M.S. in School Counseling
Assessment in the Major Report
By Dr. Denise S. Brouillard, Program Director
2009
Submitted: October 2010
Table of Contents
Introduction ......................................................................................................................................................................................................................... 2
Description of Assessment Methods (Methods used) ......................................................................................................................................................... 3
Performance Based Assessment System: Benchmarks I-III ............................................................................................................................................... 3
Additional Faculty Review of Student Performance .......................................................................................................................................................... 5
Assessment Outcomes 2009 ............................................................................................................................................................................................... 6
Dissemination of results and plans for improvement ......................................................................................................................................................... 7
Key Faculty Survey............................................................................................................................................................................................................. 8
Program Advisory Committee Survey ................................................................................................................................................................................ 8
Benchmark outcomes .......................................................................................................................................................................................................... 9
Results of Faculty Review of Student Performance ......................................................................................................................................................... 11
Employer Surveys ............................................................................................................................................................................................................. 11
Program Performance Outcomes ...................................................................................................................................................................................... 11
Dissemination and Use of Assessment Results for Program Improvement ..................................................................................................................... 12
Appendix A: M.S. School Counseling Program Benchmark Assessment System ........................................................................................................... 14
Appendix B: Disposition Review School Guidance and Counseling UW-Stout School of Education ............................................................................ 16
Appendix C: Portfolio Review Rubric School Guidance and Counseling University of Wisconsin—Stout ................................................................... 19
Appendix D: Internship Evaluation Rubric: Midterm Assessment School Guidance and Counseling University of Wisconsin—Stout ....................... 22
School Counseling AIM Report 2009
Page 1
Introduction
This report presents findings of assessment of student learning outcomes and progress for the M.S. School Counseling Program. It includes the
following:
• Method used:
o Number of students involved:
o Level of students involved (mid-program, end-of-program, etc.):
o Results:
o How results were shared with key instructors and other stakeholders:
o How results from previous assessments have been used:
• Plans for improvements based on results
School Counseling AIM Report 2009
Page 2
Description of Assessment Methods (Methods used)
The M.S. School Counseling program at U.W.-Stout prepares graduate students for assuming the important position of the school counselor. Because
the program has been reviewed and designated as fully approved by the Wisconsin Department of Public Instruction (most recent review 11/2009), it
provides extensive classroom-based and experiential instruction, along with continuous assessment of student progress, in accordance with
Wisconsin’s Educator Licensing Statutes (PI 34).
Assessment of student progress occurs through a number of means. State implementation of the Praxis II exam-content area School Guidance and
Counseling began in fall 2010. This is a new requirement for students who will be taking internship starting in fall 2010. Therefore, we do not have
data on students from 2009, as it was not required and only a small number took it voluntarily when it was not a program requirement. Anecdote
reports from students have been that they passed the exam and felt they had been prepared by their program of study at UW-Stout.
•
•
•
Performance-based assessment system: Benchmarks I-III
o Faculty review/selection of program applicants
o Student dispositions review (Reviewed twice during program: at 18 credits; during internship)
o Student portfolio review Reviewed twice during program: (In SCOUN 765; during internship)
One and five-year follow-up study of graduates
Employers’ follow-up study
Performance Based Assessment System: Benchmarks I-III
Student progress is assessed at three critical points in each student’s program: admission to the program, mid-program review at 18 credits and final
review prior to completion of the capstone internship experience. An array of measures, including transcript review, dispositions ratings, portfolio
review, and performance rubrics, is used in the process. Appendix A lists, by benchmark, the measures used at each.
Faculty Selection of Program Applicants: Benchmark I. Currently, through fall 2009, all student applicants to the program submit the Graduate
College application to graduate school and to program, transcripts, and three letters of recommendation. From the initial applicants approximately 1020 more candidates than the number of openings are invited to interview for a position in the program. Average folio rating scores (a minimum cut
off score is established) determine which applicants are selected for an interview.
Applicants selected for the interview meet with a faculty team of two-three faculty and respond to a standard set of questions in the following areas:
summary of background and experiences; experience working with children, youth and individuals of diverse (multicultural) background; candidates
understanding and view of the school counselors roles and duties; candidate’s understanding of the impact of current issues on education and child
well-being.
School Counseling AIM Report 2009
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The review committee reviews and rates all applicants’ written applications and interview responses in the following areas: ability to do graduate
work (based on GPA and courses completed); related undergraduate/graduate preparation; related experience with youth; content and quality of
responses to essay questions; knowledge of the role and function of school counselors; and letters of recommendation. Committee members do not
consult with each other during this blind review process. Combining the folio ratings and the interview ratings yields a ranking of all applicants.
Final selection of admitted candidates is based on this ranked list.
Student Dispositions Review: Benchmarks II, III. As part of the Benchmark System for assessing student progress, student dispositions had been
reviewed for each student after s/he has earned 18 credits and again during the semester they are enrolled in internship; The rubric for this review is
attached in Appendix B. The eight identified dispositions areas (attendance, preparedness, continuous learning, positive climate, reflectivity,
thoughtful/responsive listener, cooperativeness/collaboration, and respect) are consistent with those required of all School of Education students in
order to meet state licensing requirements under PI 34.
Portfolio Assessment: Benchmarks II, III. Students establish components of a portfolio in a core School Counseling course, Professional Orientation
(SCOUN 765). Students currently complete the portfolio over the course of three+ semesters, including in the portfolio all 12 DPI established Content
Guidelines of competence (See Appendix C for portfolio review rubric.) The instructor of SCOUN 765 evaluates each of the portfolios initially. The
university internship supervisor evaluates the completed portfolio near the end of internship, immediately prior to graduation (Benchmark III).
Results of reviews are shared in program faculty meetings, and group results are disseminated to the Program Advisory Committee each semester.
Criterion-referenced performance rubric for initial field experience (SCOUN 788, Practicum) and capstone clinical experience (SCOUN 789/90,
Internship) program component: Benchmark III. The 100-hour practicum is taken during the second or third semester in the program, after core
prerequisite courses have been completed. The 600-hour internship follows the remaining core coursework and serves as the capstone experience for
graduate students. Practicum supervision is done by university faculty in coordination with licensed educators in the field
The university faculty who supervise students during practicum and the site supervisor-counselors who supervise students during internship complete
a criterion-referenced performance based rubric (see Appendix D) at the mid-point and completion of the experience. The supervising university
faculty member reviews the rubric in consultation with the cooperating counselor and other supervising faculty, thus assigning a final grade. The
student is encouraged to complete the rubric as a self-assessment and the site supervisor and/or faculty member discusses any discrepancies with the
student.
School Counseling AIM Report 2009
Page 4
Additional Faculty Review of Student Performance
In addition to systematic review of student progress at the benchmark points, the program director and program faculty monitor student learning
through the following:
Transcript Review. Student transcripts are reviewed by the program director. Students who fall below the minimum GPA of 3.0 in a program core
course and/or fail any course are informed of the deficiency and the necessity for meeting with the program director to develop a remediation plan.
Two critical pre-practicum counseling skill development courses had been required in the School Counseling program prior to its revision. These
courses were required for students admitted to the program prior to the program revision, including all students in practicum during 2007. Students
had to have successfully (3.0 GPA minimum) completed the following courses before being admitted to practicum, as noted in transcript:
SCOUN 788 School Counseling Practicum. School Counseling students are placed in local PK-12 schools to allow for observation of educational
processes and practice of facilitative skills with children and youth.
• Child clients are typically under the age of 18 years
• Students work with students individually or in groups on activities related to student academic, personal/social, or career development
• Students meet weekly in individual or triadic supervision with Stout faculty and biweekly in group supervision sessions
• At least two sessions of face-to-face work with children are taped or observed live by university faculty during the semester
School Counseling AIM Report 2009
Page 5
Assessment Outcomes 2009
Assessment outcomes are presented below in the form of nominal data and means (averages).
One and Five-Year Follow-Up Studies of Graduates (results included)
The Office of Budget Planning and Analysis distributes one and five-year follow-up surveys to graduates of the program. The program director has
the opportunity to recommend revisions to the program specific component based upon the finding from these surveys.
Institutional and Program Surveys
One and five year alumni follow up surveys, employer surveys, key faculty surveys and current student surveys (conducted prior to submission of the
seven year (PRC) review) are all data collection points in the program and were conducted during 2009.
Employers’ Surveys
The Office of Budge, Planning and Analysis also distributes surveys to employers of graduates of the program on an every-other-year basis. The
program director has the opportunity to recommend revisions to the program specific component based upon the finding from these surveys.
Employer survey response rates were very low (N=3) and therefore results were not used to gage student preparation or incorporated into changes in
the program.
One and Five Year Alumni Follow Up
The most recent one and five year follow up studies indicate that the weaknesses identified in the 2003 PRC report have been resolved. Since 2006
three core, doctoral level faculty have been employed in the program and adjunct faculty are used minimally. Course overlap was eliminated after the
program revision in 2006. Current students (survey conducted in fall 2009) did not identify any of the themes found in the survey results of our
graduates from five years ago. From current survey results the faculty concluded that continued availability of faculty would be important; students
identified that as a major strength of the program. It is anticipated that faculty expertise will remains steady, as all three core school counseling
faculty are tenured or tenure track.
In October of 2009 the office of Budget, Planning and Analysis conducted a program survey of current school counseling students. The following is a
brief overview of the results:
There were a total of 37 respondents (38% response rate) and overall the data show that current students are satisfied with all aspects of the program
captured in the survey.
The data ranges (low/high) for each of the following sections was relatively “flat’, meaning that overall the scores were in the higher ranges, with no
clear low scores (less than 4.0) in any area surveyed. The range on Question 1 Quality of Instruction: 4.44-4.72/5.0 scale.; Question 2, Quality of
School Counseling AIM Report 2009
Page 6
faculty (range 4.78-4.86/5.0); Question 3, Resource/Technology Availability: range=4.22-4.56); Question 4, Advisement/Communication range=4.695.25; and, Program Quality: range=4.69-4.89.
The range for the quantitative responses was small and overall the current students who participated in the survey are satisfied with all aspects of the
program. Themes that evolved from the Qualitative (written) responses asking about program strengths include 1. Faculty interaction and
availability, 2. Strong foundational coursework, and 3. Opportunity for experiential learning in the program.
Themes that evolved from qualitative responses about the weaknesses of the program include,1. The need for more academic advisement on the
sequencing of courses and program planning, and 2. Value of practicum course not readily obvious.
Dissemination of results and plans for improvement
Two areas for improvement were identified and are currently being addressed. The new student orientation has been bolstered to include a more
detailed review of the program plan and course sequencing. Faculty have also sent email reminders encouraging students to meet each semester either
during Advisement Day, or other times prior to registering for the next semester’s courses. These interventions have been helpful in addressing
student confusion about course sequencing and program planning. Regarding the second weakness theme, in last year’s survey the practicum
requirement was identified as a problematic theme, it was a very small sample compared to the nearly 60 students who have completed the practicum
experience. In the first couple of semesters when practicum was a new requirement, the faculty noted some resistance to the addition of a field based
course because of the substantial hour requirement (5 hours per week in the schools, plus 6 hours per month of classroom learning and an additional
four hours a month of faculty-student supervision meeting time). However, to illuminate the issue the practicum course coordinator, Dr. Barb Flom
anonymously surveyed spring 2010 practicum students about their experiences in this field-based course. The results of those surveys found that all
students reported favorable experiences and none identified placements as problematic, incongruent with the goals of the course, or ineffective in
micro counseling skill development. Dr. Flom plans to survey students again at the end of fall 2010 semester to monitor students’ experiences.
School Counseling AIM Report 2009
Page 7
Key Faculty Survey
Key Faculty survey results from fall 2009 (n=8/9; 88% response rate) indicated that support for and continued pursuit of CACREP accreditation is
important. Advisement was identified as a challenge as it related to assisting students in getting registered for courses when registration problems
arose. Informal feedback from faculty to the program director has been similar. There are many helpful employees in the Office of Records and
Registration. However, in the past year faculty has encountered numerous roadblocks for our students to get successfully registered. These include
mistaken holds placed on student registration, and many unidentified issues that make the registration process less than streamlined. A year ago we
had three new students withdraw their acceptance after reporting problems with registration. Even program director phone calls and emails were
unable to resolve these problems quickly. Program faculty are hopeful that these problems will be fully resolved in the near future.
Program Advisory Committee Survey
Fall 2009 survey results from the Program Advisory Committee (n=7/11=64% response rate) indicated that the committee serves an important
function and that twice yearly PAC meetings address pertinent issues. Committee members also indicated that the topics addressed, and the number
of meeting times per year were satisfactory.
School Counseling AIM Report 2009
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Benchmark outcomes
Benchmark I: Admissions and Enrollment Outcomes
Application, Review, Interview and Acceptance Process
Benchmark I Results for 2009:
•
•
Data results: In Spring 2009 there were 14 applicants, 10 admissions; 1 denied admission and three additional applicants rescinded their
application before the review process was completed. For Summer/Fall of 2009 there were 28 applicants, 19 admitted, (seven declined),
four applicants were denied admission and three rescinded their application before the application process was completed.
A combination of low grade point average (below 2.75); lack of experience with youth; low rating on the interview responses resulted in
applicants being denied admission.
Benchmark II: Candidate Review of Progress at 18 Credits
Dispositions Ratings, Portfolio Review for individual students
Benchmark II Results for 2009:
•
•
•
Dispositions rating process and portfolio review process are described on pages 2-3 of this document.
Ten students received Benchmark II/III (i.e. mid-program) Dispositions ratings in Spring 2009, and 17 students received Benchmark II
Dispositions ratings in Fall 2009. In spring, one student received unsatisfactory dispositions rating in the area of “attendance”, and within
a semester successfulyl completed a remediation plan under additional supervision. In the fall, no students were identified as
unsatisfactory.
Faculty reviewed a total of 26 portfolios in progress at mid-program for the 2009 calendar year; fifteen were reviewed in spring and 11 in
fall. No portfolio reviews were unsatisfactory based on student position in the program (e.g., early versus end of program). Portfolio
ratings ranged from 1-2 (observer), 3-4 (novice). Given the experiential foundation of the program, the majority of students had artifact
ratings at the “novice” stage at the Benchmark II assessment stage.
School Counseling AIM Report 2009
Page 9
Benchmark III: Final Review
Portfolio Review, Internship Final Evaluation, Disposition review
Benchmark III Results for 2009:
•
•
•
•
In 2009, 29 portfolios received Benchmark III (final) reviews independently by two faculty members. Eighteen portfolios were reviewed
in the spring, and 11 were reviewed in fall. All 29 portfolios received satisfactory end-of program ratings. All showed evidence of
satisfactory skills at the Practitioner (5/6) level.
Dispositions ratings at Benchmark III (final review) were collected for a total of 27 students, 19 in the spring and eight in the fall. All
students received satisfactory ratings. Most ratings were at or near the Proficient (4) category.
In 2009, criterion-referenced performance rubrics, or intern student evaluations, were collected from site supervisors of 32 students, 21 in
spring and 11 in fall. Intern students had anywhere from 1-2 site supervisors depending on the size of their K-12 district placements. All
scores were in the satisfactory to outstanding range. Means for 2009 interns all fell between 6-7 on a 7-point scale.
For spring, summer, and fall 2009, 34 students successfully completed all degree and certification requirements. These 34 students were
awarded the Master of Science degree. All are eligible for licensure in Wisconsin as school counselors.
School Counseling AIM Report 2009
Page 10
Results of Faculty Review of Student Performance
Transcript Review, Biannual Program Faculty Review:
•
•
The end-of-semester transcript review revealed that no students fell below the expected minimum GPA standards in classes during the 2009
calendar year.
Student performance was reviewed by program faculty as a group in spring and fall 2009. All students were performing satisfactorily in the
program.
Employer Surveys
Employer surveys were conducted in 2009. The most recent survey results were of 2008 graduates’ employers. The response rate was too small (n=3)
to base considerable changes upon. However, the results indicate that employers rated our graduates in the “high” (4+ on a 5-point scale) for overall
preparation for employment, familiarity with current methods required and knowledge of specific job skills required for the position. Employer
survey response rates have been typically low over a several year period.
Program Performance Outcomes
Qualitative review of program curriculum against state and national standards;
Analysis of Pupil Services Standards ratings.
•
•
•
Content guidelines and pupil services standards have been presented in new student orientation and internship orientation sessions. They have
also been incorporated into the published student program handbook.
Pupil services standards have been incorporated into post-graduation follow-up studies.
During the program revision process, program performance outcomes were compared with outcomes required by the national accrediting body
for school counseling programs, the Council for Accreditation of Counseling-Related Programs (CACREP).
School Counseling AIM Report 2009
Page 11
Dissemination and Use of Assessment Results for Program Improvement
Results of the assessment information have been shared with program faculty, staff, and adjunct faculty at the first school counseling program
meeting in the fall 2010. In addition, the Program Advisory Committee will receive the report and have an opportunity for response at its meeting in
fall 2010. The PAC committee continues to be a valuable resource in developing program changes and enhancements.
Faculty Review/ Selection of Program Applicants:
•
•
Feedback from applicants and faculty indicate that a common orientation has been established and maintained. The one change made in the
application process was that the GRE or PPST score requirement was dropped in spring 2010. The faculty, along with the program advisory
committee concluded that they scores did not add value to the review process and possibly discouraged applicants, as the program experienced
a slight drop in applications since the inclusion of the test scores as an application requirement. The 2010 applicant data should reveal if this
change has impacted application numbers in a positive way.
The Program Director typically meets with or telephone conferences with 2-3 prospective applicants per week for advisement purposes. And
additional 3-4 potential applicants are advised via email per week.
New Student Orientation and Ongoing Advisement:
• Shortly after the survey results of current students in 2009 were disseminated the faculty decided to add and enhance some portions of the new
student orientation. This included:
o Walking through the program plan sheet in orientation and highlighting important courses to take early in the program
o A faculty-lead hands-on advisement of course selection for the first semester of enrollment
• Program faculty and the secretary send out multiple reminders about advisement day.
• Important announcement information about program changes and more recently, the Praxis II exam prerequisite for internship are now sent
both via email and postal mail to all program students. Previously email was the primary mode for communicating important program
information.
Transcript Review:
•
The transcript review process will remain in place with no changes anticipated before our program revision. The faculty typically meet with
or telephone conferences with 5-6 School Counseling students per week (advisement is shared between the three core faculty). Information
gleaned from transcript review, e.g., appropriate courseload, is constantly used in advisement.
School Counseling AIM Report 2009
Page 12
Faculty Review of Student Performance:
•
The results of faculty review have resulted in changes to individual student program plans, remediation plans (aka, candidate intervention
form), and successful student outcomes. The faculty will continue to meet regularly to review student performance via dispositions as well as
mastery of curriculum material (portfolio assessment). Disposition reviews in particular have been instrumental in identifying student
developmental issues early in program so that there is time for successful remediation prior to internship placement.
Respectfully Submitted,
Denise S. Brouillard, M.S., LP, NCC, Ph.D,
Associate professor and Program Director
School Counseling Program
School Counseling AIM Report 2009
Page 13
Appendix A: M.S. School Counseling Program Benchmark Assessment System
Performance Based Assessment System
School Counseling [Spring 2007]
The School of Education has adopted a Pupil Services Performance-Based Assessment System to ensure that all pupil service
candidates possess the knowledge, skills, and dispositions required for successful careers in education. This assessment system
establishes benchmarks at which all candidates for pupil services certification will be assessed. In addition, all pupil services
candidates will be required to maintain a portfolio with evidence of meeting the Wisconsin Department of Public Instruction School
Counseling Content Guidelines.
Benchmark I: Acceptance into the Guidance and Counseling Program
▫ Earned bachelor’s degree
▫ Undergraduate GPA of 2.75 or greater
▫ Satisfactory scores on folio review rating scale
▫ Satisfactory scores on interview rating scale
▫ Passed educator background check
Benchmark II: Candidate review of progress at 24 credits
▫ Satisfactory scores on portfolio review rating scale
▫ Satisfactory scores on dispositions’ review rating scale (>24 total score or satisfactory or above ratings in each area)
Benchmark III: Pre-practicum review
▫ Satisfactory scores on dispositions’ review rating scale (>24 total score of satisfactory or above ratings in each area)
▫ “B” (3.0) or better in all courses
▫ Completion of all course requirements
Benchmark IV: Final review
▫ Satisfactory scores on dispositions’ review for all probationary students
▫ Satisfactory scores on portfolio review rating scale
▫ Satisfactory completion of all degree/certification requirements
▫ When available, completion of Wisconsin’s content exam
School Counseling AIM Report 2009
Page 14
Performance Based Assessment System
School Counseling [Fall 2008]
The School of Education has adopted a Pupil Services Performance-Based Assessment System to ensure that all pupil service candidates possess the
knowledge, skills, and dispositions required for successful careers in education. This assessment system establishes benchmarks at which all
candidates for pupil services certification will be assessed. In addition, all pupil services candidates will be required to maintain a portfolio with
evidence of meeting the Wisconsin Department of Public Instruction School Counseling Content Guidelines.
Benchmark I: Acceptance into the Guidance and Counseling Program
• Earned bachelor’s degree
• Undergraduate GPA of 2.75 or greater
• Satisfactory scores on folio review rating scale
• Satisfactory scores on interview rating scale
• Passed educator background check
Benchmark II: Candidate review of progress at 18 credits
• Satisfactory scores on portfolio review rating scale
• Satisfactory scores on dispositions’ review rating scale (>24 total score and satisfactory or above ratings in each area)
Benchmark III: Final review
• Satisfactory scores on dispositions review for all probationary students
• Satisfactory scores on portfolio review rating scale
• Satisfactory completion of all degree/certification requirements
• When available, completion of Wisconsin’s content exam
School Counseling AIM Report 2009
Page 15
Appendix B: Disposition Review School Guidance and Counseling UW-Stout School of Education
Student: _________________________________________
Review:
Benchmark 2: 24 Credits
Benchmark 3: Semester Prior to Practicum
Benchmark 4: During Practicum (if total score <24 previously or
any one rating less than 3 previously)
Dispositions
Unsatisfactory
1
Minimal
2
Raters: _____________________Date:_________________
1 = Unsatisfactory:
2 = Minimal:
3 = Satisfactory:
4 = Proficient:
Rarely demonstrates disposition
Occasionally demonstrates disposition
Usually demonstrates disposition
Consistently demonstrates disposition
Satisfactory
3
Proficient
4
Numerous tardies/early
Departures OR 4+ absences
Several tardies/early
departures OR 3 absences
Few tardies/early
departures OR 2 absences
Timely and consistent
presence in class/school
Preparedness
Rarely, if ever, well prepared for
class/practicum; e.g.,
evidence of completed
reading/assignments
and engagement of reading
materials - written notes,
questions, other responsibilities
Occasionally well prepared
for class/practicum;
e.g., evidence of completed
reading/assignments and
engagement of reading
materials - written notes,
questions, other
responsibilities
Usually well prepared for
class/practicum; e.g.,
evidence of completed
reading/assignments and
engagement of reading
materials - written notes,
questions, other
responsibilities
Consistently well prepared for
class/practicum; e.g.,
evidence of completed
reading/assignments
and engagement of reading
materials - written notes,
questions, other
responsibilities
Continuous
Learning
Rarely, if ever, demonstrates
curiosity, creativity and flexibility
regarding course content,
processes and tasks; sets
high expectations for self
Occasionally demonstrates
curiosity, creativity and
flexibility regarding course
content, processes and
tasks; sets high expectations
for self
Usually demonstrates
curiosity, creativity and
flexibility regarding course
content, processes and
tasks; sets high expectations
for self
Consistently demonstrates
curiosity, creativity and
flexibility regarding course
content, processes and tasks; ,
sets high expectations for self
Positive
Climate
Rarely, if ever, views feedback
and situations maturely;
analyzes feedback and makes
appropriate adjustments to
enhance personal growth &
learning; analyzes comments &
interactions to make
appropriate adjustments that
promote a positive learning
environment
Occasionally views
feedback and situations
maturely; analyzes
feedback and makes
appropriate adjustments to
enhance personal growth &
learning; analyzes
comments & interactions to
make appropriate
adjustments that promote a
positive learning
environment
Usually views feedback and
situations maturely;
analyzes feedback and
makes appropriate
adjustments to enhance
personal growth & learning;
analyzes comments &
interactions to make
appropriate adjustments
that promote a positive
learning environment
Consistently views feedback
and situations maturely;
analyzes feedback and makes
appropriate adjustments to
enhance personal growth &
learning; analyzes comments
& interactions to make
appropriate adjustments that
promote a positive learning
environment
Attendance
School Counseling AIM Report 2009
Points
Page 16
Dispositions
Unsatisfactory
1
Reflective
Rarely, if ever, willing to suspend
initial judgments, receptive of a
critical examination of multiple
perspectives, generate
effective/productive options,
make reasoned decisions with
supporting evidence, makes
connections to previous
reading/courses/experience, etc.
Occasionally willing to
Usually willing to suspend
suspend initial judgments,
initial judgments, receptive of
receptive of a critical
a critical examination of
examination of multiple
multiple perspectives,
perspectives, generate
generate effective/productive
effective/productive options, options, make reasoned
make reasoned decisions with decisions with supporting
supporting evidence, makes evidence, makes connections
connections to previous
to previous
reading/courses/experience, reading/courses/experience,
etc.
etc.
Thoughtful &
Responsive
Listener
Rarely, if ever, demonstrates the
ability to listen to people's
insights, needs, & concerns;
appears unable to respond either
positively or thoughtfully
Occasionally demonstrates
Usually demonstrates the
Clearly demonstrates the ability to
the ability to thoughtfully listen ability to thoughtfully listen & thoughtfully listen & respond to
& respond to people's
respond to people's insights, people's insights, needs, &
insights, needs, & concerns, needs, & concerns, e.g. asks concerns, e.g. asks questions,
e.g. asks questions,
questions, summarizes points, summarizes points, etc.
summarizes points, etc.
etc.
Cooperative &
Collaborative
Rarely, if ever works to keep
group on task, maximize
individual talents, evenly
distribute responsibility, etc.
Occasionally works to keep
group on task, maximize
individual talents, evenly
distribute responsibility, etc.
Usually works to keep group
on task, maximize individual
talents, evenly distribute
responsibility, etc.
Consistently works well with
others, e.g., keeps group on task;
maximizes individuals' talents;
evenly distributes responsibility,
etc.
Rarely, if ever, shows due
courtesy & consideration for
people & ideas; demonstrates
sensitivity with respect to
language use
Occasionally shows due
courtesy & consideration for
people & ideas; demonstrates
sensitivity with respect to
language use
Usually shows due courtesy &
consideration for people
&ideas; demonstrates
sensitivity with respect to
language use
Consistently shows due courtesy
& consideration for people &
ideas; demonstrates sensitivity
with respect to language use
Respectful
School Counseling AIM Report 2009
Minimal
2
Satisfactory
3
Proficient
4
Points
Consistently willing to suspend
initial judgments, receptive of a
critical examination of multiple
perspectives, generate
effective/productive options, make
reasoned decisions with
supporting evidence, makes
connections to previous
reading/courses/experience, etc.
Page 17
Unsatisfactory Level:
Minimal Level:
Satisfactory Level:
Proficient Level:
8-15 points (or a rating of 1 or 2 in any category)
16-23 points
24-31 points
32 points
School Counseling AIM Report 2009
TOTAL SCORE = _________
Page 18
Appendix C: Portfolio Review Rubric School Guidance and Counseling University of Wisconsin—Stout
Student Name: ___________________________
Review:
Reviewer Signature: ______________________
Benchmark 2: 24 Credits
Benchmark 4: During Practicum
Date: ___________________
Observer:
Minimal knowledge and skill development are evidenced in the domain area, often due to a lack of education,
training and experience. Training and supervision are
required.
Novice:
Beginning knowledge and skill development are evidenced in the domain area, often due to limited experience. Some teaching and supervision are required.
Practitioner: The individual exhibits knowledge, proficiency, and competence in most aspects of the domain. The individual may seek consultation for assistance in some aspects of the
domain.
Observer
1
Novice
2
3
Practitioner
4
5
6
Comments
1. Psychological & Sociological
Foundations
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
2. Program Organization &
Administration
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
3. Prevention, Intervention, & School
Consultation
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
School Counseling AIM Report 2009
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4. Diversity & Inclusion
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
5. Individual & Group Counseling
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
Observer
1
Novice
2
3
4
Practitioner
5
6
Comments
6. Career Development
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
7. Transition Services
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
8. School Law & Ethics
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
School Counseling AIM Report 2009
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9. Assessment & Research
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
10. Technology
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
11. Professional Development
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
12. Practicum
Reflection:
Yes
No
Artifact: University Supervisor Evaluations
Artifact: Site Supervisor Final Evaluation
Artifact:
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Appendix D: Internship Evaluation Rubric: Midterm Assessment School Guidance and Counseling
University of Wisconsin—Stout
Student Name: _____________________________________________
Student ID: __________________
School Site: _________________________________________________
Review Date: ________________
Please rate the student named above on the following items of professional knowledge and skill. Please use the scale described below,
remembering that students are not expected to reach practitioner level until the end of their internship experience.
Observer:
Minimal knowledge and skill development are evidenced in the domain area, often due to a lack of training and experience.
Training and supervision are required.
Novice:
Beginning knowledge and skill development are evidenced in the domain area, often
due to limited experience. Some teaching
and supervision are required.
Practitioner: The individual exhibits knowledge, proficiency, and competence in most aspects of the
domain. The individual may seek
consultation for assistance in some aspects of the domain.
Demonstrates Professional School Counseling
Program Delivery Skills
Observer
1
Novice
2
3
Initial Practitioner
4
5
6
Individual
Counseling/Plannin
g
Demonstrates facilitative interpersonal skills
Interprets assessment data
Monitors student progress
Demonstrates facilitative interpersonal skills
Group
Counseling
Monitors relationships between group
members
Tracks group progress and group
functioning
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Developmental
Guidance
Curriculum
Plans lessons with appropriate content and
materials
Uses effective instructional strategies
Connects curriculum to state/national
student standards
Demonstrates Professional School Counseling
Program Delivery Skills, continued
Observer
1
Novice
2
3
Initial Practitioner
4
5
6
Transition
Services
Assists students/parents at educational
transitions (home to school, elementary to
high school, secondary to post-secondary)
Consultation &
Collaboration
Communicates effectively with staff
Communicates effectively with families
Refers to school/community resources
System
Support
Implements school-wide prevention
programs
Participates in other school activities
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Demonstrates Knowledge of School Counseling
Foundations
Observer
1
Novice
2
3
Initial Practitioner
4
5
6
Applies knowledge of child development,
psychology, and counseling theory in daily practice
Understands and supports institution’s mission
Applies knowledge of the impact of diversity on
student academic, personal/social, and career
development
Advocates for individual students and for systemic
change
Applies knowledge of state and federal laws in daily
practice
Acts in accordance with professional ethical
standards of the American School Counselor
Association
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Demonstrates Skill in Program Management &
Accountability
Observer
1
Novice
2
3
Initial Practitioner
4
5
6
Connects school counseling program to national
standards, state standards, and needs of school
Evaluates impact of school counseling program
components and interventions
Uses research, evaluation, and student assessment
data for program planning
Uses technology for program implementation
Plans and uses time effectively to accomplish
program goals
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Please rate the student on his/her knowledge of and skill in the Pupil Service Standards.
Pupil Service Standard
1
2
3
4
5
Student understands the state teacher standards.
Student has knowledge of and skill in learning and
instructional strategies.
Student had knowledge of and skill in research.
Student has knowledge of and skill in professional ethics and
ethical behavior.
Student has knowledge of and skills in the organization and
content of effective pupil service programs.
Student has knowledge of and skill in a wide array of
intervention strategies.
Student has knowledge of and skill in consultation and
collaboration.
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