains factually accurate records
All documents are free of plagiarism
Adheres to all rules and requirements and supports decisions made by the Carter
& Moyers School of Education
Demonstrates honesty and integrity in all circumstances
Comments:
Comment Section Regarding Weakness(es):
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Action Plan if weakness cited: (teacher candidate must complete with person filling out
the disposition checklist)
____Accomplished
_____ Not accomplished
Candidate Signature:
Date:
Faculty or Cooperating Teacher Signature: ______________________________________
Date
XI. Plagiarism/Certification of Authorship
Plagiarism
Plagiarism is the presentation of someone else’s words or ideas as one’s own (See APA
Manual). One of the most common forms of plagiarism is the paraphrasing of several
phrases, sentences or ideas in a paragraph with only one citation at the end of the
paragraph resulting in confusion between the cited content and the researcher’s own
words or ideas. Another common form is the practice of substituting words or phrases
while retaining the original author’s form and structure.
Plagiarism in any form is one of the most egregious violations of professional
ethics an author can commit. Submission of plagiarized material, even by accident or
through ignorance, is a severe infraction of the professional ethical code and can result in
expulsion from the program. To avoid plagiarism:
· Cite sources within the text for all phrases or ideas that are quoted or paraphrased.
· Cite sources within the text in the format delineated in the APA Manual.
Certification of Authorship. I certify that I am the author of this paper titled
______________________ and that any assistance I received in its preparation is fully
acknowledged and disclosed in the paper. I have also cited any sources from which I
used data, ideas, or words, either quoted directly or paraphrased. I also certify that this
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paper was prepared by me specifically for this course. I understand that falsification of
information will affect my status as a graduate student.
Student’s Signature________________ Date ______________
(This statement must be included with all written assignments)
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Appendix 1: Completion Guides for Course Assignments
Records for Internship: Early Semester Documents
The following early semester documents are required to meet Unit requirements for field
experiences. These must be on file for Counseling degree Candidate to participate in field
placement experiences. 1. Appendix B - Internship Supervision Agreement 2. Appendix J - ACA
Code of Ethics Compliance Statement 3. Professional Liability Insurance 4. Supervisor
Qualifications - Copy of Degree and/or License.
Standards
CACREP-2009.1.S
Programs provide evidence that students are covered by professional liability insurance
while enrolled or participating in practicum, internship, or other field experiences.
CACREP-2009.3.C.1
A minimum of a master’s degree in counseling or a related profession with equivalent
qualifications, including appropriate certifications and/or licenses.
CACREP-2009.3.E
Supervision contracts for each student are developed to define the roles and
responsibilities of the faculty supervisor, site supervisor, and student during practicum
and internship.
Early Semester Documents
Pass (100 pts)
Fail
Professional Liability
Insurance(25,
25%)CACREP-2009.1.S
Attached file provides
evidence that counselor in
training is covered by
professional liability
insurance.
No evidence provided for
professional liability
insurance
Site Supervisor
Certification or
license(25,
25%)CACREP2009.3.C.1
Attached file provides
evidence that site
supervisor HAS
OBTAINED A minimum
of a master’s degree in
counseling or a related
profession with equivalent
qualifications, including
appropriate certifications
and/or licenses.
Attached file provides
evidence that site
supervisor HAS NOT
OBTAINED A minimum
of a master’s degree in
counseling or a related
profession with equivalent
qualifications, including
appropriate certifications
and/or licenses.
Supervision Contract(25,
25%)CACREP-2009.3.E
Attached file provides
evidence that Supervision
contracts HAS BEEN
Attached file provides
evidence that Supervision
contracts HAS NOT
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ACA Ethics Comliance
Statement(25, 25%)
Revised as of 09/28/12
DEVELOPED to define
the roles and
responsibilities of the
faculty supervisor, site
supervisor, and student
during practicum and
internship.
BEEN DEVELOPED to
define the roles and
responsibilities of the
faculty supervisor, site
supervisor, and student
during practicum and
internship.
Student HAS included
copy of ACA Ethics
Compliance Statement.
Student HAS NOT
included copy of ACA
Ethics Compliance
Statement.
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Records for Internship: End of Semester Documents
Degree Candidates must successfully complete and turn in the following documents to earn a
passing grade in Internship course.
1. Appendix D - Site Supervisor Evaluation
2. Appendix E - Evaluation of Intenship Site
3. Appendix F - Summary of Internship Hours
4. Appendix H - Weekly Time Logs
5. Appendix M - 1 copy of Completed Tape Write-up Form Standards
CACREP-2009.3.G
The program requires completion of a supervised internship in the student’s designated
program area of 600 clock hours, begun after successful completion of the Internship.
The internship is intended to reflect the comprehensive work experience of a profes
CACREP-2009.3.G.1
At least 240 clock hours of direct service, including experience leading groups.
CACREP-2009.3.G.2
Weekly interaction that averages one hour per week of individual and/or triadic
supervision throughout the internship, usually performed by the onsite supervisor.
CACREP-2009.3.G.3
An average of 1 1/2 hours per week of group supervision provided on a regular schedule
throughout the internship and performed by a program faculty member.
CACREP-2009.3.G.4
The opportunity for the student to become familiar with a variety of professional
activities and resources in addition to direct service (e.g., record keeping, assessment
instruments, supervision, information and referral, in-service and staff meetings).
CACREP-2009.3.G.5
The opportunity for the student to develop program-appropriate audio/video recordings
for use in supervision or to receive live supervision of his or her interactions with clients.
CACREP-2009.3.G.6
Evaluation of the student’s counseling performance throughout the internship, including
documentation of a formal evaluation after the student completes the internship by a
program faculty member in consultation with the site supervisor.
CACREP-2009.8.B.1
Demonstrates the ability to apply and adhere to ethical and legal standards in school
counseling.
CACREP-2009.8.D.1
Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to
diverse individuals, groups, and classrooms.
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CACREP-2009.8.D.4
Demonstrates the ability to use procedures for assessing and managing suicide risk
CACREP-2009.8.D.5
Demonstrates the ability to recognize his or her limitations as a school counselor and to
seek supervision or refer clients when appropriate.
CACREP-2009.8.F.1
Demonstrates multicultural competencies in relation to diversity, equity, and opportunity
in student learning and development.
CACREP-2009.8.F.2
Advocates for the learning and academic experiences necessary to promote the academic,
career, and personal/social development of students.
CACREP-2009.8.F.4
Engages parents, guardians, and families to promote the academic, career, and
personal/social development of students.
CACREP-2009.8.H.2
Selects appropriate assessment strategies that can be used to evaluate a student’s
academic, career, and personal/social development.
CACREP-2009.8.H.4
Makes appropriate referrals to school and/or community resources.
CACREP-2009.8.H.5
Assesses barriers that impede students’ academic, career, and personal/social
development.
CACREP-2009.8.L.2
Implements strategies and activities to prepare students for a full range of postsecondary
options and opportunities.
CACREP-2009.8.N.1
Works with parents, guardians, and families to act on behalf of their children to address
problems that affect student success in school.
CACREP-2009.8.N.2
Locates resources in the community that can be used in the school to improve student
achievement and success.
CACREP-2009.8.N.3
Consults with teachers, staff, and community-based organizations to promote student
academic, career, and personal/social development.
CACREP-2009.8.N.4
Uses peer helping strategies in the school counseling program.
CACREP-2009.8.N.5
Uses referral procedures with helping agents in the community (e.g., mental health
centers, businesses, service groups) to secure assistance for students and their families.
CG 698 - End of Semester Documents Content Analysis
600 Clock Hours/240
Hours of Direct Service(20,
Revised as of 09/28/12
Pass (100 pts)
Fail
Attached file provides
evidence that student
Attached file provides
evidence that student DID
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20%)CACREP-2009.3.G
CACREP-2009.3.G.1
COMPLETED a supervised
Internship experience for a
minimum of 600 clock hours
(300/semester over a
minimum 10-week academic
term, with at least
120/semester clock hours of
direct service with actual
clients that contributes to the
development of counseling
skills.) NOT COMPLETE a
supervised Internship
experience for a minimum of
600 clock hours
(300/semester over a
minimum 10-week academic
term, with at least
120/semester clock hours of
direct service with actual
clients that contributes to the
development of counseling
skills.) 1 Hour of Weekly
Supervision(20,
20%)CACREP-2009.3.G.2
Attached file provides
evidence that student DID
PARTICIPATEIN an
average of one hour per
week of individual and/or
triadic supervision
throughout the Internship by
a program faculty member, a
student supervisor, or a site
supervisor who is working in
biweekly consultation with a
program faculty member. Attached file provides
evidence that student DID
NOT PARTICIPATEIN an
average of one hour per
week of individual and/or
triadic supervision
throughout the Internship by
a program faculty member, a
student supervisor, or a site
supervisor who is working in
biweekly consultation with a
program faculty member.
1 1/2 Hours of GROUP
Supervision(20,
20%)CACREP-2009.3.G.3
Attached file provides
evidence that student
COMPLETED An average
of 1 1/2 hours per week of
group supervision that is
provided on a regular
schedule throughout the
Internship by a program
faculty member or a student
supervisor. Attached file provides
evidence that student DID
NOT COMPLETE An
average of 1 1/2 hours per
week of group supervision
that is provided on a regular
schedule throughout the
Internship by a program
faculty member or a student
supervisor.
Audio/Video
Recordings(20,
20%)CACREP-2009.3.G.5
Attached tape review form
provides evidence that
student UTILIZED programappropriate audio/video
recordings for use in
supervision or live
supervision of the student’s
interactions with clients.
No evidence provided that
student UTILIZED programappropriate audio/video
recordings for use in
supervision or live
supervision of the student’s
interactions with clients.
Site Supervisor Eval (10,
10%)CACREP-2009.3.G.6
Attached file provides
evidence that site supervisor
Attached file provides
evidence that site supervisor
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Engaged in a Variety of
Professional Activities(10,
10%)CACREP-2009.3.G.4
has COMPLETED an
Evaluation of the student’s
counseling performance
throughout the Internship,
including documentation of a
formal evaluation after the
student completes the
Internship. has NOT COMPLETED an
Evaluation of the student’s
counseling performance
throughout the Internship,
including documentation of a
formal evaluation after the
student completes the
Internship. Attached file provides
evidence that the student
DID HAVE EXPOSURE TO
a variety of professional
activities and resources in
addition to direct service
(e.g., record keeping,
assessment instruments,
supervision, information and
referral, in-service and staff
meetings).
Attached file provides
evidence that the student
DID NOT HAVE
EXPOSURE TO a variety of
professional activities and
resources in addition to
direct service (e.g., record
keeping, assessment
instruments, supervision,
information and referral, inservice and staff meetings).
CG 698 Site Supervisor Evaluation - Content Analysis
Superior (4 pt
s)
Competent (3 p
ts)
Adequate (2 p
ts)
Improveme
nt
Needed (1 p
t)
COUNSELING
FOUNDATIONS:
Ethical and Legal
Adherance(1,
6%) CACREP2009.8.B.1
4 = Superior.
Counseling
Intern shows
marked
proficiency
and
competency in
this domain
most all of the
time, and is
able to
perform
independently
and model this
skill for
others.
3 = Competent.
Counseling
Intern
consistently
demonstrates
significant
competencies in
this domain,
requires
minimal
supervision and
consultation in
this area
2 = Adequate.
Intern meets
basic expected
competencies
in this area.
1=
Improvemen
t Needed.
This area or
learning
domain is
significant
area for
growth, and
requires
ongoing
training and
development
al needs in
this area.
COUN,
PREVENTION,
4 = Superior.
Counseling
3 = Competent.
Counseling
2 = Adequate.
Intern meets
1=
Improvemen
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INTERVENTION
: Self Awareness
and Sensitivity(1,
6%) CACREP2009.3.C.1
CACREP2009.8.D.1
Intern shows
marked
proficiency
and
competency in
this domain
most all of the
time, and is
able to
perform
independently
and model this
skill for
others.
Intern
consistently
demonstrates
significant
competencies in
this domain,
requires
minimal
supervision and
consultation in
this area
basic expected
competencies
in this area.
t Needed.
This area or
learning
domain is
significant
area for
growth, and
requires
ongoing
training and
development
al needs in
this area.
COUN,
PREVENTION,
INTERVENTION
: Assessing and
Managing Suicide
Risk(1,
6%) CACREP2009.8.D.4
4 = Superior.
Counseling
Intern shows
marked
proficiency
and
competency in
this domain
most all of the
time, and is
able to
perform
independently
and model this
skill for
others.
3 = Competent.
Counseling
Intern
consistently
demonstrates
significant
competencies in
this domain,
requires
minimal
supervision and
consultation in
this area
2 = Adequate.
Intern meets
basic expected
competencies
in this area.
1=
Improvemen
t Needed.
This area or
learning
domain is
significant
area for
growth, and
requires
ongoing
training and
development
al needs in
this area.
COUN,
PREVENTION,
INTERVENTION
: Recognizes own
Limitations(1,
6%) CACREP2009.8.D.5
4 = Superior.
Counseling
Intern shows
marked
proficiency
and
competency in
this domain
most all of the
time, and is
able to
perform
independently
and model this
skill for
3 = Competent.
Counseling
Intern
consistently
demonstrates
significant
competencies in
this domain,
requires
minimal
supervision and
consultation in
this area
2 = Adequate.
Intern meets
basic expected
competencies
in this area.
1=
Improvemen
t Needed.
This area or
learning
domain is
significant
area for
growth, and
requires
ongoing
training and
development
al needs in
this area.
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others.
DIVERSITY:
Demonstrates
Multicultural
Competencies(1,
6%) CACREP2009.8.F.1
4 = Superior.
Counseling
Intern shows
marked
proficiency
and
competency in
this domain
most all of the
time, and is
able to
perform
independently
and model this
skill for
others.
3 = Competent.
Counseling
Intern
consistently
demonstrates
significant
competencies in
this domain,
requires
minimal
supervision and
consultation in
this area
2 = Adequate.
Intern meets
basic expected
competencies
in this area.
1=
Improvemen
t Needed.
This area or
learning
domain is
significant
area for
growth, and
requires
ongoing
training and
development
al needs in
this area.
DIVERSITY:
Advocates for
Students(1,
6%) CACREP2009.8.F.2
4 = Superior.
Counseling
Intern shows
marked
proficiency
and
competency in
this domain
most all of the
time, and is
able to
perform
independently
and model this
skill for
others.
3 = Competent.
Counseling
Intern
consistently
demonstrates
significant
competencies in
this domain,
requires
minimal
supervision and
consultation in
this area
2 = Adequate.
Intern meets
basic expected
competencies
in this area.
1=
Improvemen
t Needed.
This area or
learning
domain is
significant
area for
growth, and
requires
ongoing
training and
development
al needs in
this area.
DIVERSITY:
Engages parents,
guardians,
families(1,
6%) CACREP2009.8.F.4
4 = Superior.
Counseling
Intern shows
marked
proficiency
and
competency in
this domain
most all of the
time, and is
able to
perform
3 = Competent.
Counseling
Intern
consistently
demonstrates
significant
competencies in
this domain,
requires
minimal
supervision and
consultation in
2 = Adequate.
Intern meets
basic expected
competencies
in this area.
1=
Improvemen
t Needed.
This area or
learning
domain is
significant
area for
growth, and
requires
ongoing
training and
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independently
and model this
skill for
others.
this area
ASSESSMENT:
Selects
approporiate
Assessment
Strategies(1,
6%) CACREP2009.8.H.2
4 = Superior.
Counseling
Intern shows
marked
proficiency
and
competency in
this domain
most all of the
time, and is
able to
perform
independently
and model this
skill for
others.
3 = Competent.
Counseling
Intern
consistently
demonstrates
significant
competencies in
this domain,
requires
minimal
supervision and
consultation in
this area
2 = Adequate.
Intern meets
basic expected
competencies
in this area.
1=
Improvemen
t Needed.
This area or
learning
domain is
significant
area for
growth, and
requires
ongoing
training and
development
al needs in
this area.
ASSESSMENT:
Makes
appropriate
referrals(1,
6%) CACREP2009.8.H.4
4 = Superior.
Counseling
Intern shows
marked
proficiency
and
competency in
this domain
most all of the
time, and is
able to
perform
independently
and model this
skill for
others.
3 = Competent.
Counseling
Intern
consistently
demonstrates
significant
competencies in
this domain,
requires
minimal
supervision and
consultation in
this area
2 = Adequate.
Intern meets
basic expected
competencies
in this area.
1=
Improvemen
t Needed.
This area or
learning
domain is
significant
area for
growth, and
requires
ongoing
training and
development
al needs in
this area.
ASSESSMENT:
Assess barriers to
growth (1,
6%)CACREP2009.8.H.5
4 = Superior.
Counseling
Intern shows
marked
proficiency
and
competency in
this domain
most all of the
3 = Competent.
Counseling
Intern
consistently
demonstrates
significant
competencies in
this domain,
requires
2 = Adequate.
Intern meets
basic expected
competencies
in this area.
1=
Improvemen
t Needed.
This area or
learning
domain is
significant
area for
growth, and
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development
al needs in
this area.
time, and is
able to
perform
independently
and model this
skill for
others.
minimal
supervision and
consultation in
this area
ACADEMIC:
Prepares students
for full range of
post-secondary
options (1,
6%)CACREP2009.8.L.2
4 = Superior.
Counseling
Intern shows
marked
proficiency
and
competency in
this domain
most all of the
time, and is
able to
perform
independently
and model this
skill for
others.
3 = Competent.
Counseling
Intern
consistently
demonstrates
significant
competencies in
this domain,
requires
minimal
supervision and
consultation in
this area
2 = Adequate.
Intern meets
basic expected
competencies
in this area.
1=
Improvemen
t Needed.
This area or
learning
domain is
significant
area for
growth, and
requires
ongoing
training and
development
al needs in
this area.
COLLABORATI
ON AND
CONSULTATIO
N: Works with
Families(1,
6%) CACREP2009.8.N.1
4 = Superior.
Counseling
Intern shows
marked
proficiency
and
competency in
this domain
most all of the
time, and is
able to
perform
independently
and model this
skill for
others.
3 = Competent.
Counseling
Intern
consistently
demonstrates
significant
competencies in
this domain,
requires
minimal
supervision and
consultation in
this area
2 = Adequate.
Intern meets
basic expected
competencies
in this area.
1=
Improvemen
t Needed.
This area or
learning
domain is
significant
area for
growth, and
requires
ongoing
training and
development
al needs in
this area.
COLLABORATI
ON AND
CONSULTATIO
N: Locates
Community
Resources(1,
4 = Superior.
Counseling
Intern shows
marked
proficiency
and
3 = Competent.
Counseling
Intern
consistently
demonstrates
significant
2 = Adequate.
Intern meets
basic expected
competencies
in this area.
1=
Improvemen
t Needed.
This area or
learning
domain is
Revised as of 09/28/12
Page 30
of 0
requires
ongoing
training and
development
al needs in
this area.
6%) CACREP-200
9.8.N.2
competency in
this domain
most all of the
time, and is
able to
perform
independently
and model this
skill for
others.
competencies in
this domain,
requires
minimal
supervision and
consultation in
this area
COLLABORATI
ON AND
CONSULTATIO
N: Counsults with
other
stakeholders(1,
6%) CACREP2009.8.N.3
4 = Superior.
Counseling
Intern shows
marked
proficiency
and
competency in
this domain
most all of the
time, and is
able to
perform
independently
and model this
skill for
others.
3 = Competent.
Counseling
Intern
consistently
demonstrates
significant
competencies in
this domain,
requires
minimal
supervision and
consultation in
this area
2 = Adequate.
Intern meets
basic expected
competencies
in this area.
1=
Improvemen
t Needed.
This area or
learning
domain is
significant
area for
growth, and
requires
ongoing
training and
development
al needs in
this area.
COLLABORATI
ON AND
CONSULTATIO
N: Uses peer
helping
strategies(1,
6%) CACREP2009.8.N.4
4 = Superior.
Counseling
Intern shows
marked
proficiency
and
competency in
this domain
most all of the
time, and is
able to
perform
independently
and model this
skill for
others.
3 = Competent.
Counseling
Intern
consistently
demonstrates
significant
competencies in
this domain,
requires
minimal
supervision and
consultation in
this area
2 = Adequate.
Intern meets
basic expected
competencies
in this area.
1=
Improvemen
t Needed.
This area or
learning
domain is
significant
area for
growth, and
requires
ongoing
training and
development
al needs in
this area.
COLLABORATI
ON AND
CONSULTATIO
4 = Superior.
Counseling
Intern shows
3 = Competent.
Counseling
Intern
2 = Adequate.
Intern meets
basic expected
1=
Improvemen
t Needed.
Revised as of 09/28/12
Page 31
of 0
significant
area for
growth, and
requires
ongoing
training and
development
al needs in
this area.
N: Uses referral
procedures to
community
partners(1,
6%) CACREP2009.8.N.5
Revised as of 09/28/12
marked
proficiency
and
competency in
this domain
most all of the
time, and is
able to
perform
independently
and model this
skill for
others.
consistently
demonstrates
significant
competencies in
this domain,
requires
minimal
supervision and
consultation in
this area
Page 32
of 0
competencies
in this area.
This area or
learning
domain is
significant
area for
growth, and
requires
ongoing
training and
development
al needs in
this area.
Assignment Completion Guide: CG 698 Key Assignment No 1 - School Counseling Unit
This assignment consists of the student developing a unit plan which addresses at least one
standard from the Tennessee Comprehensive Model for School Counseling Model. The
assignment should include classroom activities for up to one week of thirty minute classes at the
grade level of the student's choice. This should include at least one lesson plan for a single
session which includes the chosen standard, goals and objectives, activity and materials list and
method for evaluation.
Completion Guide:
1. Cover Page (APA)
2. Description and identification of the chosen standard(s) for the unit plan.
3. Goals and objectives for the plan, including a description of the targeted class.
4. Lesson plan for one session, including materials list and all activities described in detail.
5. Method for evaluation.
Standards
CACREP-2009.8.B.2
Demonstrates the ability to articulate, model, and advocate for an appropriate school
counselor identity and program.
CACREP-2009.8.D.2
Provides individual and group counseling and classroom guidance to promote the
academic, career, and personal/social development of students.
CACREP-2009.8.D.3
Designs and implements prevention and intervention plans related to the effects of (a)
atypical growth and development, (b) health and wellness, (c) language, (d) ability level,
(e) multicultural issues, and (f) factors of resiliency on student learning
CACREP-2009.8.L.3
Implements differentiated instructional strategies that draw on subject matter and
pedagogical content knowledge and skills to promote student achievement.
TN-LMU-IS.15
The candidate clearly articulates proficiencies for understanding differences among
groups of people and individuals based on ethnicity, race, socioeconomic status, gender,
exceptionalities, language, religion, sexual orientation, and geographical areas. The
candidate demonstrates this understanding in instructional planning, the classroom
environment, and interactions with students and other community stakeholders (VALUES
& SERVICE).
TN-LMUCG.I.J
The candidate will work with parents, teachers, social workers, school psychologists and
family resource center staff in meeting student needs with performance no less than 80%
Revised as of 09/28/12
Page 33
of 0
as measured by rubrics.
TN-LMUCG.I.K
The candidate will inform students, clients, teachers, parents and the community about
the purposes and activities of the school guidance and counseling program with
performance 80%.
TN-LMUCG.I.L
The candidate will be able to work with parents and conduct parent education activities;
use community resources and referral processes, and develop effective partnership
arrangements with community agencies as measured by rubrics and site reports with 80%
accuracy.
CG 698 School Counseling Internship-Unit Plan
4
Capstone (4 pts)
3
Milestones (3 pts)
2
Milestones (2 pts)
1
Benchmark (1 pt)
Identification(5,
5%)
Author, title,
source, dates, etc.
follows APA
style, Excellent
grammar, spelling
and academic
voice are used.
Author, title,
source dates, etc.
approach correct
APA style.
Proficient
grammar, spelling
and academic voice
are used.
Author, title,
source, dates, etc.
are flawed but
appear to be
informed by APA
style. Somewhat
acceptable
grammar spelling
and academic voice
are used
Author, title, source
dates, etc. are
flawed by APA
style stands. Below
average grammar,
spelling and
academic voice are
used.
Summary of
Major Ideas
related to
Comprehensive
Curriculum
design in Unit
Plan (25,
25%)CACREP2009.8.D.2
CACREP2009.8.D.3 TNLMU-IS.15
The degree
candidate
demonstrates
comprehensive
knowledge of
curriculum design
and instruction,
including
developing
unit/lesson plans
from a given
standard. The
student
demonstrates
effective
classroom
management and
delivery skills.
The degree
candidate
demonstrates key
knowledge of
curriculum design
and instruction,
including
developing
unit/lesson plans
from a given
standard. The
student
demonstrates
effective classroom
management and
delivery skills.
Student identifies
plan for
Synopsis gives a
vague idea of major
ideas, questions,
issues, or points.
The degree
candidate
completes the
lesson plan and
identifies their
chosen standard.
Synopsis
demonstrates
misunderstanding
of major ideas,
Degree candidate
does not
demonstrate a clear
understanding of
important issues
related to
Academic, Career,
and Personal/Social
developmental
needs of students in
Unit Plan.
Revised as of 09/28/12
Page 34
of 0
Evidence of
Differentiated
Instruction(20,
20%)CACREP2009.8.L.3
Revised as of 09/28/12
Student identifies
plan for
accommodating
diverse
populations in
classroom. Unit
plan demonstrates
clear and
comprehensive
knowledge of the
importance of
prevention and
intervention plans
related to the
effects of (a)
atypical growth
and (a) atypical
growth and
development, (b)
health and
wellness, (c)
language, (d)
ability level, (e)
multicultural
issues, and (f)
factors of
resiliency on
student learning.
accommodating
diverse populations
in classroom. Unit
plan demonstrates
knowledge of the
importance of
prevention and
intervention plans
related to the
effects of most of
the following: (a)
atypical growth and
(a) atypical growth
and development,
(b) health and
wellness, (c)
language, (d)
ability level, (e)
multicultural
issues, and (f)
factors of resiliency
on student learning.
The degree
candidate
discusses goals,
objectives and
evaluation in the
construction of
the unit plan. The
student
demonstrates
effective
classroom
teaching practices
in their use of
activities and
resources used in
the unit and
lesson plans, and
The Degree
candidate
demonstrates a
clear understanding
of appropriate
evaluation methods
in classroom
instruction, and
states a basic
understanding for
differentiated
instructional
strategies.
Page 35
of 0
The Degree
candidate
demonstrates a
vague
understanding of
appropriate
evaluation methods
in classroom
instruction. Limited
or vague inclusion
of differentiated
instructional
strategies in Unit
plan.
The Degree
candidate
demonstrates little
understanding of
appropriate
evaluation methods
in classroom
instruction.
Differentiated
instructional
strategies are not
included in Unit
plan.
Implements
differentiated
instructional
strategies that
draw on subject
matter and
pedagogical
content
knowledge and
skills to promote
student
achievement.
Understanding
Relationship of
Counseling
Program to
School
Mission(25,
25%)CACREP2009.8.B.2
The degree
candidate
discusses in detail
the relationship
between the
counseling
program and the
total school
mission in their
development of
the unit/lesson
plan.
Demonstrates the
ability to
articulate, model,
and advocate for
an appropriate
school counselor
identity and
program in a clear
and
comprehensive
manner. The degree
candidate presents
evidence that they
see the Tennessee
Model being
incorporated into
the total school
rather than in
isolation.
Demonstrates an
understanding of
appropriate school
counselor identity
and program.
The degree
candidate
demonstrates
limited or vague
understanding on
how the Tennessee
Model is
incorporated into
school counseling
program.
The degree
candidate presents
limited to no
evidence that they
see the Tennessee
Model being
incorporated into
the total school,
and sees school
counselor role from
isolated perspective
rather than
integrated into total
school.
Collaboration
with
Stakeholders(25,
25%) TNLMUCG.I.J TNLMUCG.I.K TNLMUCG.I.L
Degree Candidate
clearly
demonstrates
ability to work
with community
resources,
including other
professionals,
support staff,
Degree Candidate
identifies other
resources and
includes other
stakeholders in
development of his
or her role in the
implementation of
the Unit Plan.
Degree Candidate
Show vague
understanding of
the need to include
other school and
community
participants in the
Unit Plan
assignment.
Degree Candidate
demonstrates
minimal to no
awareness for input
and importance of
other stakeholders
when designing
Unit Plan.
Revised as of 09/28/12
Page 36
of 0
community
resources and
parents in the
school
community. The
student clearly
articulates
strategies for
addressing the
needs of special
populations in
designing Unit
Plan.
Revised as of 09/28/12
Page 37
of 0
Assignment Completion Guide: CG 698 Key Assignment No 2 –
Case Study - STUDENT MANAGEMENT SYSTEM
The student will conduct a case study of an individual school that will focus specifically on how
the school counseling department utilizes the student management system software for the total
school in the implementation of the four pillars of the Tennessee Comprehensive School
Counseloing Model.
Completion Guide:
1. Cover Page (APA)
2. Description of the School, including grade levels served, membership and breakdown of race,
ethnicity and socioeconomic status as determined by free and reduced lunch count percentages.
3. Summary of Interviews concerning the Student Management System. (Minimum of two,
including at least one school counselor)
4. Summary of the utilization of SMS by school counseling department and how that aligns with
goals and objectives in the Tennessee Model
5. This document should be double-spaced.
Standards
CACREP-2009.8.F.3
Advocates for school policies, programs, and services that enhance a positive school
climate and are equitable and responsive to multicultural student populations.
CACREP-2009.8.H.1
Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures,
languages, values, backgrounds, and abilities.
CACREP-2009.8.H.3
Analyzes assessment information in a manner that produces valid inferences when
evaluating the needs of individual students and assessing the effectiveness of educational
programs.
CACREP-2009.8.J.1
Applies relevant research findings to inform the practice of school counseling.
CACREP-2009.8.J.2
Develops measurable outcomes for school counseling programs, activities, interventions,
and experiences.
CACREP-2009.8.J.3
Analyzes and uses data to enhance school counseling programs.
CACREP-2009.8.L.1
Conducts programs designed to enhance student academic development.
TN-LMU-IS.15
The candidate clearly articulates proficiencies for understanding differences among
Revised as of 09/28/12
Page 38
of 0
groups of people and individuals based on ethnicity, race, socioeconomic status, gender,
exceptionalities, language, religion, sexual orientation, and geographical areas. The
candidate demonstrates this understanding in instructional planning, the classroom
environment, and interactions with students and other community stakeholders (VALUES
& SERVICE).
TN-LMUCG.I.J
The candidate will work with parents, teachers, social workers, school psychologists and
family resource center staff in meeting student needs with performance no less than 80%
as measured by rubrics.
TN-LMUCG.I.K
The candidate will inform students, clients, teachers, parents and the community about
the purposes and activities of the school guidance and counseling program with
performance 80%.
TN-LMUCG.I.L
The candidate will be able to work with parents and conduct parent education activities;
use community resources and referral processes, and develop effective partnership
arrangements with community agencies as measured by rubrics and site reports with 80%
accuracy.
CG 698-Internship-Case Study; Student Management System
4
Capstone (4 p
ts)
3
Milestones (3 p
ts)
2
Milestones (2 p
ts)
1
Benchmark (1 pt)
Identification(
10, 10%)
Author, title,
source, dates,
etc. follows
APA style,
Excellent
grammar,
spelling and
academic
voice are used.
Author, title,
source dates,
etc. approach
correct APA
style. Proficient
grammar,
spelling and
academic voice
are used.
Author, title,
source, dates,
etc. are flawed
but appear to be
informed by
APA style.
Somewhat
acceptable
grammar
spelling and
academic voice
are used
Author, title,
source dates,
etc. are flawed
by APA style
stands. Below
average
grammar,
spelling and
academic voice
are used.
Understanding
of Student
Management
System and
Diversityrelated
factors(25,
The degree
candidate
describes how
data from the
Student
Management
System were
The degree
candidate
demonstrates an
understanding
of the
capabilities of a
student
The degree
candidate
describes in a
general and
non-specific
manner how a
student
The degree
candidate
demonstrates
little
understanding
of how a
student
Revised as of 09/28/12
Page 39
of 0
25%)CACREP2009.8.F.3
CACREP2009.8.H.1 TNLMU-IS.15
used in
decision
making and
articulated
how more data
driven
decisions
could be made
using the
existing
technology.
Advocates for
school
policies,
programs, and
services that
enhance a
positive school
climate and
are equitable
and responsive
to
multicultural
student
populations.
Clearly and
comprehensiv
ely uses data
to assess and
interpret
students’
strengths and
needs,
recognizing
uniqueness in
cultures,
languages,
values,
backgrounds,
and abilities.
management
system, and has
a basic
understanding
of how
uniqueness in
cultures,
languages,
values,
backgrounds,
and abilities
social and
cultural
diversity
characteristics
effect data
driven decisions
in the school
counseling
program.
management
system was
used in their
case study, and
makes vague
and nonspecific
understanding
of the
importance of
social and
cultural
diversity in
assessing
student needs.
management
system is used
to generate
data-driven
decisions, and
does not
address the
impact of social
and cultural
variables.
Student
Academic
Development(2
0,
20%)CACREP2009.8.L.1
Degree
Candidate
demonstrates a
clear and
comprehensiv
e
The student
described the
counselor role
in the student
management
system in their
The degree
candidate
articulates that
data are used in
the school
counseling
The degree
candidate
demonstrates
little
understanding
of how data are
Revised as of 09/28/12
Page 40
of 0
Analyzes
Information in
Student
Managment
System(25,
25%)CACREP2009.8.H.3
CACREP2009.8.J.1
CACREP2009.8.J.2
CACREP2009.8.J.3
Revised as of 09/28/12
understanding
of how student
management
system is used
to enhance
student
academic
development,
and articulates
how more data
driven
decisions
could be made
using existing
technology.
case study, and
evidences a
basic
understanding
of how the
student
management
system is used
to make datadriven decisions
relating to
academic
development.
department but
does not
include
examples how
data is used to
enhance student
academic
development.
used in the
school
counseling
department, and
exhibits little
understanding
of the
counselor's role
in resultant
student
academic
development.
The degree
candidate
explicitly
relates the data
flow in the
student
management
system to the
implementatio
n of the four
pillars of the
Tennessee
Model and
Analyzes
assessment
information in
a manner that
produces valid
inferences
when
evaluating the
needs of
individual
students and
assessing the
effectiveness
of educational
programs. The degree
candidate
demonstrates an
understanding
of the
relationship
between student
management
system and the
implementation
of the four
pillars of the
Tennessee
Model.
Demonstrates a
clear
understanding
of how
assessment
information in
Student
Management
System relates
to the needs of
individual
students and the
assessment of
effectiveness of
educational
programs. The degree
candidate
demonstrates a
vague and
simplistic
understanding
of the
relationship
between student
management
system and the
implementation
of the four
pillars of the
Tennessee
Model. Degree
Candidate
demonstrates a
basic
understanding
of how
information in
Student
Management
System relates
to the needs of
individual
students
The degree
candidate
demonstrates
misunderstandi
ng of how
student
management
system is used.
Page 41
of 0
Collaboration
with
Stakeholders(2
0, 20%) TNLMUCG.I.J
TNLMUCG.I.K
TNLMUCG.I.L
Revised as of 09/28/12
Degree
Candidate
clearly and
comprehensiv
ely
demonstrates
an
understanding
of the
importance of
collaborating
with other
professionals,
support staff,
community
resources and
parents in the
school
community
when
describing
how a school
system utilizes
the student
management
software.
Degree
Candidate
identifies other
important
resources and
stakeholders in
development of
his or her case
study of how a
school utilizes
student
management
software.
Page 42
of 0
Degree
Candidate
expresses a
vague
understanding
of the need to
include other
resources and
stakeholders in
development of
his or her case
study of how a
school utilizes
student
management
software.
Degree
Candidate
demonstrates
minimal to no
awareness for
input and
importance of
other
stakeholders
when
artculating how
a school utilizes
its student
management
software.