Standard 4, Exhibit 3
School Counseling Program
Diversity Experience in the Supervised Internship
The 2008 data showed that candidates’ were meeting expectations and having a positive impact on students and
the school where they were conducting their internship. Faculty realized that although gaining experience with
diverse students was highly encouraged and informally assessed, they had no hard data to make certain that
candidates were gaining experience with students outside of the candidate’s socioeconomic level, ethnicity,
gender, and with students who are English learners, have disabilities or other exceptionalities. The solution
was to add a section onto the Site Supervisor Evaluation form that completely assesses the candidate’s skills in
working with diverse students. This will be implemented in Fall 2009. See Item A-10 (in bold and italicized for
ease in locating) on the Site Supervisor Evaluation below
Because this diversity assessment will newly implemented in the Fall of 2009, no data exists at this time.
Internship Site Supervisor Evaluation
Competency Assessment Levels: (It is expected that students will begin in the “Novice/Beginning” area. By the end
of an internship, the expected level in all areas should at least be “Competent.”)
1. Unsatisfactory – Student has not shown initiative in developing this skill.
2. Novice / Beginning – Student is in the initial stages of development and has demonstrated beginning
knowledge/skill under supervision.
3. Progressing – Student is developing this skill, and is beginning work in this area independently, as well as with
supervision. Student is beginning to show initiative in developing this skill further.
4. Competent - Student understands and has used the skill. Works Independently and shows initiative in this area.
5. Proficient – Student has attained mastery of the skill and independently performs the skill. Student 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 – Student demonstrates skill levels and initiative above and beyond expectation.
7. Not Applicable, Not Observed, or No Opportunity, as yet
Areas of Competence
A. Counseling and Coordination
1. Utilizes 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. Utilizes brief, solution-focused counseling techniques appropriate to school setting.
4. Develops counseling goals & action plans for students' problems related to behavior, career, academic
achievement, and/or social/relationship issues.
5. Utilizes record-keeping procedures and referrals for off-site services.
6. Coordinates and consults with community referral sources.
7. Responds appropriately in a crisis.
8. Uses appropriate guidance techniques in the classroom.
9. Skillfully facilitates small and large groups.
10. Demonstrates proficiency in at least one internship experience with students from
(a) different ethnic groups than the intern’s
(b) ESL students
(c) students with exceptionalities
(d) students from different SES groups than the interns
11. Practices according to professional and ethical standards and school board policy.
Level
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. Works effectively with faculty to develop strategies to enhance learning in the classroom.
4. Performs in the counselor's role as a consultant when serving on school intervention teams.
C. Program Administration/Assessment and Use of Data
1. Has demonstrated how guidance programs are integrated with the school curriculum and overall
mission.
2. Promotes methods for determining school-wide needs to be addressed by classroom guidance or small
group curricula.
3. Is actively involved in designing procedures for planning and initiating additions to the guidance
program such as classroom guidance or group curricula.
4. Discusses and understands how data is collected and compiled (e.g., grades, enrollment, attendance,
retention, disciplinary actions, and placement) at school site.
D. Leadership & Advocacy
1. Has assisted the counselor in developing and implementing school-wide programs that enhance student
success in school.
2. Has had a positive impact on student learning and academic achievement
3. Utilizes outcome data to advocate for program viability.
4. Demonstrates the belief that all children can learn
5. Treats all children with fairness (positive regard, attention, equality, concern and respect)
E. Professionalism
1. Consult with supervisor for assistance and feedback.
2. Accepts and incorporates feedback and suggestions.
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 upcoming activities and shares prepared materials with the site-supervisor.
7. Is always on time and treats the clinical experience as a job.
AVERAGE SCORE
Additional Comments