3.5c School Counseling Practicum Manual
MANUAL
FOR
PRACTICUM IN SCHOOL COUNSELING
822 & 912
Department of Psychology and Counseling
Pittsburg State University
3.5c School Counseling Practicum Manual
STUDENT INFORMATION
DATE:_____________________________________________________________________________________
NAME:_____________________________________________________________________________________
HOME ADDRESS:___________________________________________________________________________
____________________________________________________________________________________
HOME PHONE:
E-MAIL:____________________________________________
NAME OF SCHOOL:_________________________________________________________________________
SCHOOL ADDRESS:_________________________________________________________________________
WORK PHONE:
E-MAIL:____________________________________________
COURSE:___________________________________________________________________________________
If I need to contact you during the day, when is the best time to call?____________________________________
On-Site Supervisor's Name:_____________________________________________________________________
Position: ___________________________________________________________________________________
Name of School:______________________________________________________________________________
School Address: _____________________________________________________________________________
___________________________________________________________________________________________
School Phone:
E-Mail: _______________________________________________
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3.5c School Counseling Practicum Manual
TABLE OF CONTENTS
Page
Course Description .................................................................................................................................................... 1
Course Goals and Requirements ............................................................................................................................... 4
Practicum Requirement Summary ............................................................................................................................. 6
Practicum Case Staffing ............................................................................................................................................ 7
Classroom Guidance Activity Sample ....................................................................................................................... 8
Evaluation Instruments
Student-Counselor's Self-Inventory......................................................................................................................... 9
End of Program Evaluations, Student Counselor .................................................................................................. 11
Forms
Weekly Log of Practicum Activities ..................................................................................................................... 13
Interview Notes Form ............................................................................................................................................ 14
Small Group Work Summary Sheet ...................................................................................................................... 15
Classroom Guidance Activity Work Summary Sheet ........................................................................................... 16
Practicum in Counseling Contract ........................................................................................................................... 17
Site Supervision Guidelines .................................................................................................................................... 19
Student Release Form .............................................................................................................................................. 22
Parental Release Form ............................................................................................................................................. 23
Practicum Supervision Journal ................................................................................................................................ 24
Multicultural Competency Checklist……………………………………………………………………………...25
Graduate Knowledge Base………………………………………………………………………………………...27
Final Evaluation Form…………………………………………………………………………………………….29
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3.5c School Counseling Practicum Manual
Course Description
Practicum in School Counseling 822 & 912
Instructor: Becky Brannock, Ph.D., LPC
Professor
The school counseling practicum is designed as a critical component in the professional development of the
student counselor. The primary focus of the course is on the actual performance of counseling activities in a
counseling setting appropriate to the degree emphasis, during which the practicum student conducts counseling
interviews with clients and performs other counseling duties under the supervision of both an on-site supervisor
and an on-campus supervisor-instructor. The practicum is considered to be a culmination experience in which all
of the theory and techniques which the student has learned are applied in a closely supervised counseling setting.
It is, therefore, most appropriate for the practicum to be taken near the last semester of enrollment of the M.S.
degree program. In addition, because at least 150 hours of on-site practicum activity are minimally required for 3
credit hours, (including at least 45 hours of direct student contact most of which are taped and critiqued by the
student and supervisors), it is recommended that the practicum student be conservative about the total number of
class hours in which he or she enrolls during the practicum semester.
The role of the practicum student is dual in nature. On one hand, the experience is a tremendous learning
experience in which the student is learning and exploring. In addition, because the practicum involves direct
contact with clients, the practicum requires a professional role in which the student is expected to behave
responsibly, competently, and consistent with ethical standards of the profession. The supervisors help to provide
the expertise, supervision, and support through which these roles can be best experienced and through which the
practicum student's professional and personal development can best be facilitated.
The practicum settings vary according to the professional interests of the student. Those students desiring
licensure as school counselors should conduct their practicum in a school setting at the primary level at which
they desire to work in the future. Two field experiences are required for school counselors. During the follow-up
course in internship, the student will conduct their experiences at the other level.
Because of the special nature of the practicum experience, it is necessary that students apply for admission to the
counseling practicum, either PSYCH 822 Practicum in School Counseling or PSYCH 912 Advanced Counseling
Practicum by the midpoint (date will be announced) of the semester before they wish to enroll in the practicum.
The department faculty will review the application of the student and assess his or her readiness level for entering
the practicum. Depending upon the committee's assessment of the student's readiness, the application will be
approved, after which the student should meet with the practicum instructor to confirm or to begin arranging for a
site; approved conditionally, with the conditions to be met specified and communicated to the applicant; or
disapproved, with specific recommendations for further coursework, training, and/or growth experiences to be
completed before reapplication identified and communicated to the applicant.
The practicum can be the most educational, exciting, and satisfying component of the student's development, if he
or she is adequately prepared for the experience. It is hoped that the process outlined will maximally facilitate
student growth.
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3.5c School Counseling Practicum Manual
The Pittsburg State University practica are conducted in the field. This provides an outstanding realistic
professional experience for the student, but also requires careful planning, cooperation, and responsible behavior.
It is the student's responsibility to arrange for an adequate counseling practicum site in a school or agency
consistent with the student's program and approved by the practicum instructor. In your meeting with the
practicum instructor before semester of the practicum, you should have received tentative approval for the site
you are seeking. In addition, it will be necessary to identify a site supervisor who will help to arrange the
technical aspects of your practicum such as office space in which confidentiality is assured, the number of taped
client counseling contact hours necessary for your course requirements, etc. A practicum agreement needs to be
signed by site personnel. Site supervisors should have a minimum of a Master’s degree in counseling with 2
years work experience as a counselor or the equivalent. Their responsibilities also include orienting you to the
site, providing exposure to the major activities counselors perform in the school, providing individual supervision
sessions with you at least bi-weekly to critique tapes and provide other feedback, and to monitor your general
progress. During the semester, you should arrange for an on-site visit by the practicum instructor in order for her
to familiarize herself with your site and to meet with your site supervisor and any others who may wish to meet
and talk with her. The on-site supervisor will provide an estimate of your competency and success level in the
practicum, but the actual grade will be determined by the course instructor. Learning to work comfortably and
effectively with fellow professionals and with supervisors is a very important part of professional development.
Do your best to keep your relations with all of these people positive and productive.
Counseling and Taping. For three hours of course credit, you are expected to spend a minimum of 150 hours on
your practicum site in activities related to the counseling process. In addition, a minimum of 45 hours must be
spent in actual face-to-face counseling activity with students (individual, group, and classroom guidance). The
individual counseling hours should be audiotaped when possible and available for critiquing and supervision.
These minimum requirements must be met within the time limits established on the course schedule in order to
earn a "B" in the course. Incompletes due to not meeting the minimum hour requirements will not be given. The
audiotapes must be of high quality, with both counselor and client clearly audible.
You must, of course, have the student's permission to tape-record the interviews. We will discuss this very
important issue further at the beginning of class. At least three of your counseling cases must consist of three
interviews or more each, and you must also work with at least one group that meets for more than one session.
You should engage in a total of at least 15 hours of group work/classroom guidance and it is suggested that those
be taped when possible for self-analysis and critique. The expectation is that you will work with at least one
client or group with multicultural characteristics, and, you should participate in at least one IEP Conference and
work with one student with special needs.
Confidentiality and Ethics. Confidentiality of all client information and the appropriate safeguards to guarantee
the confidentiality of the client's tapes and all of your records of these contacts are expected as a matter of course.
A breach of this guideline or of other ethical guidelines of the American Counseling Association will be grounds
for an "F" grade in the practicum class and for potential removal from the degree program. Be careful and
conservative with ethics at all times. See the practicum instructor if you believe that you are in an ethical
dilemma. For class purposes, no client should be identified except by first name and last initial.
Class Activities. We will meet as a class each week as scheduled. There will be some reading to discuss and
special topics will be discussed. Each student will be required to make a formal case presentation for staffing of
an ongoing case as scheduled. All reports, papers, tapes, and other assignments should be completed on time.
Supervision Sessions. Each student will meet individually in regularly-scheduled sessions with the practicum
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3.5c School Counseling Practicum Manual
supervisor for individual supervision and tape-critiquing. During the session, you should briefly summarize the
status of your current caseload and practicum activities and then bring at least one tape for critiquing. You should
have already critiqued the tape yourself, have prepared interview notes, and have those sections you definitely
want reviewed identified by tape foot number.
It is most advantageous if you play a mixture of tapes over the semester, from those of cases with which you are
having great difficulty to those in which excellent progress is made. However, it is often those cases with which
you are stuck from which you may benefit the most from supervision. The supervisory relationship is often a
very important and intense one. Try to be open to all learning. Openness to supervision, critique, and analysis,
and the ability to learn and grow from working through difficult situations is so important to effective counseling
that the instructor's estimate of your work in this area will enter into your final grade estimate. This is also a place
in which your congruence, authenticity, and potency as a person and a counselor will receive attention and in
which you may receive help in dealing with personal issues that may affect and hinder your counseling
effectiveness.
The supervisory process, if it is to be most helpful to you, involves work and effort, as does any important
relationship. Trust, openness, disclosure, and a genuine eagerness to learn are the most valuable qualities you can
bring to the relationship. In addition, it takes courage to subject yourself and your behavior to such intense
scrutiny by yourself and your supervisor. In general, you will actually perform much better, be rated higher, and
therefore be more likely to earn a higher grade if you genuinely do not work for a specific grade, but focus upon
helping your client and learning as much as possible about counseling and improving your skills, being open to
and eager for critique and recommendations. Attempting to be always right and "the perfect counselor" will only
interfere with your effectiveness.
I am excited about and eager to begin our supervisory relationship and to learn with you. And remember, it is
your clients to whom we are both ultimately most responsible.
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3.5c School Counseling Practicum Manual
PRACTICUM 822 & 912
Department of Psychology and Counseling
Pittsburg State University
Major Course Goals. The major goals of each student should be:
1. To demonstrate that you are competent to assume an entry-level counseling position in a setting
appropriate to your training including all aspects of a counselor's job, such as administration, case
management, consulting, handling paperwork, organization, counseling, behaving ethically, working with
multicultural students and those with special education needs, etc. Specific specialty requirements are
described on separate pages for school counseling majors.
2.
To develop your person as a facilitative-therapeutic agent (caring, congruence, authenticity, potency,
openness to feedback and supervision, etc.).
3.
To become as proficient as possible in the following three areas or hierarchal levels of actual counseling
with clients, with at least basic competence in the first two areas for 822 and 912 students and basic
competence in the third area for students in 895 and 995:
A. Basic relationship and communication skills -- demonstrating the ability to use basic relationship factors
and a facilitative attitude as well as the ability to skillfully communicate these relationship conditions to
clients in order to facilitate client exploration, change, and growth.
B. Developmental counseling skills -- demonstrating the ability to identify, intervene in, and help promote
the growth of clients in a variety of developmental areas. This area or level assumes a holistic, positive
wellness model of human nature.
C. Intensive counseling and beginning therapeutic skills -- demonstrating the ability to work with clients
who have some types of concerns or dysfunctioning which are more long-term and more strongly and
seriously self-defeating than are the developmental difficulties described in level B. This includes skills
in administering and reporting of test and evaluative data, and skills in the consultative process.
Specific Requirements
1.
Read assigned readings and at least 5 professional journal articles related to your setting, and actively
participate in all class activities and discussions.
2.
Keep a weekly log of all practicum activities to document at least 150 practicum-related hours including
at least 45 hours of direct student contact for three credit hours. The log should document the date, time,
and a brief description of each: (a) student interview; (b) group activity, (c) classroom guidance activity,
(d) other practicum activity.
3.
Prepare a list of at least 10 resources and referral sources for a counselor in your school to be turned in at
the end of the semester with your paperwork. Include the name of the referral person and/or agency, the
address and phone number, and a brief description of the nature of the service they can provide.
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3.5c School Counseling Practicum Manual
4.
Critique all of your own tapes and prepare interview notes before playing the tapes for class or individual
supervision or before turning tapes in for critiquing.
5.
At least one tape should be ready for review during each individual supervision session. These tapes
should have been previously critiqued by you and interview notes completed. Sections to be focused
upon during supervision should be identified and easily located.
6.
Turn in, at the end of the semester, the tape which you believe is the best example of your best
counseling work.
7.
Each student will make one formal case presentation during class time for staffing as scheduled (see
guidelines included in this packet of materials).
8.
Turn in a case folder for the student presented in the staffing following the presentation.
9.
Each student will develop at least one guided classroom activity. Included in this plan will be (see
examples included in this packet of materials): (a) the need being addressed, (b) the goal for meeting the
need, (c) management and outcome objectives for meeting the goal, (d) strategies/activities used, (e) an
evaluation of the activity with supporting data collected.
10. You will turn in a 3 page typewritten paper at the end of the semester summarizing your practicum
experience, your professional growth and development, your strengths and limitations, and specific areas
for further work.
11. Each student is expected to join his/her region’s professional association (SEKCA or SMSCA).
12. The student will administer a needs assessment to one class and will rank the priority needs.
13. The student will be required to secure professional student liability insurance. This is available at a
nominal cost for ASCA members.
14. The student will send an initial e-mail message to the campus instructor.
Basis for Semester Course Grade
1.
All minimum hour requirements must be met, all assignments completed on time, and responsible
professional and ethical behavior must be demonstrated as prerequisites to the earning of a passing grade.
2.
Grade determined by: See next page.
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3.5c School Counseling Practicum Manual
NAME:______________________________________ DATE:___________________
PRACTICUM REQUIREMENT SUMMARY
Completed:
Points:
150 Hours Total (Mandatory) Elem/Sec?
____________
____________
30 Hours of Individual Counseling (10pts.)
____________
____________
15 Hours Group & Classroom Activities;
with students (10 pts.)
____________
____________
Tape Reviews-including 12 interview session
notes and best tape with interview notes
(100 pts.)
____________
____________
Referral List (10 pts.)
____________
____________
In-Class Staffing & Folder for Student or
Group (50 pts.)
____________
____________
5 Article Reviews-attach note card
summary to journal article (10 pts.)
____________
____________
Needs Assessment Instruments & Ranking
of Priority Needs (10 pts.)
____________
____________
One Classroom Guidance Activity-including
need, goal, objectives, strategies/activities,
evaluation & date (10 pts.)
____________
____________
3 page typewritten Practicum Experience
Summary (20 pts.)
____________
____________
Organization of Portfolio (20 pts.)
____________
____________
____________
____________
GRADE:
____________
____________
____________
Instructor Estimate of Counseling Skills
and Openness to Supervision (100 pts.)
TOTAL: (350 pts. possible)
End of Program Feedback? yes/no
On-site Supervisor’s Evaluation? yes/no
Professional Membership? yes/no
Multicultural Competency Checklist? yes/no
Final Evaluation Form? yes/no
Knowledge Base Form? yes/no
Liability Insurance? yes/no
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3.5c School Counseling Practicum Manual
Practicum Case Staffing
Each student will present one case staffing during class. Dates will be scheduled at the first class meeting. You
should select an ongoing case for presentation which has features of interest or is particularly challenging or
puzzling, and in which you have completed a minimum of two interviews. Your presentation should last
approximately 30 minutes, followed by 15 minutes of questions and interaction by class members. Because of the
amount of preparation required and the ideas and interaction provided by fellow students, the staffing can often be
very helpful with especially difficult or puzzling cases. Samples will be provided upon request.
Your presentation should include (in this order):
1. A description of the student(s) and of major concerns. Some relevant historical information may also be of
value. Try to present the student as a real, living person to the class.
2. Major directions of counseling.
3. A description of the counseling process and progress.
4. An estimate of the current status and future direction of the case.
5. An identification of questions you have or areas upon which you would like and/or comments.
6. Selected tape passages of one or two minutes from counseling interviews which highlight and illustrate the
case.
The purpose of the staffing is to provide an opportunity for you to conceptualize an ongoing case as a whole,
rather than just one interview as in tape reviews. In addition, the conceptualization involved in preparing the
presentation often assists the presenter in the handling of the case. Again, try to make the student "come alive" in
your presentation. Avoid just reading your case study to us in class.
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3.5c School Counseling Practicum Manual
Classroom Guidance Activity Sample
CAREER DOMAIN
Need: To explore interests as they relate tot he world of work.
Goal: To assist students in learning to understand their own interests and the variety of possible occupations open
to persons with such interests.
Objectives:
1. By March 15th seventh grade students will have completed the Kudor Interest Inventory and results will
have been explained to the students as evidenced by a schedule of classroom visits.
2. By May 1st the counselor will have conducted a series of guided classroom activities about the
relationship of interest and various occupations as evidenced by a list of students' interests and related
occupational choices.
3. After participating in a series of guided classroom activities designed to assist seventh grade students
identify and understand their own interests, 90% of those students participating will be able to write four
interests and list the occupations which are most related to those interests.
Strategies/Activities:
1. Administer the Kudor Interest Inventory in the classroom.
2. Interpret results of the Kudor Interest Inventory to students in the classroom and individually if further
information is requested.
3. Discussion on the importance of hobbies -- each student will list three hobbies.
4. Write and share stories on the perfect way to spend a week of vacation.
5. Show films about different occupations.
6. Discuss differences in occupations selected by people who prefer working with data, people, or things.
7. Each student will select four occupations and research training requirements and other pertinent information
for each occupation. They will interview at least one adult who is working in the occupation which is
selected as the top occupational choice.
Evaluation:
After completing the guided classroom activities, 92% of the seventh grade students were able to list four of their
interests and four occupations which were related to those interests The objective was met.
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3.5c School Counseling Practicum Manual
STUDENT-COUNSELOR'S SELF-INVENTORY AND EVALUATION BY ON-SITE SUPERVISOR
Counselor:
Grade:
School:________________________________
Date:_________________________________
Rating:
1.Indicate an outstanding level of performance well above that expected for a counselor in training.(HIGHEST)
2.Indicates that broad range of performance considered to meet the requirements of a counselor in training.
3.Indicates a performance level which the evaluator and the evaluatee feel needs improvement.
4.Indicates an unacceptable performance level (substantiated by written conference reports).(LOWEST)
NOTE: Narrative comments must be written in support of any item rated 3 or 4 by either evaluatee or evaluator.
N/A may be used if the item is not applicable to the evaluatee.
Evaluatee
Evaluator
(student's
self-rating)
(supervisor's
rating)
I. Effectiveness as a Person
1. Relates effectively with others.
2. Exhibits sensitivity, empathy, and acceptance necessary for establishing
rapport.
3. Functions in an organized manner.
4. Respects the individual.
5. Has a sense of humor.
6. Is respected.
7. Exhibits poise and stability.
8. Is professionally ethical.
II.
1.
2.
3.
4.
5.
6.
7.
Effectiveness with Students
Motivates students to seek counseling.
Is sensitive to students' feelings.
Has a good rapport with students.
Helps students with personal as well as educational and vocational problems.
Has positive image among students.
Functions effectively as resource consultant to students.
Utilizes instructional and student personnel services in a sensitive and
appropriate manner in dealing with student problems.
8. Encourages students to use other service personnel when appropriate and
actively assists in the accomplishments of the objectives.
III. Effectiveness with Teachers
1. Is sensitive to role and problems of the teacher.
2. Cooperates willingly with all school personnel.
3. Communicates easily and effectively with teachers.
4. Is receptive to teachers' comments and suggestions.
5. Has good rapport with teachers.
6. Functions effectively as resource consultant to teachers in matters of
curriculum, student activities and human interaction as well as the concerns
for psychological climate surrounding learning experiences.
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3.5c School Counseling Practicum Manual
IV. Effectiveness with the Administration
1. Understands the role and concerns of the administration.
2. Has a professional rationale for his or her counseling approach.
3. Cooperates with administration regarding development of the counseling
program.
4. Has good rapport with administration.
5. Attends to, and follows through, and reports back on administration referrals.
6. Functions effectively as a resource consultant to administration in matters of
curriculum, student activities, and human interaction as well as the concerns
for psychological climate surrounding learning experiences.
V. Effectiveness with Parents
1. Is understanding of parental concern.
2. Promotes free and easy communication between school and home.
3. Is available to parents.
4. Has a professional image among parents.
5. Attends to parental referrals.
6. Follows through with parents in reducing crisis and/or responding to their
needs for counselor services.
VI. Effectiveness in the Profession
1. Takes pride in being a member of the counseling profession.
2. Continues to involve self in activities to improve professional skills.
Student's Signature
Date______________________
On-Site Supervisor's Signature
Date______________________
Comments:
Please return directly to:
Dr. Becky Brannock
Pittsburg State University
Department of Psychology and Counseling
205A Whitesitt Hall
1701 South Broadway
Pittsburg, KS 66762
(620) 235-4569
Fax: (620) 235-6102
(NOTE: The feedback in this evaluation will be shared with the student).
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3.5c School Counseling Practicum Manual
Name:__________________________
End of Program Feedback from Practicum Student
Directions: Please respond to the items below to indicate your best judgment of the end of your practicum status.
Return sheet at the end of the semester with all Practicum materials.
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
A. Do you believe you are prepared for entry-level employment as a counselor?
1. In the area of personal functioning, this person possesses a personal philosophy, adequate
knowledge and operating skills to cope with life situations both on and off the job in ways
that enhance the effectiveness as a counselor?
2. This person is committed to maintaining his or her professional skills, promoting ethical
practice and supporting counseling as a profession.
3. This person is practitioner who possesses and uses knowledge of human growth and
development; a personalized model to explain and drive change through counseling; and
helping, assessment, and intervention skills necessary for working effectively with
individuals, groups, and organizations.
B. Do you believe you are prepared for entry-level employment as a counselor in each of these
areas?
4. Human growth and development: Includes studies that provide a broad understanding of the
nature and needs of individuals at all development levels. Emphasis is placed on
psychological, sociological, and physiological approaches. Also included are such areas as
human behavior (normal and abnormal), personality theory, and learning theory.
5. Social and cultural foundations: Includes studies of change, ethnic groups, sub-cultures,
changing roles of women, sexism, urban and rural societies, population patterns, cultural
mores, use of leisure time, and differing life patterns. Such disciplines as the behavioral
sciences, economics, and political science are involved.
6. The helping relationship: Includes (a) philosophic bases of helping relationships; (b)
counseling theory; (c) consultation theory, supervised practice, and application; and (d) an
emphasis on development of counselor and client (or consultee) self-awareness and selfunderstanding.
7. Groups: Includes theory and types of groups as well as descriptions of group practices,
methods, dynamics, and facilitative skills. This area also includes supervised practice.
8. Life Style and Career Development: Includes such areas as vocational choice theory,
relationship between career choice and life style, sources of occupational and educational
information, approaches to career decision-making processes, and career development
exploration techniques.
9. Appraisal of the individual: Includes the development of a framework for understanding the
individual, including methods of data gathering and interpretation, individual and group
testing, case study approaches, and the study of individual differences. Ethnic, cultural,
and sex factors are also considered.
10. Research and evaluation: Includes goals and objectives of professional design and
development of research and demonstration proposals. It also includes understanding
legislation relating to the development of research, programs, and demonstration
proposals, as well as the development and evaluation of program objectives.
11. Professional orientation: Includes goals and objectives of professional organizations code
of ethics, legal consideration, standards of preparation, certification, licensing, and role
identity of counselors and other personnel services specialists.
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3.5c School Counseling Practicum Manual
YES/NO
YES/NO
YES/NO
12. Environmental Studies: Includes the study of the environment within the school system.
This includes history, philosophy, trends, purposes, ethics, legal aspects, standards, and
roles within the institution or work setting where the student will practice.
13. Specialized Studies: Includes the specialized knowledge and skills needed to work
effectively in a school setting where the student plans to practice. For example, conducting
classroom guidance activities, working with special education students, or working with
teachers.
14. Are there areas where you believe more preparation would be helpful for the intern student
before he/she begins to practice as a counselor?
15. List up to three features of your counselor education program that you believe were most
helpful.
a.
b.
c.
16. List up to three features that you recommend be changed in order to better prepare one for
an entry-level position as a counselor.
a.
b.
c.
17. Comments?
Signature__________________________________________________ Date___________________________
Please print
Name and Title:____________________________________________________________________________
School Name and Address:___________________________________________________________________
__________________________________________________________________________________________
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3.5c School Counseling Practicum Manual
PSU Weekly Log of Practicum Activities
Student Counselor:
(
) to (
Date
)
Date
Site Supervisor:
Practicum Location:
Weekly Hrs / Running Total
Weekly Total Hours:______/______
Individual Counseling Hours:_____ /______
Small Group Hours:______/_______
Classroom Guidance Activities Hours:______/_______
Code
Day of
(I, G, CG)
Week
Location
Client’s Name
Time of
or Code
Interview
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Taped
Comments
3.5c School Counseling Practicum Manual
Date:___________________
Interview #:______________
Taped?
Yes
No
Session Length:___________
INTERVIEW NOTES FORM
Student's Name:______________________________________________________________________________
Counselor's Name:____________________________________________________________________________
Age
Sex: Male
Female ____
Statement of Problem:
Brief Dialogue of Interview:
Evaluation of Interview:
Plans for Further Counseling:
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3.5c School Counseling Practicum Manual
SMALL GROUP WORK SUMMARY SHEET
Counselor:__________________________________________________________________________________
Supervisor:__________________________________________________________________________________
Date
Group
Comments
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3.5c School Counseling Practicum Manual
CLASSROOM GUIDANCE ACTIVITIES SUMMARY SHEET
Counselor:__________________________________________________________________________________
Supervisor:__________________________________________________________________________________
Date
Classroom Guidance Activity
Comments
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3.5c School Counseling Practicum Manual
Pittsburg State University
Department of Psychology and Counseling
Practicum in Counseling Agreement
This agreement among:
1) Department of Psychology and Counseling
Pittsburg State University
Pittsburg, KS 66762
(620) 235-4569
2) School
Name:
Address:
Phone:
3) Student
Name:
Address:
Phone:
Is for the purpose of providing Practicum in Counseling for the above-named student for:
Course Number
Credits
Semester
It is mutually agreed:
That the above-named school or agency will provide the following services and supervision:
1) The assignment of a practicum site supervisor who has at least a master’s degree in counseling and
experience in the agency or school, or their equivalent.
2) An orientation to the school or agency and specific student counselor duties defined.
3) Coordination of the student counselor’s duties (a minimum of 50 clock hours for every credit hour)
with the activities of school or agency
4) Clients with whom the student counselor may conduct audiotape-recorded, confidential counseling
interviews for analysis and supervision.
5) Site supervision of the student counselor’s work with feedback and support.
6) Feedback concerning the student’s progress to the university supervisor.
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3.5c School Counseling Practicum Manual
That the student counselor in practicum will:
1) Be at the agreed upon location at the scheduled times.
2) Demonstrate professional behavior consistent with ethical guidelines.
3) Protect the anonymity of all clients during the campus supervision process.
4) Be assigned the following specific duties and responsibilities (if applicable):
5) Attend regular PSU classes to receive instruction regarding counseling performance (practicum
students only).
6) Keep a log of the time spent in the practicum which records dates, hours, and the duties performed.
7) Write an evaluation of their experience in the field to be submitted to the faculty supervisor at the end
of the semester.
That the PSU Counseling Practicum Faculty will provide the following:
1) Advise the student of the requirements (classes, activities, reports, evaluations) involved in the
practicum course.
2) Provide coordinating classes to discuss common needs and experiences and assist student counselor
(practicum only).
3) Maintain periodic contact with the site supervisor and the student counselor to discuss the student
counselor’s progress.
4) Give the student counselor feedback regarding the faculty’s supervision and maintain appropriate
records for registration and grading (practicum only).
5) Monitor audiotaped and/or videotaped samples of counseling interviews (practicum only).
6) Provide systematic supervision of the counseling sessions conducted by the student counselor (practicum
only).
7) Be responsible for the evaluation and grading of the student counselor (with site supervisor in
practicum).
It is the expectation of all three parties involved that the above conditions be met. Should they not be
met, it is imperative that all three parties discuss the situation at the earliest possible date.
The following signatures verify agreement to these conditions:
Student
Date:
Site Supervisor
Date:
(Printed Name)
(Signature)
Site Authorizing Officer
(Building Principal)
(Printed Name)
(if different from supervisor)
(Signature)
Date:
PSU Practicum Instructor
Date:
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3.5c School Counseling Practicum Manual
Site Supervision Guidelines for
Practicum in Counseling
Department of Psychology and Counseling
Pittsburg State University
The purpose of this document is to provide general guidelines to those persons who serve as site supervisors for Pittsburg
State University Practicum in Counseling students. The faculty of the Department of Psychology and Counseling
appreciates and highly values the contributions of site supervisors to the professional development of student counselors
in the program. We also appreciate feedback and input from you concerning your professional development needs and
changing expectations of counselors in the field, as well as recommendations for revisions in our training programs.
Although we may have a practicum student working with you on a fairly regular basis or only occasionally through the
years, we hope that we can maintain a supportive professional and warm personal relationship with you.
Purpose of the Practicum: The initial Practicum in School Counseling; PSYCH 822 for school counselors or PSYCH 912
Advanced School Counseling Practicum is required of all counseling degree students and of all students seeking
counseling licensure through Pittsburg State University. Students enrolled in a first counseling practicum should be in
their second to last enrollment (or third to the last if they wish to take two additional semesters of practicum or internship
experience). The major purpose of the course is to provide students with practical, supervised experience in the
counseling field. PSU practica are field-based and students conduct their practica in settings as close in nature to their
desired job settings as possible.
Background of Students: The counseling curriculum and the practicum application process have been extensively revised
and systematized. We believe that this better insures that counseling practicum students, although still novices, are much
better prepared to learn from the practicum experience and have the competencies to perform more effectively as
emerging professionals.
All students enrolled in an initial M.S. level counseling program (PSYCH 822) or advanced counseling practicum
(PSYCH 912) will have satisfactorily completed, at a minimum, the following core of coursework: PSYCH 745
Introduction to Counseling and Psychotherapy, PSYCH 722 Fundamentals of Tests and Measurement, PSYCH 816 Group
Dynamics, PSYCH 818 Theories of Counseling and Psychotherapy, and PSYCH 819 Techniques of Counseling and
Psychotherapy.
Other coursework is also required for school counseling licensure at various levels or to meet accreditation and licensure
requirements for school settings. In addition, practicum students must begin a formal practicum application process by
midterm of the semester before enrollment in each practicum or internship experience. The student's advisor reviews and
endorses the application and then the faculty serving on the Counseling Committee review, discuss, and act upon each
application. After the department chairperson's review and approval, students are notified by mail of the committee's
decision as soon as possible after the midterm date and are instructed to then contact the practicum instructor(s) for the
next semester. It is at this time that the students will contact you again to confirm their tentative plans and your initial
approval for them to conduct a practicum in your school or agency and to work out and complete a Practicum in
Counseling Agreement form with you.
Expectations of Students: Students enrolled in the initial counseling practicum are novices, but are considered capable of
beginning to provide counseling services under supervision. With an orientation to the site, its organization and
procedures, and the typical clientele, the practicum student is expected to be capable of conducting counseling interviews
and other counseling duties with supervision. As the semester progresses, it is expected that the student counselor's
proficiency will rapidly increase as will his or her ability to function more independently. It is also expected that all
practicum students will be able to establish and maintain strong, positive counseling relationships, successfully conduct
developmental counseling interviews, and depending upon the site and the student's skill level and professional goals, be
able to begin to demonstrate some proficiency in dealing with counseling interviews involving psychological remedial
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3.5c School Counseling Practicum Manual
work with persons whose concerns are more than situational.
The primary expectations of the student counselors are that they conduct themselves in a professional and ethical manner,
that they demonstrate caring and respect for the people with whom they work, and that they learn as much as they can
about the practice of counseling. In order to accomplish the latter goal, minimum hour requirements have been
established for all departmental practica and internships. Students are required to work on the site for a minimum of 50
hours, of which at least 15 hours must be direct contact with students, for each academic credit hour of enrollment. Since
at least three credit hours of practicum are required of all M.S. in Counseling students for their initial practicum
experience and three credit hours is most typically the amount in which a student enrolls during a single semester, most
often the practicum students will need to engage in and document at least 150 hours of on-site counseling activity during
the semester, with at least 45 of these hours representing direct contact with students. During the fall or spring academic
semesters the student needs to average 10 to 12 hours a week with two to three hours of taped counseling sessions in order
to successfully complete the experience. In addition, the student counselor is required to engage in at least 15 hours of
group work and/or classroom guidance activities.
Expectations of Site and Site Supervision: In general, then, it is hoped that the student counselor can become involved in
as many of the activities and perform as many of the duties representative of the counseling position in your school or
agency as possible, spending at least 150 hours in these activities for three academic credits. Appropriate activities may
include orientation, record-keeping, attending staff meetings and conferences, participating in or conducting in-service
training, conducting presentations and workshops, planning, working with referral sources, consulting, and individual and
group counseling. In addition, the practicum student will have a list of specialty standards they will wish to gain
knowledge about as they relate to your setting.
Probably the most crucial requisite for a successful practicum is that students with personal concerns are willing to be to
be taped and are available to the student counselor consistently throughout the semester. Your assistance in providing and
helping the student counselor to maintain a taped counseling session rate of two to three sessions each week over the
entire semester is very important. In addition, the student counselor needs an office or room in which to conduct all of
these interviews that is free from distractions and absolutely private, so that confidentiality may be maintained.
As far as supervision is concerned, we have defined the role of the site supervisor as being both administrative and
counseling or therapeutic. The student counselor will receive regular counseling-therapeutic supervision on campus
throughout the practicum. For a variety of reasons, then, it is necessary that the site supervisor help to orient the student
counselor, provide working space, resources and clients, and assist the counselor in other administrative ways. It would
also be greatly appreciated if you wish to provide at least one hour of bi-weekly counseling supervision of the student
counselor's counseling or therapeutic activities, in addition to that which they will receive on campus. One hour each
week of counseling-therapeutic supervision, including tape review, would be even more helpful. We expect that the
student will provide enough services during the semester to compensate your school the very valuable time you devote to
supervision. Student counselors, at least initially, will most likely be anxious and unsure of their ability, but you should
find that they are eager to learn and that they will learn at a very rapid rate with experience and your assistance. Whatever
model of supervision is comfortable for you should be appropriate. We do not expect a single model of supervision nor of
practice with our practicum students. If there do seem to be apparent conflicts, please discuss them with the student
counselor and/or contact the on-campus practicum instructor so that we may work things through together.
Since we do supervise the counseling-therapeutic activity on campus, we will take full responsibility for course grades.
We will, however, send you a checklist before the end of the semester for you to use to share your evaluation of the
student's progress with us at the end of the semester. If you do wish to share other observations concerning the studentcounselor's skills and performance, please do so by letter, e-mail, or telephone at any time. In addition, if, in your
judgment, the student counselor's work has been inadequate, please do contact us and let us know (after the student has
had a reasonable amount of time to move past initial awkwardness and feedback about the need to improve). The earlier
you share your concern with us, the better the whole situation will be for you, for us, and for the student counselor.
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3.5c School Counseling Practicum Manual
On-Campus Class and Supervision: Students enrolled in the counseling practicum meet one evening each week as a
group. A variety of activities are conducted in the group sessions, including the organization and coordination of the
practicum experiences, discussion of reading assignments and topics relevant to practicum students (e.g., ethics, case
management, counselor activities, etc.), case presentations and staffings (protecting client anonymity at all times), and
peer feedback and instructor supervision and feedback of counseling tapes.
The student counselors also receive individual supervision of their practicum work in individual sessions with the course
instructor and occasionally with advanced, post-master's degree graduate students. These sessions serve to monitor the
student's overall practicum activities, to evaluate and give feedback concerning work on counseling tapes, and to
encourage skill development.
Renumeration of Students and Supervisors: At this time, there are no formal requirements for renumeration to students
for the services they provide nor to site supervisors for their valuable assistance. If, however, students are able to conduct
their practica in their work setting while receiving salary, that is perfectly acceptable. If your agency is able to provide
some funds for a stipend for student practicum, as several agencies do, it would be greatly appreciated. Although there
are no university funds available for site supervisors, we hope that the experience will be valuable to you professionally
and that you may conduct the supervision as part of your school or agency duties. We also expect that, over the entire
practicum semester, your school or agency will receive services from the practicum student that more than compensate for
the hours you have spent in supervision. We also hope to have a banquet, supervision training session, or other activity
for field supervisors to which you will be invited at least once each year.
Protection of Client Anonymity: All records and tapes of clients are considered private and confidential. Only
individuals teaching or enrolled in the practicum class and bound by the "Ethical Standards of the American Counseling
Association" will listen to any parts of the tapes. In addition, at no time is the student’s full name revealed to anyone,
including the faculty instructor-supervisor. Therefore, students and clients may be assured that their discussions with the
practicum counselor will be handled with confidentiality and with respect, and that their anonymity will be protected at all
times.
Should you have any questions or concerns at any time throughout the semester, please do not hesitate to contact me at the
following:
Dr. Becky Brannock, School Counseling Program Director
Pittsburg State University
Department of Psychology and Counseling
205A Whitesitt Hall
1701 South Broadway
Pittsburg, KS 66762
620. 235.4569
Fax: 620.235.6102
e-mail: rbrannoc@pittstate.edu
Again, thank you in advance for devoting your time to assist our students!
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3.5c School Counseling Practicum Manual
STUDENT RELEASE FORM
Department of Psychology and Counseling
Pittsburg State University
I,
, agree to be counseled by a practicum student in the Department of
Psychology and Counseling at Pittsburg State University. I further understand that I will participate in counseling
interviews that will be audio taped, video taped, and/or viewed by practicum students through the use of one way
observation windows. I understand that I will be counseled by a graduate student who has completed advanced
coursework in counseling/therapy. I understand that the student will be supervised by a faculty member or site supervisor.
Client's Signature:___________________________________________________________________________________
Age:
Date:_____________________
Counselor's Signature:_______________________________________________________________________________
Date:_____________________
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3.5c School Counseling Practicum Manual
PARENTAL RELEASE FORM
Parent's Name:_____________________________________________________________________________________
Address:__________________________________________________________________________________________
_________________________________________________________________________________________________
The Department of Psychology and Counseling at Pittsburg State University conducts a Counseling Practicum Course
each semester at Pittsburg State University. The Counseling Practicum Course is an advanced course in counseling
required of all degree candidates in the counseling practicum at Pittsburg State University. Students are required to audio
and/or video tape counseling sessions as part of their course and degree requirements.
(Student's Name) would like to work with your son/daughter who is a student
at
School.
The counseling sessions conducted with your child will be audio and/or video taped and will be reviewed by the Student's
Supervisor
. All audio and video tapes made will be erased at the completion
of your child's involvement in the program.
We hope that you will take the opportunity to have your child become involved in the Counseling Program. If you are
interested in having your child participate, please sign the form where indicated.
Thank you for your cooperation.
Parent's Signature:___________________________________________________________________________________
Date:_____________________
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3.5c School Counseling Practicum Manual
PRACTICUM SUPERVISION JOURNAL
Name: _____________________________________________ Date: _______________
Cumulative Total Hrs (150 req.): __________________________ Level: _____________
Individual Counseling Hrs (30 req.): ________________________
Group/Classroom Guidance Hrs (15 req.): ___________________
JOURNAL ENTRIES FOR WEEK OF:_______________________________________
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3.5c School Counseling Practicum Manual
SCHOOL COUNSELOR MULTICULTURAL COMPETENCE CHECKLIST
Name:_________________________________________________
Practicum Semester Date:__________________
Internship Semester Date:__________________
Directions: Check the competencies met in Practicum. Focus on the areas unmet and re-document in Internship. If met
indicate with an “ok”.
Competence
Met
Unmet
I.Multicultural Counseling
1.
2.
3.
4.
5.
6.
7.
8.
I can recognize when my attitudes, beliefs, and values are interfering with providing the best services to my students.
I can identify the cultural biases of my communication style.
I can discuss how culture affects the help-seeking behaviors of students.
I can describe the degree to which a counseling approach is culturally inappropriate for a specific student.
I use culturally appropriate interventions and counseling approaches with students.
I can list at least three barriers that prevent ethnic minority students from using counseling services.
I can anticipate when my helping style is inappropriate for a culturally different student.
I can give examples of how stereotypical beliefs about culturally different persons impact the counseling relationship.
II. Multicultural Consultation
9. I am aware of how culture affects traditional models of consultation.
10. I can discuss at least one model of multicultural consultation.
11. I recognize when racial and cultural issues are impacting the consultation process.
12. I can identify when the race and/or culture of the client is a problem for the consultee.
13. I discuss issues related to race/ethnicity/culture during the consultation process, when applicable.
III. Understanding Racism and Student Resistance
14. I can define and discuss White privilege.
15. I can discuss how I (if European American/White) am privileged based on my race.
16. I can identify racist aspects of educational institutions.
17. I can define and discuss prejudice.
18. I recognize and challenge colleagues about discrimination and discriminatory practices in schools.
19. I can define racism and its impact on the counseling process.
20. I can help students determine whether a problem stems from racism or biases in others.
21. I understand the relationship between student resistance and racism.
22. I include topics related to race and racism in my classroom guidance units.
IV. Understanding Racial and/or Ethnic Identity Development
23. I am able to discuss at least two theories of racial and/or ethnic identity development.
24. I use racial/ethnic identity development theories to understand my students’ problems and concerns.
25. I have assessed my own racial/ethnic development in order to enhance my counseling.
V. Multicultural Assessment
26. I can discuss the potential bias of two assessment instruments frequently used in the schools.
27. I can evaluate instruments that may be biased against certain groups of students.
28. I am able to use test information appropriately with culturally diverse parents.
29. I view myself as an advocate for fair testing and the appropriate use of testing of children from diverse backgrounds.
30. I can identify whether or not the assessment process is culturally sensitive.
31. I can discuss how the identification of the assessment process might be biased against minority populations.
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3.5c School Counseling Practicum Manual
Competence
Met
Unmet
VI. Multicultural Family Counseling
32. I can discuss family counseling from a cultural/ethnic perspective.
33. I can discuss at least two ethnic group’s traditional gender role expectations and rituals.
34. I anticipate when my helping style is inappropriate for an ethnically different parent or guardian.
35. I can discuss culturally diverse methods of parenting and discipline.
VII. Social Advocacy
36. I am knowledgeable of the psychological and societal issues that affect the development of ethnic minority students.
37. When counseling, I consider the psychological and societal issues that affect the development of ethnic minority students.
38. I work with families and community members in order to reintegrate them with the school.
39. I can define “social change agent.”
40. I perceive myself as being a “social change agent.”
41. I can discuss what it means to take an “activist counseling” approach.
42. I intervene with students at the individual and systemic levels.
43. I can discuss how factors such as poverty and powerlessness have influenced the current conditions of at least two ethnic groups.
VIII. Developing School-Family-Community Partnerships
44. I have developed a school-family-community partnership team or some similar type of groups that consists of community members, parents, and
school personnel.
45. I am aware of community resources that are available for students and their families.
46. I work with community leaders and other resources in the community to assist with student (and family) concerns.
IX. Understanding Cross-Cultural Interpersonal Interactions
47. I am able to discuss interaction patterns that might influence ethnic minority students’ perceptions of inclusion in the school community.
48. I solicit feedback from students regarding my interactions with them.
49. I verbally communicate my acceptance of culturally different students.
50. I nonverbally communicate my acceptance of culturally different students.
51. I am mindful of the manner in which I speak and the emotional tone of my interactions with culturally diverse students.
Source: Professional School Counseling (February 2004)
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3.5c School Counseling Practicum Manual
Candidate Name
Graduate Knowledge Base
School
Evaluator Name/Title
Date
DIRECTIONS: The Evaluation of Candidates is an opportunity for feedback, which serves as an aid in the process of identifying areas of strength
and defining steps to be taken for continuing growth. Please use the below scale to indicate the degree of progress in each area. In this evaluation,
if any ratings are 2 or below please expand in the Comment section. Every candidate, regardless of his/her current level of performance, benefits
from this evaluation for it provides focus throughout the program.
NA
_0_
_1_
_2_
_3_
_4_
_5_
No Opportunity Provided for Performance
Not Witnessed
Needs Experience (Incorrectly Demonstrated, Preparing, or Unsatisfactory Performance)
Developing Competence (Infrequently Demonstrated, Adjusting, or Weak Performance)
Competent (Basically Demonstrated, Performing, or Proficient Performance)
Showing Effective Competence (Consistently Demonstrated, Habitually Performing, or Effective Performance)
Distinguished (Naturally Demonstrated, Personally Creating, or Outstanding Performance)
ASSESSMENT OF PERFORMANCE AREAS
RATING
A.Professionalism
The educator will demonstrate specific attitudes, values, beliefs and behaviors which reflect a commitment to a
dependable and professional demeanor.
1.
2.
3.
4.
5.
6.
Acts with integrity and fairness in an ethical manner
Demonstrates commitment to life-long learning
Participates in ongoing professional development
Demonstrates professional behavior
Sets priorities through self-motivation and self-direction
Maintains confidentiality at all levels
B.Communication
The educator will demonstrate specific attitudes, values, beliefs and behaviors which promote effective communication.
7.
8.
9.
10.
Utilizes multiple collaborative strategies necessary in developing effective learning opportunities for all
Demonstrates a high level of proficiency in oral and written communication skills
Adapts to a variety of unique cultural and ethnic communication styles
Practices effective interpersonal skills that enhance communication
C.Leadership
The educator will demonstrate specific attitudes, values, beliefs and behaviors which exhibit leadership competencies.
11.
12.
13.
14.
15.
Demonstrates the ability to make decisions based on data and input from stakeholders
Adheres to ethical and professional standards
Transforms ideas into action through effective team building
Utilizes a variety of problem-solving strategies and possesses strong critical thinking abilities
Prioritizes tasks and manages time efficiently
D.Instruction and Assessment
The educator will demonstrate specific attitudes, values, beliefs and behaviors which reflect advocating, nurturing and
sustaining best practices and multiple assessments.
16. Possesses pedagogical knowledge relevant to specific disciplines
27
3.5c School Counseling Practicum Manual
17.
18.
19.
20.
21.
22.
23.
24.
25.
Provides for instructional variation and integration with other disciplines
Establishes goals and expectations that lead to effective learning
Inspires all learners to develop self confidence and competence
Demonstrates specialized preparation in specific area of study
Differentiates instruction appropriately for specific needs of learners
Expects all students will achieve full potential and attain individual success
Evaluates student knowledge and performance by using multiple methods of assessment
Utilizes assessment outcomes to develop instruction that meets the needs of all students
Adheres to ethical and unbiased assessment practices
E.Diversity
The educator will demonstrate specific attitudes, values, beliefs and behaviors which provide equitable
learning opportunities for all.
26.
27.
28.
29.
30.
31.
Demonstrates sensitivity to community and cultural norms
Values students and encourages them to value self and others
Promotes a bias free learning environment
Believes in and encourages the success of all learners
Appreciates individual variation and shows respect for the diverse talents of all learners
Responds appropriately to larger political, social, economic and cultural issues through global awareness
F.Technology
The educator will demonstrate specific attitudes, values, beliefs and behaviors which enhance the integration
of technology within the education environment.
32.
33.
34.
35.
Maximizes learning by using technology
Enhances the educational environment through technology
Implements various instructional technology strategies
Tailors appropriate technology strategies to a specific content area
G.Research
The educator will demonstrate specific attitudes, values, beliefs and behaviors which implements effective
research within the educational environment.
36. Uses existing educational research to inform and guide practice
37. Maintains ethical standards in both conducting and applying educational research
38. Identifies and solves problems by making decisions based upon accepted theory and research
COMMENTS: For any area ratings 2 or below, please mention specific behaviors found in this evaluation that need immediate attention for growth. Please provide
any comments that define plans and/or goals for the candidate’s performance in these targeted growth areas.
Supervisor Signature: ______________________________________________________ Date____________________
28
A. Professionalism
The educator will demonstrate specific attitudes, values, beliefs and behaviors which reflect a commitment to a dependable and
professional demeanor. (Acts with integrity and fairness in an ethical manner, Demonstrates commitment to life-long learning,
Participates in ongoing professional development, Demonstrates professional behavior, Sets priorities through self-motivation and
self-direction, Maintains confidentiality at all levels)
B. Communication
The educator will demonstrate specific attitudes, values, beliefs and behaviors which promote effective
communication. (Utilizes multiple collaborative strategies necessary in developing effective learning opportunities
for all, Demonstrates a high level of proficiency in oral and written communication skills, Adapts to a variety of
unique cultural and ethnic communication styles, Practices effective interpersonal skills that enhance
communication)
C. Leadership
The educator will demonstrate specific attitudes, values, beliefs and behaviors which exhibit leadership
competencies. (Demonstrates the ability to make decisions based on data and input from stakeholders, Adheres to ethical and
professional standards, Transforms ideas into action through effective team building, Utilizes a variety of problem-solving
strategies and possesses strong critical thinking abilities, Prioritizes tasks and manages time
efficiently)
D. Instruction and Assessment
The educator will demonstrate specific attitudes, values, beliefs and behaviors which reflect advocating, nurturing
and sustaining best practices and multiple assessments. (Possesses pedagogical knowledge relevant to specific disciplines,
Provides for instructional variation and integration with other disciplines, Establishes goals and
expectations that lead to effective learning, Inspires all learners to develop self confidence and competence,
Demonstrates specialized preparation in specific area of study, Differentiates instruction appropriately for specific
needs of learners, Expects all students will achieve full potential and attain individual success, Evaluates student
knowledge and performance by using multiple methods of assessment, Utilizes assessment outcomes to develop
instruction that meets the needs of all students, Adheres to ethical and unbiased assessment practices)
E. Diversity
The educator will demonstrate specific attitudes, values, beliefs and behaviors which provide equitable learning opportunities for
all. (Demonstrates sensitivity to community and cultural norms, Values students and encourages
them to value self and others, Promotes a bias free learning environment, Believes in and encourages the success
of all learners, Appreciates individual variation and shows respect for the diverse talents of all learners, Responds
appropriately to larger political, social, economic and cultural issues through global awareness)
F. Technology
The educator will demonstrate specific attitudes, values, beliefs and behaviors which enhance the integration of technology within
the educational environment. (Maximizes learning by using technology, Enhances the educational environment through
technology, Implements various instructional technology strategies, Tailors appropriate
technology strategies to a specific content area)
G. Research
29
Needs Experience
Directions: On the scale to the right of each area listed below, place an “X” in the box identifying
the degree of achievement observed during the experience.
Minimally Competent
Grade Level:
Competent
School:
Distinguished
CANDIDATE NAME
Effectively Competent
PITTSBURG STATE UNIVERSITY
FINAL EVALUATION
No Opportunity to Observe
3.5c School Counseling Practicum Manual
3.5c School Counseling Practicum Manual
The educator will demonstrate specific attitudes, values, beliefs and behaviors which implements effective research within the
educational environment. (Uses existing educational research to inform and guide practice,
Maintains ethical standards in both conducting and applying educational research, Identifies and
solves problems by making decisions based upon accepted theory and research.)
COMMENTS: For any area ratings 2 or below, please mention specific behaviors found in this evaluation that need immediate attention for growth. Please provide
any comments that define plans and/or goals for the candidate’s performance in these targeted growth areas. Use back if necessary.
Supervisor Signature: __________________________________________________________________ Date: _________________
30