Standard 3 Exhibit 7
School Counseling Program
Assessments and Scoring Rubrics/Criteria used in the Field Experience
The Level Three Pre-Internship Transition point assesses the candidates’ performance in Practicum (Field
Experience) and the candidate’s ability to move forward to the internship (clinical practice).
Below are:
1. The Assessment Standards for this transition point
2. The Site Supervisor Evaluation form used to evaluate Candidate’s performance in practicum
3. The University Supervisor Evaluation rubric used to evaluate Candidate’s performance in practicum
LEVEL THREE ASSESSMENT STANDARDS - PRE-INTERNSHIP
SCHOOL COUNSELING GRADUATE PROGRAM
3. PRE-INTERNSHIP
GPA
Site Supervisor Practicum Evaluation of
Knowledge and Skills Competency
University Practicum Instructor Evaluation
Average
Unacceptable
1 Point
Acceptable
2 Points
Target
3 Points
Below 2.5
Prior to Winter 09 Practicum grade is below
80.
2.5 – 3.5
Prior to Winter 09 Practicum grade is
between 80 – and 89.
3.51 – 4.0
Prior to Winter 09 Practicum grade is above
89.
Beginning Winter 2009:
Average score on Site
Supervisor Practicum
Evaluation is below 4.0
(See Rubric A below)
Prior to Winter 09 Practicum course grade is
below 80
Beginning Winter 2009:
Average score on
University Instructor
Practicum Evaluation is
below 2.0 (See Rubric B
below)
Do not move to Internship
(below 2.0)
Beginning Winter 2009:
Average on site
supervisor evaluation is
between 4.0 and 5.5 (See
Rubric A below)
Prior to Winter 09 Practicum course grade is
80 to 89
Beginning Winter 2009:
Average on Site
supervisor evaluation is
between 5.6 and 6.0. (See
Rubric A below)
Prior to Winter 09 Practicum course grade is
90 to 100
Beginning Winter 2009:
Average score on
University Instructor
Practicum Evaluation is
between 2.0 and 2.5 (See
Rubric B below)
Move to Internship (2.0 –
2.4)
Beginning Winter 2009:
Average score on
University Instructor
Practicum Evaluation is
between 2.6 and 3.0 (See
Rubric B below)
Move to Internship
(2.5 or higher)
Practicum Site-Supervisor Evaluation of School Counseling Candidates
Competency Assessment Levels:
1. Unsatisfactory – Candidate has not shown initiative in developing this skill.
2. Novice / Beginning – Candidate is in the initial stages of development and has demonstrated beginning
knowledge/skill under supervision.
3. Progressing – Candidate is developing this skill, and is beginning work in this area independently, as well as with
supervision. Candidate is beginning to show initiative in developing this skill further.
4. Competent - Candidate understands and has used the skill. Works Independently and shows initiative in this area.
5. Proficient – Candidate has attained mastery of the skill and independently performs the skill. Candidate shows
initiative and is ready for employment in the field of school counseling. I am willing to verify this skill when
writing a letter of recommendation.
6. Exceptional – Candidate demonstrates skill levels and initiative above and beyond expectation.
7. Not Applicable, Not Observed, or No Opportunity, as yet
Evaluation Item
A. Counseling and Coordination
1. Understands referral process for counseling in the school.
2. Demonstrates understanding of a standard procedural counseling process
(e.g. establishing the helping relationship, explaining confidentiality and other informed
consent issues).
3. Understands record-keeping procedures and referrals for off-site services.
4. Understands procedure for coordinating and consulting with community referral sources.
5. Responds appropriately in a crisis.
6. Uses appropriate guidance techniques in the classroom.
7. Skillfully facilitates small and/or large groups.
8. Practices according to professional and ethical standards
B. Collaborating and Consulting
1. Communicates effectively with co-workers.
2. Works effectively with faculty and staff to address student behavior and learning needs.
3. Is able to discuss the counselor's role as a consultant when serving on school intervention teams.
C. Program Administration/Assessment and Use of Data
1. Is able to discuss how guidance programs are integrated with the school curriculum and overall
mission.
2. Is able to discuss methods for determining school wide needs to be addressed by classroom guidance
or small group curricula.
3. Is able to discuss procedures for planning and initiating additions to the guidance program such as
classroom guidance or group curricula.
4. Is able to discuss how data is collected and compiled (e.g., grades, enrollment, attendance, retention,
disciplinary actions, and placement)
at school site.
D. Leadership & Advocacy
1. Is able to discuss ideas about the counselor’s role in developing and implementing school-wide
Competency
Level
programs that enhance student success in school.
2. Has a positive impact on student learning or academic achievement within the school
3. Is able to discuss ideas about utilizing outcome data to advocate for program viability.
4. Demonstrates the disposition that all children can learn.
5. Treats all children with fairness and concern
E. Professionalism
1. Knows when to consult with supervisor for assistance and feedback.
2. Accepts feedback and recognizes constructive criticism.
3. Demonstrates appropriate organizational and time management skills.
4. Demonstrates appropriate oral and written communications skills.
5. Self presentation is consistently professional regarding manner of attire and interpersonal
interactions.
6. Is prepared for scheduled activities and shares prepared materials with the site-supervisor.
7. Is always on time and treats the clinical experience as a job.
AVERAGE SCORE FOR ALL SECTIONS
Additional Comments:
Rubric for Practicum University Instructor Evaluation of School Counseling Candidates
Standard
Unacceptable
1-point
through assignments and
time in the school, candidate
DID NOT have a positive
impact on student learning
and the school
Acceptable
2-points
through assignments and
time in the school, candidate
DID have a positive impact
on student learning and the
school
Candidate Growth
Candidate DID NOT grow
professionally at the
expected level; or did not
incorporate feedback, or did
not act in a responsible
manner during the semester
Candidate DID grow
professionally at the
expected level; and DID
incorporate feedback, and
DID act in a responsible
manner during the semester
Class Work
Was NOT organized, or
class assignments were of
poor quality, or did NOT
participate consistently in
class, or was tardy or absent
consistently
Was organized, and class
assignments were of good
quality, and participated
consistently in class, and
was not tardy or absent
Readiness for Internship
Candidate is not ready for
internship
Average Score
Below 2.0
Do not move on to
internship
Candidate is ready for
internship and has
demonstrated the expected
level of counseling skills
2.0 to 2.5
Move to internship
Candidate has a positive
impact on learning and the
school.
Target
3-points
through assignments and
time in the school, candidate
DID have a positive impact
on student learning and the
school; and the candidate
collected data and shared
data with supervisors and
other candidates
documenting this positive
impact
Candidate DID grow
professionally at an
exceptional level; and DID
incorporate feedback, and
DID act in a responsible
manner during the semester;
overall growth was
exceptional – in the top 5%
of candidates
Was organized, and class
assignments were of
excellent quality, and
participated consistently in
class, and took a leadership
role in class, and was not
tardy or absent
Candidate is ready for
internship and has exhibited
exceptional counseling and
leadership skills
2.6 to 3.0
Move to internship