Indiana University-Purdue University
School of Education
G551: Internship in Counseling and Guidance
Spring 2009
Instructor: Sally Tinkel
Office #:
Phone: 437-1209
E-mail: stinkel2@verizon.net
Fax:
Office Hours: by appointment
Class Schedule & Location: Wednesdays 7:30-10:15 p.m. NF 251
Course Description:
Counseling experience in actual school or agency situations. Under direction and
supervision of the counselor, students get practice in counseling, interviewing, in-service
training, orientation procedures, and data collection.
Overview:
The bi-weekly on-campus class meeting portion of the internship experience is intended to
help students process and integrate their on-site experiences with previous course work,
gain feedback related to their counseling activities, and discuss relevant professional
development experiences. This will be done through group supervision of presented cases,
large group discussion of topics that arise on site, and through the use of supplemental
readings or other media when appropriate.
Required Text:
Bauman, S. (2008). Essential Topics for the Helping Professional. Boston, MA:
Allyn & Bacon.
Course Objectives:
 To develop counseling competencies related to individual, small-group, and largegroup interventions in school settings.
SOE Conceptual Framework: Democracy & Community, Habits of
Mind, Experience, Leadership; CACREP & NBCC: Professional
Identity; IPSB 1-10.

To increase knowledge and awareness of school issues including organizational
structure and processes, and administration/faculty/support-staff/student
relationships.
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
SOE Conceptual Framework: Democracy & Community,
Experience, Leadership; CACREP & NBCC: Professional Identity; IPSB
1-10.
To develop competencies related to consultation and collaboration with teachers,
parents, administrators, and community agencies
SOE Conceptual Framework: Democracy & Community, Habits of
Mind, Experience, Leadership; CACREP & NBCC: Professional
Identity; IPSB 1-10.

To develop clarity regarding appropriate role and job activities of school counselors
SOE Conceptual Framework: Democracy & Community,, Experience,
Leadership; CACREP & NBCC: Professional Identity; IPSB 1-10.

To develop an appreciation for mutual support and supervision for professional
growth and personal well-being.
SOE Conceptual Framework: Democracy & Community, Habits of Mind
Experience, Leadership; CACREP & NBCC: Professional Identity; IPSB 1-10.
Course Requirements:
1. Weekly Hours Log & Supervisor Evaluation: Each week you must complete a
School Internship Activity Log and Summary Sheet. These logs are to be
submitted to me at the beginning of each class meeting. The hours log should
include a weekly total and a running total of all hours on site, divided into direct
and non-direct service time. At the end of the semester you will submit a final
hours log summarizing your total hours for each category and clearly specifying
your direct and indirect hours totals for the year. Additionally, you will submit a
final evaluation from your supervisor, which can be found in your student
orientation manual. The evaluation should be discussed between you and your
supervisor, and signed by both of you, before submitting it to me.
2. Professional Learning Community: For each two week period between
on-campus meetings, you will participate in an on-line professional
learning community with your peers. The purpose of this assignment is
to allow you to connect with your peers as professional colleagues for
purposes of support, feedback, and information. Minimum
expectations for this assignment are that you promptly post one
message and respond to at least two of your colleagues for every
discussion. As with absences, failure to contribute on time to more than one
discussion will result in a one letter grade reduction for the course.
3. Book Application Papers: Of the chapters not covered in the Bauman
book this semester, you will select and read 2 chapters of the most
interest to you. For both chapters that you select, you will submit a 2
page reflection that discusses how you could apply the material to your
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work as a school counselor. This could include working with individuals,
running a group, developing a guidance program, or developing some
other school-wide prevention or intervention program or activity. Please
be prepared to share what you learned from these chapters in class on
the date due. ** Topic modified – research topics assigned on Jan. 29.
Topics determined by students requesting information on the subject.
Project includes: Research, paper, class presentation, and handout.
4. Conference Attendance & Reflection: (*If not completed in the Fall).
For this assignment, you will attend the ICA conference. You will then
submit your registration and a conference program, along with a 3-5
page reflection on your learning and experiences at the conference. Please
note that the time spent at the conferences WILL count toward your internship
hours. It is recommended that you join one or both of these organizations as
well, as professional organizations play an important role in professional
development for counselors.
5. Professional Growth Paper: (Due April 9th). You will submit a 5-7
page, APA style paper that reflects on your personal and
professional growth. This paper should be made up of two parts:
i. A critical reflection of your professional and personal learning and
growth as a counselor, specific to your internship experience, as
well as to your overall training and development throughout the
program.
ii. A description of your current philosophy/theory of school
counseling.
6. Final Portfolio: Your final portfolio for the CE program will be turned in as
your final assignment in this course. You may submit either the final
section of the portfolio as outlined in your Program Orientation Manual,
or according to the newer Portfolio Proposal – see separate sheet for
description of this proposal. The portfolios will be assessed on a
pass/revise and resubmit basis.
Evaluation & Grading:
Your grade for the class will be based on the quality of your performance at your internship
site (50%), and the quality of your performance in class which will include your feedback to
other students in class discussions, reflection papers, and in the Professional Learning
Community, as well as the depth and quality of reflection in your final paper (50%).
Additional Course Policies:
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o This class is highly experiential and discussion-based; attendance is crucial.
Students will be allowed one excused absences. For an absence to be excused,
students MUST contact the professor prior to the beginning of the class meeting to
be missed. One unexcused absences, or a second excused absence will result in a
one letter-grade reduction in the overall grade. Absences beyond this limit will result
in a failing grade and necessitate retaking the course. Please also note that coming
to class late, and/or leaving early, are unacceptable. Excessive lateness, or leaving
class early may be counted as absences at the discretion of the instructor.
o Assignments are to be turned in at the beginning of class on the date due. In case
of absence, students must submit their papers before the beginning of the class
meeting being missed. Late assignments will be subject to a 10% grade reduction
for the first day, and a 5% reduction for each subsequent day following the due
date.
Class Schedule
The instructor reserves the right to modify and/or change the course syllabus as needed during the
course. **see January 29. Based on this discussion the Syllabus was modified to include paper/reports
from the students on the topics identified as information they needed to know. This re search/2-3 page
paper/ and presentation to class will replace the reading reflection originally assigned. The topics and
student assigned to it is listed below.
Class Date
Topic
Assignments Due
Jan 15
Introductions & Goal Setting
rescheduled for Jan 22
Jan 29
Community Resources:
-Site Discussion:
-Group self evaluation/what I need to know.
Feb 12
-Community Resources:
-Site Discussion: deferred
Revised agenda:
Class meets at North Side HS; attend Financial Aid Night
Begins at 7:00 Paper due at next meeting
Feb 26
-Looking Beyond Internship:
Speaker: HR rep from FWCS
-Site Discussion:
Megan: Alternative Schools
Sarah: 21st Century Scholar Program
Greg: ASFAB
Mar 19
Community Resources:
Speaker: Mary Pink & others re: ACJC
*Reading Reflections Due**
replaced by topics assigned
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-Site Discussion:
Jacque: English as an Other Language
Andrea: TBA
April 9
HS from an Administrative Perspective
Speaker: Mark Daniels, Principal Leo HS
-Site discussions:
Rachel: NCAA
Joanne: Gold Star
Jason: TBA
*Professional Growth Papers Due
April 23
Site Discussions:
Jodi: Indiana Academy
Jenni: Core 40 Assessments
Kole: Public/Private/Charter -differences
*Portfolios Due
May 7
Final Reflections
*Final Evaluations Due
*Final Hours Total Due
Additional Information
* The IPFW Student Handbook and the Counselor Education Orientation Handbook
describe policies regarding to matters of attendance, plagiarism and grade appeal. Please
familiarize yourself with these policies.
* Weather Cancellations- 481-5770 or 481-6050
*If you have or acquire a disability and would like to find out what special services and
accommodations may be available to you, contact services for students with disabilities in Wu
118 & 218, voice/tty.
* As a professional counselor, much of your communication with other professionals will be in
writing. Students are encouraged to visit the Writing Center at Kettle G35 if the quality of their
writing in all assignments does not meet the standard expected of a graduate student.
Students may sign up for an appointment or walk-in for help (priority is given to those with
appointments). The Writing Center staff will not revise, edit, or proofread your papers for you,
but will help you learn how to better to do this on your own. You can get free help
brainstorming, developing, and organizing ideas, and learning how to revise and edit final
drafts by visiting the writing center, Kettler G35, open daily except Saturday.
Issues related to student diversity will be addressed in each of the courses in the Counselor
Education Program. This means that differences in individuals and groups will be
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discussed. It is our understanding that different contexts result in different world views.
Counselors must always be sensitive to the possible differences in perception and belief
that exist outside of their own.
IPFW SCHOOL OF EDUCATION MISSION STATEMENT
(adopted January 10, 1996)
To prepare professionals in teaching, counseling, and leadership who demonstrate the
capacity and willingness to continuously improve schools and related entities so that they
become more effective with their clients by:
·
Becoming more caring, humane, and functional citizens in a global, multicultural,
democratic society;
·
Improving the human condition by creating positive learning environments;
·
Becoming change agents by demonstrating reflective professional practice;
·
Solving client problems through clear, creative analyses;
·
Assessing client performance and creating and executing effective teaching,
counseling, and educational leadership by utilizing a variety of methodologies reflecting
current related research;
·
Utilizing interdisciplinary scholarship, demonstrating technological and critical literacy,
and effectively communicating with all stakeholders.
IPFW SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK:
A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following conceptual framework for our
program:
1.
Democracy and Community
Effective educators, such as teachers, counselors, and administrators need to be part of a
dynamic educational community as a model for the climate of community they hope to create.
To do this, these educators need an understanding of the moral, cultural, social, political, and
economic foundations of our society. Consequently, the SOE should foster a democratic, just,
inclusive learning community among its students, faculty, and staff, and with all other
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stakeholders in the educational enterprise.
2.
Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical
reflection in all endeavors. Within the context of a compassionate, caring community,
educators foster habits of mind necessary to engage learners, such as investigating, inquiring,
challenging, critiquing, questioning, and evaluating. Consequently, the SOE must integrate
critical habits of mind in all aspects of the teaching/learning process.
3.
Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the
multiple roles of the teacher, such as facilitator, guide, role model, scholar, and motivator.
Educators appreciate and are receptive to the diverse perspectives, modes of understanding,
and social circumstances that they and their students bring to the educational setting.
Consequently, the SOE needs to prepare educators to understand and use pedagogy
creatively and thereby ensure active learning, conceptual understanding, and meaningful
growth.
4.
Knowledge
Effective educators need to be well-grounded in the content which they expect to teach.
Educators need to understand how knowledge is constructed, how the processes of inquiry are
applied, how domains of knowledge are established, how disciplines can be integrated and
most effectively communicated to their students. Educators also need understanding of
themselves, of communities in which they intend to teach and of students. Consequently, the
SOE should immerse educators in nurturing learning communities that deepen knowledge,
and encourage on-going intellectual, emotional, and personal growth.
5.
Experience
Effective educators learn their craft through experiences in actual educational settings.
Through on-site campus activities and field-based experiences, students will observe and
emulate exemplary teaching and learning. These educators will practice, collaborate, and
interact with practitioners and their students. Consequently, the SOE must integrate field
and/or clinical experiences that reflect the diversity of educators, students, and schools into
all aspects of the curriculum, and help educators to assess and reflect on those experiences.
6.
Leadership
Effective educators are leaders. They have developed educational and social visions informed
by historical and cultural perspectives. They strive to set the highest goals for themselves and
inspire students to do likewise. Educators are enriched by the convergence of knowledge,
theory and practice as they optimistically face the educational challenges of the twenty-first
century. Consequently, the SOE must provide opportunities for educators to develop as
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leaders in their procession and in their communities.
* “Educator” is broadly defined as pre-service teachers, administrators, and counselors.