University of Massachusetts Boston
College of Education and Human Development
Department of Counseling and School Psychology
School Counseling Program
Student Handbook
2011-2012
TABLE OF CONTENTS
OVERVIEW…….……………………………………………………….…………4
College of Education and Human Development Mission Statement
School Counseling Mission Statement
Institutional Structure
University
College of Education and Human Development
Department of Counseling and School Psychology
Student Characteristics
ACADEMIC PROGRAM…………………………………………………………7
Standards-Based School Counseling
Academic and Professional Expectations
Academic Excellence
Ethical Behavior
Professional Behavior
Professional Competence and Performance Standards
On-Campus and Online Options
Curriculum
Course Descriptions
Capstone Requirements
Internship Portfolio and Scoring Rubrics
Professional Development Workshop
Portfolio Format
Portfolio Evaluation Process and Standards
Degree Requirements
Policy for Course Waivers
FIELD WORK EXPERIENCES …………………………………………………23
Pre-Practicum
Practicum
Definition
Purpose
Prerequisites
Placements
Restrictions
Supervisors Qualifications
Weekly University Seminar
Student Responsibilities
Practicum Site Responsibilities
Internship
Description
Objectives
Internship Site Selection
Out-of-State and Out-of-Country Internships
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Intern Responsibilities
Professional Conduct
University Faculty Responsibilities
Internship Site Responsibilities
Internship Supervisors Responsibilities
Supervisor Acknowledgements
RESOURCES……………………………………………………………….…...31
Administrators
Faculty
School Counseling Student Association
Facilities and Resources
Accommodations: Disability Services
APA Style
PROFESSIONAL ADVANCEMENT………………………………………….34
Professional Organizations
Licensure
National Certification
APPENDIX ………………………………………………………………………36
General Information
A. Program of Study Checklist
B. Consent to Record and Consult
C. Alumni Survey (will be distributed electronically)
D. Professional Links
Practicum Forms for Online Students
E. Practicum Agreement
F. Practicum Activity Log
G. Practicum Student Evaluation Form
H. Student Practicum Site Evaluation
Internship Forms for Online Students and On-Campus Students
I. Internship Application
J. Internship Agreement
K. Internship Statement of Understanding
L. Internship Activity Log
M. Internship Site Visit Documentation
N. Intern Self-Assessment
O. Intern Evaluation Form
P. Internship Checklist
Q. Capstone Scoring Summary
R. Student Internship Site Evaluation
S. UMB Supervisor Internship Site Evaluation
T. Tuition Voucher Application
U. Exit Survey
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OVERVIEW
College of Education and Human Development Mission Statement
The College of Education and Human Development (CEHD )
generates knowledge, fosters engaged learning, promotes social justice,
and empowers students, educators, other professionals, and community
members through teaching, research, evaluation, and public service.
The urban setting of the University of Massachusetts Boston informs -and is informed by -- CEHD efforts to fulfill the academic and civic
purposes of education in a diverse democracy.
This mission statement and associated core values serve as a philosophical and operational guide
for all activities of the College of Education and Human Development. Core values include:
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Academic excellence applies theory and evidence-based practice to produce effective and
sustainable learning and development outcomes;
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Social justice and inclusion involves equality of access and success for all students,
especially those who historically have had limited educational opportunity because of
education level, national origin, socio-economic status, gender, age, sexual orientation,
disability, or ethnic, linguistic, or cultural background;
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Community engagement integrates academic knowledge with community-based
knowledge to address public and policy issues, improve quality of life, and support a just
and inclusive democracy.
The mission of the College of Education and Human Development is accomplished in
collaboration with students, professionals, and other stakeholders through:
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offering learning environments that prepare students, educators, and other
professionals to assume leadership roles in the design, development, and
implementation of teaching and learning experiences that are consistent with our
values;
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conducting research directed at improving educational policy and practice in
school, higher education, and community settings to improve the quality of life
for all individuals;
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disseminating materials and information to increase knowledge, improve
practice, and facilitate the learning and development of all individuals in school,
higher education, and community settings;
•
offering technical assistance to enhance learning and skill development in
community settings including schools, colleges and universities, and communitybased organizations and programs at local, state, national and international levels.
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School Counseling Mission Statement
The School Counseling Program at the University of Massachusetts at Boston is designed to
prepare professionals whose primary interests involve children, adolescents, families, and the
educational process. The fundamental principles of the program emphasize respect for the dignity
and worth of all people and an appreciation of human diversity. The School Counseling Program
is fully committed to train school counselors who are sensitive to multicultural differences,
individual diversity, and the demands of living within an urban environment. The primary goal of
the program is to provide comprehensive professional training to our school counseling graduate
students so that they may, in turn can provide quality personal, social, career, and academic
counseling services in schools. Since the program views the tasks of school counselor as
educational, developmental, and preventive in nature, the emphasis of the curriculum is to ensure
that all our graduate students are able to maximize their growth and to develop and expand their
unique qualities.
The program offers courses that integrate students’ personal experiences and their knowledge
about child and adolescent development, social contexts, and cultures. An important mission of
the school counseling program is to develop attitudes essential for professional problem-solving
and life-long learning. Students are prepared to become practitioners who are able to provide
psychological and educational services to students and their families as part of a school-based
multi-disciplinary team. The interdisciplinary nature of the program fosters collaboration with
other professionals and the integration of multiple perspectives. The goals of the program are
competency-based and students are trained to use a problem-solving, consultative model so they
can be effective in multiple roles required for working with children, adolescents, teachers,
classrooms, schools, families, and communities.
The School Counseling Program and four other programs (family therapy, mental health
counseling, rehabilitation counseling, and school psychology) are grouped together in the
Department of Counseling and School Psychology, which is one of the three departments in the
College of Education and Human Development at the University of Massachusetts Boston. The
goals of the School Counseling Program are consistent with the university and college mission to
serve the needs of urban communities. This urban focus of the university, college, and program
provides a unique opportunity for students to understand the significance of working with diverse
individuals, families, and communities.
Institutional Structure
University
The University of Massachusetts Boston is one of the five campuses that make the University of
Massachusetts system. It was founded in 1964 to make public higher education available to the
people of the Boston metropolitan area. The University has remained committed to serving the
urban community by making excellent university education truly accessible and by being
responsive to the specific needs of that community. The University currently serves over 12,000
undergraduates and graduate students, distributed among the College of Education and Human
Development, the College of Liberal Arts, the College of Science and Mathematics, the College
of Nursing, the College of Public and Community Service, the College of Management, and the
McCormack Graduate School of Policy Studies.
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College of Education and Human Development
The College of Education and Human Development (CEHD) consists of three academic
departments: Leadership in Education, Curriculum and Instruction, and Counseling and School
Psychology. Associated with the CEHD are five centers and/or institutes, the Center for
Community Inclusion, Massachusetts Field Center for Teaching and Learning, New England
Resource Center for Higher Education, the Adult Literacy Center and the Institute for Teaching
and Learning. Each of these centers and/or institutes is connected to an academic department
within the CEHD and serves as a site for applied research and training on school related issues.
The CEHD is currently a candidate for accreditation through the Teacher Education Accreditation
Council (TEAC).
Department of Counseling and School Psychology
The Department of Counseling and School Psychology prepares individuals to enter professional
roles as school counselors, school psychologists, mental health counselors, family therapists, and
rehabilitation counselors. The Department, as part of the CEHD, shares its mission and goals,
which include preparing graduates to be thoughtful and responsive professionals, particularly in
meeting the needs of those seeking services who live in urban and diverse communities. All the
programs are committed to the preparation of highly qualified professionals who will seek to
promote maximum growth and development of individuals (children, adolescents, and adults)
with whom they work. This is accomplished through a carefully planned curriculum, which
includes interdisciplinary and multidisciplinary approaches, theory linked to practice, a
practitioner-scientist approach, self awareness and self-exploration activities, opportunities to
learn and demonstrate respect for others, and socialization into the role of the profession. It values
respect for the social foundations and cultural diversity of others and promotes opportunities for
students to learn how others construct their world.
Included in the curriculum of each program are field-based practicum and internship experiences,
which are critical for the students' professional development. Professionals who meet specific
licensure and certification qualifications provide on-site supervision. The number of hours
required in practicum and internship vary with each program in order to be in compliance with
licensure and certification mandates. Each program is fully committed to have students establish a
professional identity by meeting state and national certification and licensure requirements.
There are on-campus and online school counseling program options. For the on-campus program,
classes meet once a week and are offered in the late afternoon and evening in order to
accommodate students with full-time jobs. Full-time students can complete the program in two
years with summer coursework. Part-time students can progress through the program at their own
pace and have six years to complete the program. For the online school counseling program,
students remain with their entering cohort and full time study is required. In both on-campus and
online programs, full-time and part-time faculty are career professionals strongly committed to
sharing their knowledge and skills with students entering counseling fields.
Student Characteristics
The School Counseling Program consists of approximately 90 students with about 30 students
admitted each fall into the M.Ed. and the C.A.G.S. programs. Admission is competitive.
Approximately eighty percent of the students in School Counseling are female. In any given
semester about 14-18 percent of the students are ethnic minority group members. With an
increase in the minority student school population, particularly in many urban regions of the
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northeast, a concerted effort is made to attract and recruit a diverse student body. Many students
are professionals in related fields of education or mental health services when they enter the
school counseling program. As service providers, they bring broad range of backgrounds,
experiences, and professionalism that enriches classroom discussions and activities.
ACADEMIC PROGRAM
Standards-Based School Counseling
School counselors are human behavior and relationship specialists who address the
personal/social, career, and academic needs of students. A school counselor’s work is
organized around five helping strategies: curriculum, counseling, consultation,
coordination, and collaboration. School counselors are members of the education team
whose goal is to help all students succeed in school and to eliminate achievement and
opportunity gaps. School counselors serve as advocates, educational leaders, team members,
advisors, and consultants to maximize opportunities for every student to succeed academically.
The school counseling program at the University of Massachusetts Boston is aligned with
the American School Counselor Association National Model, the Council for
Accreditation of Counseling and Related Educational Programs, and the Massachusetts
Model for Comprehensive School Counseling Programs. The Massachusetts Model is
intended to guide school counselors in the development of measurably effective school
counseling programs. When school counseling programs are seen as central to the school
mission, with responsibilities and standards for school counseling delivery and evaluation
well- defined, the Model will benefit students and educational stakeholders. The goals
are:
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Programs that work to remove barriers to student success, thus closing the
achievement gap
Increased equity in access to school counseling services and interventions leading
to increased enrollment and completion of rigorous coursework
Support and training for teachers in school counseling principles and strategies to
address learning and behavior problems in the classroom
Programs and services that develop essential attitudes, knowledge, and skills for
student success and post-secondary transition
Informed career planning and decision-making for all students
Organized program coordination with staff, parents/caregivers and community
resources
Data analysis of school counseling outcomes and variables for school
improvement planning
Partnerships with business and industry to design programs that ensure students’
workplace readiness
Well defined roles and responsibilities for school counseling program outcomes
distinct from other student support services
Established learning standards and responsibilities that guide the preparation and
professional development of counselors
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Academic and Professional Expectations
For successful completion of the School Counseling Program, students must demonstrate
proficiency in five domains: academic excellence, academic honesty, ethical behavior,
professional conduct, and professional competence.
Academic Excellence
The School Counseling Program complies with the grading practices and regulations
specified in the UMass Boston Graduate Studies Bulletin. Students must maintain a
grade-point average of "B" (3.0) or better to continue in the program, to enroll in
internship, and to graduate from the program. They must also receive for their
performance in their internship a grade of B or better for two consecutive semesters.
Students who have completed graduate work at other accredited institutions may transfer
up to, but not more, the equivalent of 6 credits (two courses) in which the student has
earned a grade of B or higher.
These two courses may be applied to the completion of a graduate degree at UMass
Boston only if the following conditions are met:
 The courses have not been used to fulfill requirements for another degree,
 The applicant received a grade of B or higher in the courses,
 The credits were earned no more than seven years before the student's
matriculation at UMass Boston.
Note: Transfer credit is subject to the final approval of the director of the School
Counseling Program Director and the Office of Graduate Admissions and Records.
Academic Honesty
In order to promote responsible behavior for all students and to assure a physically, emotionally,
and intellectually safe university community, the School Counseling program will operate on the
assumption that every class member is thoroughly familiar with the UMass Boston Code of
Student Conduct. This code addresses issues that may threaten the safety and order of the
university environment and provides procedures and remedies for addressing these issues.
Specific issues addressed include, but are not limited to, sexual misconduct; endangerment;
harassment; hazing; possession/use of weapons, alcohol, and illegal drugs; damage or destruction
of property; malicious mischief; computer miscues; and falsification/fraud. Students who are
aware of and/or feel they are victims of any activity in violation of the Student Conduct Code
should report the activity to the University Police or the appropriate campus administrator. The
conduct code is available in its entirety on the University website at web address
http://www.umb.edu/student_affairs/programs/judicial/CSC.pdf .
Ethical Behavior
Throughout their training at UMass Boston, students are expected to comply with all
legal and professional codes of ethics, which includes state and national standards, and
the codes of the American School Counselor Association (ASCA) and the American
Counselor Association (ACA). In addition, students are expected to comply with the
standards of academic propriety described in the University of Massachusetts Boston
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Graduate Studies Bulletin (see section entitled "Student Rights and Responsibilities").
Failure to do so may result in referring the student to the Department, College, and/or
University Ethics Committee(s), and ultimately in a grade of F and dismissal from the
program.
Professional Conduct
School counseling students are also expected to demonstrate professional conduct
throughout their training at UMass Boston. If a student is observed to have significant
difficulty in any area, individual faculty advisors or internship supervisors will meet with
the student and attempt to help her/him address the problematic issue. If the student
continues to have difficulty across a number of settings, the School Counseling Program
Director will be notified. Together, the student the program director will develop a plan
of remediation.
The following skills are essential to being effective professional and competent school
counselors. Extreme deficiencies in these areas may result in dismissal from the
program:
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Overall emotional maturity: responsibility, appropriate interpersonal boundaries,
and emotional stability
Acceptance of constructive criticism
Work habits: consistency, perseverance, industry, and initiative
Appropriate professional conduct: professional appearance, demeanor, and
speech; collegiality; attendance, and punctuality
Ethical conduct in accordance with professional ethical standards and codes
Constructive interactions with children and adolescents, their families, and work
colleagues
Active listening and empathic understanding with all clients
Facilitation skills: adaptability, flexibility, rapport, and respect
Verbal and writing fluency
Acceptance of diversity and respect for individual and group differences
Professional Competence and Performance Standards
The School Counseling Program is aligned with the American School Counselor
Association National Model and the Massachusetts Model for Comprehensive School
Counseling Programs. Students are expected to work toward achieving the following
school counselor performance standards for Massachusetts licensed school counselors:
Standard 1: Plan, organize and deliver the school counseling curriculum to:
 address the developmental needs of students while supporting the school mission
 support learning and close the student achievement gap
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foster a safe and supportive school climate by demonstrating and promoting
positive interpersonal relationship with students, staff, parents/guardians, and
community partners
Standard 2: Implement individual planning interventions in collaboration with
partners (e.g., teachers, parents, mentors) to:
 develop students’ planning and decision-making skills
 develop educational/career plans for students, individually and in groups
 promote accurate and appropriate interpretation of assessment data and relevant
information
Standard 3: Provide responsive services in consultation with administrators,
teachers and student support services and through referrals to external
organizations/agencies to:
 address students’ identified needs and concerns individually and/or in small-group
counseling
 involve parents/guardians, teachers, administrators and support services staff as
needed
 use school and community agencies and organizations for providing long-term
responsive and support services
Standard 4: Monitor student progress on a regular basis to:
 ensure equity in access and delivery
 modify or develop curriculum and interventions as needed
 track students’ progress with their education/career planning
Standard 5: Manage and use time effectively in order to:
 ensure adherence to a master calendar for program implementation
 distribute and post a calendar of events and services for timely access by students,
parents/guardians, administrators, and teachers
Standard 6: Collect and analyze school counseling data to:
 establish goals and activities that work to close the student achievement gap
 ensure that students are taking appropriate yet rigorous courses
 guide counseling program direction and emphases
 maximize use of counselors’ time
 measure results and disseminate outcome information
 plan for and improve program evaluation
Standard 7: Encourage and provide system support to:
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ensure that the school counseling program is meeting the needs of students and
the school community
support student achievement through collaboration with educational and
community-based programs
obtain input from school administrators and staff in developing the counseling
management system
gain assistance and cooperation in carrying out program evaluations
Standard 8: Communicate regularly with the school council and other school
advisory committees to:
 learn of the needs and concerns of constituent groups
 gain support for school counseling goals while learning how counselors may
support others’
 inform the council and other advisory committees of program features and
services
 review the school improvement plan and provide input
Standard 9: Conduct a yearly program audit to:
 determine the degree to which the school counseling program is being
implemented
 inform appropriate stakeholders of program results
 inform counseling staff of the need for modifications in the program and/or
calendar
Standard 10: Act as a student advocate, leader, collaborator and systems change
agent to:
 ensure support for all students achieving at the highest levels
 ensure equity in the delivery and access of the program
 advance the school’s and counseling department’s mission and goals
The entire text of the Massachusetts Model for Comprehensive School Counseling
Programs can be found at: http://www.masca.org
A thoughtful and responsive approach to professional school counseling is emphasized
through the following training standards set by the Council for Accreditation of
Counseling and Related Educational Programs (CACREP). Students will learn:
I. Foundations of school counseling, including:
A. history, philosophy, and current issues in school counseling and
educational systems;
B. national and state professional organizations concerned with school
counseling;
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C. relationship of the counseling program to the academic curriculum
and other student services in schools;
D. role, function, and professional identity of the counselor in relation to
the roles of other professional and support personnel in the school;
E. theories and strategies of leadership designed to enhance the learning
environments of schools;
F. knowledge of the school setting, environment, and curriculum;
G. current issues, policies, laws, and legislation relevant to school
counseling;
H. implications of socio-cultural, demographic, and lifestyle diversity
relevant to school counseling.
II. Contextual dimensions of school counseling, including:
A. referral processes for obtaining specialized help within the school and
community;
B. advocacy for all students and for effective school counseling
programs;
C. integration of the school counseling program into the general school
curriculum;
D. promotion of counseling and guidance activities to enhance a positive
school climate;
E. methods of planning and presenting guidance-related educational
programs to administrators, teachers, parents, and the community;
F. methods of developing, implementing, monitoring, and evaluating
comprehensive developmental counseling programs.
III. Knowledge-base and skills for the practice of school counseling, including:
A. Program development, implementation, and evaluation:
1. use, management, analysis, and presentation of data from
school-based information (e.g., standardized tests, grades),
surveys, interviews, and needs assessments to improve
student outcomes;
2. design, implementation, monitoring, and evaluation of
comprehensive developmental school counseling program;
3. implementation and evaluation of specific strategies that
meet program goals and objectives;
B. Counseling and guidance:
1. knowledge and skills in conducting programs that are
designed to enhance students’ social, emotional, career, and
other developmental needs;
C. Consultation:
1. methods of enhancing team work within the school
community;
2. theoretical and functional models of consultation.
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The school counseling program also specifically addresses Massachusetts School
Counselor licensure requirements by assuring that students:
1. are familiar with the Curriculum Frameworks and their use in advising;
2. can interpret the Massachusetts Comprehensive Assessment System (MCAS)
and other academic tests to students, teachers, and parents;
3. understands the Massachusetts Model for School Counseling Programs
On-Campus and Online School Counseling Program Options
Both on-campus and online school counseling programs are offered at UMass Boston
with the same course requirements. Students may attend the on-campus program on a full
(2 years with summer study) or on a part time basis within 6 years. Based on enrollments
and scheduling, on-campus students may sometimes need to take required courses online.
The online option operates on a cohort model requiring full time study over a 2-year
period. Two introductory professional preparation courses are taught during the first
summer following admission at the UMass Dartmouth. Students in the online school
counseling program must be present for the intensive 2-week session. The remaining
courses are delivered in a web-based online format following the University’s academic
calendar.
The on-campus and online programs have separate application and admissions
procedures. To be considered for the online program, applicants must reside at a
minimum distance of 50 miles from the Boston campus.
Curriculum
COUNSL 601 Research and Evaluation in Psychology
COUREH 602 Medical, Psychological, and Educational Aspects of Disabilities
COUNSL 605 Principles of Vocational, Educational, and Psychological Assessment
COUNSL 606 Ethical Standards and Professional Issues in Counseling
COUNSL 608 Abnormal Psychology
COUNSL 613 Vocational Development and Career Information
COUNSL 614 Counseling Theory and Practice I
COUNSL 617
Counseling Children and Adolescents
COUNSL 620 Clinical Application of Human Development
COUFAM622 Structure and Process of Family Systems
COUSCH 630 Orientation to Professional School Counseling
COUSCH 632 Collaborative Consultation in Schools
COUNSL 635 Behavioral Counseling
COUNSL 650 Group Counseling for Children and Adolescents
COUNSL 653 Perspectives in Cross Cultural Counseling
COUSCH 688 Practicum (one semester)
COUSCH 698 Internship and seminar (two semesters)
Total: 60 Credits
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Course Descriptions
The courses required for completion of the school counseling curriculum are described
below.
COUNSL 601 Research and Evaluation in Psychology I
The purpose of this course is to provide the student with knowledge of fundamental
rationales and methodologies of various research and evaluation strategies. The purpose
in learning about various research methodologies is to provide the student with the skills
necessary to effectively evaluate the efficacy of particular research methods in the fields
of family therapy, mental health, rehabilitation, school counseling, and school
psychology. Students will be taught strategies to effectively evaluate specific components
of research articles such as the introduction, hypotheses, the literature review, the
methods section, the results section, and the discussion section. Additionally, students
will be exposed to program evaluation strategies and qualitative research methods. 3
Lecture Hours, 3 Credits.
COUREH 602 Medical, Psychological, and Educational Aspects of Disabilities
This course is designed to offer students with little or no exposure to advanced life
sciences the opportunity to examine the physiological and anatomical basis for many
chronic diseases they will encounter in a rehabilitation counseling setting. Students
examine the etiology, progress, and potential resolution of a wide range of disorders, as
well as the potential implications consequent of these disabilities. 3 Lecture Hours, 3
Credits.
COUNSL 605 Principles of Vocational, Educational, and Psychological Assessment
The course provides a survey of standardized test used in assessing aptitudes, interests,
and personality traits. The course covers technical and methodological principles and
social, ethical, and legal implications of psychological testing and assessment. 3 Lecture
Hours, 3 Credits.
COUNSL 606 Ethical Standards and Professional Issues in Counseling
The purpose of this course is to create awareness among counselors and other educational
professionals of the ethical issues and ethical decision-making processes in the
counseling relationship(s). Development of skills to be a thoughtful and responsive
practitioner will be accomplished through methods of learning and centering around
commitments for upholding ethical behaviors and dedicating oneself to serve others;
understandings of pedagogical knowledge particularly related to ethical theories and
ethical codes; and practices which demonstrate collaborating effectively with others and
promoting social justice. The course will include discussions of both Western and Eastern
perspectives of ethical theories. Students will be required to use the research literature to
incorporate current knowledge into practice. Specific knowledge and skills addressed
include foundations for an ethical perspective; models for ethical decision making;
ethical codes of counselor responsibilities; ethical concerns in multicultural counseling
and with special client populations; ethical issues in the use of technology, and ethical
issues in specific modalities (e.g. group, marriage and family counseling, consultation,
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etc). Additionally, students will be exposed to ethical theories and ethical decisionmaking, which addresses inequities in life circumstances. 3 Lecture Hours, 3 Credits.
COUNSL 608 Abnormal Psychology
This course is designed to provide students with information relevant to the diagnosis,
etiology, and treatment of mental illness. Students are asked to identify your own
ideological, personal, and theoretical assumptions as they relate to the field of abnormal
psychology. Because this is a very ambitious project, the course focuses on three main
questions: 1) What kind of assumptions, values, and beliefs ground our biopsychiatric
discourse (i.e., the medical model of mental illness)? 2) How can the DSM be utilized as
a tool rather than as an end in itself? 3) How might a constructive critique of positivism
inform psychology as both a theory and practice? In other words, what kind of conceptual
framework will help us develop structural as well as individually oriented change
strategies? What kind of theoretical tools will help us appreciate the fact that resilience,
coping, and competence are always present--no matter how severe the emotional distress?
This course includes readings and discussions that encourage both critical and reflective
thinking and commitments to upholding ethical behavior. Thus, together the course
identifies the epistemological assumptions that ground traditional theories of
psychopathology and diagnostic systems such as the DSM-IV-TR. Specific knowledge
and skills that are addressed in this course include assessment of ‘mental disorders’ (as
defined by the DSM), developing the skills necessary to become a critical psychologist
(i.e., one who is dedicated to social justice issues), and ethical issues in the use of
distance technology for the treatment of emotional distress.
3 Lecture Hours, 3 Credits.
COUNSL 613 Vocational Development and Career Information
The vocational development component of the course concentrates on the theories of
Roe, Holland, Ginzberg, Super, and Tiedeman. The career information component, a
major emphasis, directs the student to locate and use sources of educational-vocational
information. These sources will include but not be limited to the Dictionary of
Occupational Titles, the Occupational Outlook Handbook, the Guide to Occupational
Exploration, information on local labor markets and on military careers, occupationeducation information, college and vocational school guides and catalogues. 3 Lecture
Hours, 3 Credits.
COUNSL 614 Counseling Theory and Practice I
This is a beginning course of counseling theory and practice, and is intended to provide
students with basic counseling skills that help them build a foundation for future courses
in counseling and school psychology. The course consists of lectures, discussions,
exercises, role-playing, and students’ demonstrations of audio/video tapes of practice
counseling sessions. Students will learn influences of culture and values on counselors,
clients, and the counseling process. In addition, the impact of technology (e.g., the
Internet) on counseling knowledge and skills will be discussed. 3 Lecture Hours, 3
Credits.
COUNSL 617 Counseling Children and Adolescents
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This course focuses on facilitating the unique development and emotional growth of
children through the counseling process. The course is designed to enhance students'
theoretical and practical understanding of the major schools of child psychotherapy.
Emphasis is given to a multidimensional view of intervention, with attention to
developmental, cognitive, behavioral, educational, multicultural and environmental
issues. Through lectures, videotapes, and structures exercises, students learn a distinct
group of interventions, including play and communication skills, as integral components
of the therapeutic process. 3 Lecture Hours, 3 Credits.
COUNSL 620 Human Development and Family Life Cycle: Clinical Applications
This course provides students with a comprehensive view of life span development from
childhood through adulthood from several perspectives: 1) the interaction of age with
factors as gender, cultural background, disabilities, and other significant issues which
may be encountered at particular stages of life; 2) how individuals at specific stages of
cognitive development process information and experience, 3) a structural approach to
ego development; and 4) a psychoanalytic concept of self psychology. 3 Lecture Hours,
3 Credits.
COUFAM 622 Family Therapy Theories
The primary focus of this graduate level course is on the theory of therapeutic
interventions from a systems perspective. General concepts of systems theory provide a
didactic framework for major family theories and a cognitive basis for students to
develop techniques and methods for family therapy interventions. The systems theory
focus is balanced with contemporary developments that highlight the ways in which
culture, race, social class, and gender frame our personal and family identities.
Experiential exercises as well as videotapes are used to clarify theoretical issues and to
review the ways therapists think about families in therapeutic contexts.
Prerequisite: COU 614 or COU 621. 3 Lecture Hours, 3 Credits.
COUSCH 630 Orientation to Professional School Counseling
The basic philosophy, scope, and techniques of guidance counseling in schools are
reviewed and analyzed. Discussion covers practical issues relevant to school counseling:
the school as an institution; relations among counselor, administrators, teachers, and
parents; developmental education; sex education; counseling standards and legislation;
roles of the school counselor; professional development. There is a 15 hours prepracticum service-learning component. 3 Lecture Hours, 3 Credits.
COUSCH 632 Collaborative Consultation in Schools
This course provides a theoretical foundation and practical skills in consultation designed
to prepare students to apply their professional preparation in education and psychology to
solve problems in school settings. Consultation is viewed as a process of collaboration,
intervention, and evaluation. An eco-behavioral model of consultation is emphasized.
Case studies are used to develop analytical and problem-solving skills. Issues involved in
serving diverse student populations are examined. The course is intended to foster an
identity as a caring, dedicated, principled, and respectful consultant committed to social
justice. 3 Lecture Hours, 3 Credits.
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COUNSL 635 Behavioral Counseling
This course provides a rigorous examination of social learning theory as a basis for
practice of therapeutic behavioral counseling. Through lectures, readings,
demonstrations, and discussions, students become familiar with fundamental techniques
of behavioral counseling, including operant, classical, modeling, and cognitive methods.
Prerequisites: COU 614, 617. 3 Lecture Hours, 3 Credits.
COUNSL 650 Group Counseling for Children and Adolescents
This course studies group counseling and group process with children, adolescents, and
their families. Participants acquire knowledge and skills through critical and reflective
readings, lecture, discussion, role-plays, interviews, and films. Emphasis is given to
theoretical and experiential perspectives, as well as multicultural counseling competence,
to enhance participants’ growth and training as thoughtful and responsive practitioners in
diverse urban settings. Discussions address such themes as group dynamics, group
composition and management, stages of group empowerment, and leadership styles. 3
Lecture Hours, 3 Credits.
COUNSL 653 Cross-Cultural Counseling
This course examines the interplay between the cultural contexts of race, ethnicity, class and
the psychological experience of the participants (counselor and client) in the counseling
process. Relevant theoretical and socio-historical perspectives will be reviewed in order to
understand how culturally determined variables such as, values, expectations, immigration
experience influence, (1) individual and family identity, roles, and psychological
development and, (2) the therapeutic encounter. Societal processes of stereotyping,
discrimination, prejudice, racism, and marginalization will be integrated into course content.
Each student will have an opportunity to explore the contribution his or her socio-cultural
history has in the counseling process. Several prevalent racial-ethnic groups in the Greater
Boston area will be focused upon in order to enhance students' multicultural awareness.
Learning methods will include lectures, classroom discussion, experiential exercises, roleplay and in vivo experiences. 3 Lecture Hours, 3 Credits.
COUSCH 688(S): School Counseling Practicum
The purpose of the practicum is to expose the student to her/his particular field in
counseling through actual placement in a facility where appropriate supervision is
provided. Class discussions include a review of on-site observations and experiences and
discussions of current issues in the field. Prerequisites: COU 614, COU 630, COU 650
should be taken prior to or concurrent with practicum. Field Placement--100 Hours;
Lecture Hours, 3 Credits.
COUSCH 698 School Counseling Internship
Students are placed as apprentice counselors in elementary, middle or high schools under
the supervision of a certified school guidance counselor. Students learn the role and
responsibilities of school guidance counselors by participating in activities focused on
counseling, consulting, coordinating and collaborating with students, families and school
staff to support academic achievement, career development and other social areas. In
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addition to their field work, students meet for three (3) hours weekly on campus for a
seminar to discuss issues relevant to their field experiences. Prerequisites: MTEL pass,
GPA > 3.0, Advance standing, Program Director approval. Field Placement--600 Hours;
Lecture Hours, 3 Credits.
Capstone Requirements
Internship Portfolio
The capstone will provide opportunities to experience professional school counselor roles
and responsibilities in terms of school leadership, advocacy, and accountability. The
internship portfolio includes three projects. For each of the three capstone projects, you
will demonstrate how the personal, social, career, and/or academic development of K—
12 students is impacted by your work. The question to be answered is: How are K—12
students different because of your school counseling program?
PART I: Accountable School Counseling Practice
Required Text
MARC jr materials located at: www.masca.org
For Part I of your portfolio, you will develop a MARC jr or a MEASURE as a strategy
for designing and implementing accountability as the cornerstone of a school counseling
program. The required text will lead you through the capstone requirements. A MARC jr
or a MEASURE is an approach that will help you connect your work to the mission of
your school and demonstrate that students benefit from your work. Creating a MARC jr
or a MEASURE will allow you to:

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




follow a step-by-step process to link your work as a school counselor with the
expectations for school improvement and accountability;
implement a data-based school counseling program and engage in data-driven
problem-solving;
conduct action research;
connect the school counseling program to the instructional program and student
achievement;
promote school counselor leadership, advocacy, collaboration, use of data and
technology;
assist administrators, teachers, and others understand how the work of school
counselors contributes to school improvement and systemic change;
align your work with the ASCA National Model and the Massachusetts Model.
MARC JR OR MEASURE PROJECT SCORING RUBRICS
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Distinguished
Proficient
Needs Improvement
All required materials included
with supporting documentation
All required materials included
Materials are incomplete
Exceptional appearance and
organization
Professional appearance and
organization
Poor organization and
appearance
Clear link of project to school’s
mission
Description of school’s mission
No mention of school’s mission
Social justice clearly addressed
(achievement/opportunity gaps)
Mention of social injustices
No reference to social justice issues
Multi-source, multi-method needs
assessment
Adequate needs assessment
Absent or inadequate needs
assessment
Well-developed, consistent plan
of action
Coherent plan of action
Absent or inconsistent plan
Goals individualized and firmly
linked to assessment data
Goals individualized and
generally linked to assessment data
Vague goals not linked to assessment
data
Roles for all stakeholders
Identified
Stakeholders or roles identified
Vague or no mention of stakeholders
or rol es
Strategies based on sound
theory and data
Strategies based on
theory or data
Strategies not based on theory or
data
Clear demonstration of datadriven decision-making
General description of data
and its use
Vague description of problemsolving and consultative
Progress monitored
systematically
Progress monitored
No plan to monitor progress
Outcomes evaluated
systematically
Outcomes evaluated
No outcome evaluation
Specific follow-up
plan included
General plan for follow-up
included
No plan for follow up
PART II: Solution-Focused Counseling Case Study
Recommended Texts:
Metcalf, L. (1995). Counseling toward solutions. San Francisco, CA: Jossey-Bass.
Parsons, R.D. (2010). Thinking and acting like a solution-focused school counselor.
Alexandria, VA: American School Counselor Association.
Sklare, G.B. (2005). Brief counseling that works. Thousand Oaks, CA: Corwin Press.
Spiegler, M.D., & Guevremont, D.C. (2003). Contemporary Behavior Therapy (4th ed.).
Belmont, CA: Wadsworth.
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Solution-focused counseling is a positive strategy to address the needs of students. It is a
competency-based approach that addresses solutions rather than problems. For Part II of
your portfolio, you will prepare a report of your work with an individual student or with a
group using this solution-focused strategy. Your report should include:







reason for referral
background information
description of your solution-focused counseling plan
transcripts and progress notes
outcome assessments
any other information you feel demonstrates your skills in this domain
reflection on the experience
COUNSELING CASE STUDY SCORING RUBRICS
Distinguished
Proficient
Needs Improvement
Relevant background information
Adequate background information
Incomplete or irrelevant background
information
Well-developed, consistent case
formulation
Coherent case formulation
Absent or inconsistent case
formulation
Culturally sensitive approach
General awareness of cultural issues
Cultural issues not addressed
Goals individualized and firmly
linked to assessment data
Goals individualized and
generally linked to assessment data
Vague goals not linked to assessment
data
Practical strategies based on
solution-focused brief counseling
Strategies primarily based on
solution-focused brief counseling
Strategies not based on
solution-focused brief counseling
Progress monitored
systematically
Progress monitored
No plan to monitor progress
Outcomes evaluated
systematically
Outcomes evaluated
No outcome evaluation
Specific follow-up
plan included
General plan for follow-up
included
No plan for follow up
Thoughtful reflection
on student outcomes
and self-assessment
Reflection on experience
Superficial description of
experience
PART III: Parent and/or Teacher Workshop or Professional Presentation
Each intern will conduct a one hour workshop for parents or school staff at their internship
site or a professional presentation at the Spring MASCA Conference. The workshop or
presentation is to be of the quality expected at professional conferences and is to be the
product of the student’s literature search, research, personal experiences in the internship
placement and personal communication with practicing school counselors. The internship
seminar instructor must approve the topic. The proposal should include a brief discussion of
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the topic and its relevance to the practice of school counseling. The workshop or
presentation must include at PowerPoint presentation, handout, and evaluation.
The workshop or presentation will be judged on the quality of the presentation, the
relevance of the information, the engagement of the audience (peers), and the quality of the
handout and evaluation.
WORKSHOP/PRESENTATION SCORING RUBRICS
Distinguished
Proficient
Needs Improvement
Well-defined issue
Clearly stated issue
Issue unidentified or unclear
Relevant background information
Information
Adequate background information
Incomplete or irrelevant background
Social justice clearly addressed
(achievement/opportunity gaps)
Mention of social injustices
No reference to social justice issues
Clear connection to ASCA
and Massachusetts
models
Reference to either ASCA or
Massachusetts model
No reference to national or state
models
Multi-source, multi-method needs
assessment
Adequate needs assessment
Absent or inadequate needs
assessment
Workshop objectives specifically
related to needs assessment
Workshop objectives generally
related to needs assessment
Workshop objectives unclear or
unrelated to needs assessment
Workshop content clearly linked
to objectives
Workshop content plan generally
linked to objectives
Workshop content unrelated to
objectives
Uses a variety of instructional
strategies
Uses at least two instructional
strategies
Uses a single instructional
strategy
Program outcomes evaluated
systematically
Program outcomes evaluated
Poor or no program outcomes
evaluation
Specific follow-up
General plan for follow-up
plan included
No plan for follow up
included
Portfolio Format
You may store documents in an electronic or paper format. If you choose an electronic
format, material must be stored on a CD-ROM that is compatible with Microsoft Office.
If you choose a paper format, you will submit two copies of your portfolio. The original
will be returned to you and the copy kept on file. The portfolio will be read by your
University Supervisor and reviewed by the school counseling program director. State or
national accreditation team personnel also may review the portfolio. You may share your
personal copy of your portfolio with potential future employers during interviews.
Because access to your portfolio is relatively open, it is not the appropriate to include
confidential information. Portfolios should be typewritten, double spaced and use APA
style. Since portfolios must be read prior to grade submission, it is essential that you
adhere to submission deadlines. Late submissions will receive lowered grades. You will
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present one of your capstone projects in seminar during the final weeks of Spring
semester.
Portfolio Evaluation Process and Standards
Students will be required to submit their projects to the seminar instructor for continuous
review throughout the internship year. Projects will be returned to students with suggestions
for further development and documentation until the project is judged to demonstrate
competency in the area indicated. At this point, the student will receive written notice of
acceptance of that section of the portfolio.
By April 1, the second semester of the internship, the portfolio must be submitted and the
workshop presentation must be given. This documentation will be judged as either
acceptable or requiring revisions. In the event that revisions are required, the revised
document will be submitted no later than April 15 in order for a student to meet graduation
requirements. Both the seminar instructor and program director must accept the document
to constitute final approval.
Degree Requirements
In order to be eligible to graduate and receive a M.Ed. (Master’s degree in Education),
school counseling program students are required to earn cumulative grade point average
of 3.00 or better for the core curriculum. They must also complete all the specific
requirements of the School Counseling Program, which total 60 credit hours. Students
enrolled in the school counseling program internship must receive a grade of B or better
in their internship course, which included two consecutive semesters of on-site placement
in a school and an internship seminar each semester. Students must also receive a
passing grade for their Capstone project.
In order to be considered as a candidate for a Certificate of Advanced Graduate Studies
(C.A.G.S.) from UMass Boston a student must already possess a Master's Degree in
counseling or its equivalent. To graduate with a C.A.G.S., students must earn at least 30
academic credits. However, to be eligible for the Massachusetts Department of
Elementary and Secondary Education licensure in school counseling, students must meet
all the course requirements of the 60 credit School Counseling Program, pass the
Capstone experience, and pass the Massachusetts Test for Education Licensure (MTEL).
Depending on the content of the Master’s Degree, the C.A.G.S. program may require
more than 30 credits.
Policy for Course Waivers
In order to be considered for course waivers in the School Counseling Program, students
must demonstrate they have successfully completed course work equivalent to the core
courses offered in the program. If a student (1) can demonstrate equivalent graduate
course work in the last seven years from an accredited institution, and (2) has received a
22
minimum grade of B or higher in those courses, the student, upon admission to the
Program, may submit a request for waiver of those courses to the Graduate Program
Director. Graduate course credit is not granted for work experience. Applicants who have
completed graduate course work at other accredited institutions or who have completed
graduate course work at UMass Boston as non-degree students may transfer toward the
completion of a UMass Boston graduate degree up to 6 credits from such courses.
Admitted students may transfer an additional 6 credits of graduate work that meet the
aforementioned criteria taken the summer prior to matriculation. All transfer credit is
subject to the final approval of the graduate program director and the Dean of Graduate
Studies.
FIELD WORK EXPERIENCES
Pre-Practicum in Professional School Counseling
A 15-hour service-learning experience is incorporated in the introductory course: COUSCH
630 Orientation to Professional School Counseling.
Practicum in School Counseling
Definition
A practicum is:
 a pre-internship experience
 one semester
 a supervised 100 clock hour field experience over the course of one semester
 40 hours of direct service including experiences in individual counseling and group
work
 completed in an accredited K-12 school
 an introduction to the role and function of school counselors
Purpose
The purpose of a practicum is to expose students to the operation and activities within a
school, and an opportunity to develop counseling skills under supervision. For those who
have school experience, the intent is to expose the student to a new environment and new
information about models of providing school counseling services.
Prerequisites
 Students must have a Grade Point Average of 3.00 in all coursework taken during
your graduate program.
 Students must complete the following as prerequisites to the practicum course:
COUSCH 630 Orientation to Professional School Counseling and COUNSL 614
Counseling Theory and Practice I. It is recommended that COUNSL 650: Group
Counseling for Children and Adolescents be taken prior to or concurrent with
practicum.
 Students should not have more than one incomplete course grade at the time of
entering the practicum.
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Placements
For the on-campus school counseling program, all practicum students are placed at the
Dorchester Academy or TechBoston Academy in the Boston Public School District. For
the online program, appropriate practicum placements with a qualified supervisor are
arranged near the student’s place of residence. A Criminal Offender Record Investigation
(CORI) check may be required by the school system.
Restrictions
The purpose of the practicum is to allow you to be exposed to schools, services, and
populations you have not had an opportunity to experience previously. For online
students, a possible exception to using your work site as a practicum may be when you
work in a school with several distinct programs. In such situations when there is minimal
interaction between programs, you may complete a practicum with the approval of your
faculty advisor. You must petition the Program Director and submit a letter from relevant
supervisors and administrators at your place of employment agreeing to release time for
your school counseling practicum.
Supervisor Qualifications
A school counselor who holds a license in school guidance (as defined by Massachusetts
Department of Elementary and Secondary Education) is qualified to be a practicum
supervisor.
Weekly University Seminar
The seminar serves two purposes: 1) to support students in the experience of being a
practicum student (e.g. beginning entrance and socialization into the school counseling
profession, understanding school functioning, interpretation of ethical issues, etc.); and 2)
introduce students to the Massachusetts Model for Comprehensive School Counseling
Programs. An important course requirement is completing a case presentation. Also,
seminar attendance is necessary to document group supervision (required for licensure).
Student Responsibilities
 School counseling candidates are required to comply with Procedural Policies of the
Placement School and the University
 Candidates must receive a B grade in the Practicum Seminar. (Calculation of the
grade includes input from On-Site supervisor.)
 Candidates must be aware at all times that they have ethical responsibilities to
students of the School and to the school. Students should refer to the American
School Counselor Association Ethical Codes for guidelines of ethical conduct.
 Attendance at the practicum site is mandatory for all days of assignment (determined
in agreement between the student and practicum site). Candidates are expected to
notify the on-site supervisor whenever there is an illness or other types of
emergencies, which interfere with attendance.
 Candidates are expected to become aware of and follow school rules, requirements,
and regulations.
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

Candidates are required to attend a weekly Practicum Seminar held either at the
University of Massachusetts Boston, on-site, or online and to complete additional
course requirements as outlined in practicum syllabus.
Candidates assume the responsibility of complying with all the rules, policies, and
regulations, approved codes of conduct and behavior, and legal and ethical standards
of their respective professional state and national associations, as well as the
University, College, and Department policies and regulations.
If the candidate is terminated from a Practicum site for ethical misconduct, a grade of
F will be assigned by the faculty supervisor unless good cause is shown for withholding
the F grade. In addition, the student will appear before the DEPARTMENTAL
ADHOC ETHICS AND PROFESSIONAL CONDUCT COMMITTEE to determine a
remedial plan and decide a future plan of action.
If either an On-Site supervisor, in collaboration with an On-Site administrator, or the
University faculty supervisor has determined that a candidate is not performing
satisfactorily in a Practicum placement, efforts by participating supervisors will be made
to identify problem areas with specific recommendations to the candidate for
improvement. However, if the problems persist, the candidate may be subject to
termination from the Practicum Site.
Practicum Site Responsibilities
 To determine their own criteria for accepting students for placement and to identify a
procedure for selecting students (e.g. interviews)
 To develop appropriate observational experiences which meet University
requirements for practicum.
 To collaborate with the University faculty supervisor in evaluating the student’s
performance at the practicum site.
 To impart expectations for the student’s professional and ethical conduct while at the
particular practicum site.
 To facilitate a successful learning experience for practicum students at the school site.
This includes opportunities for participation in meetings, case conferences and
workshops.
 To provide appropriate office and desk space while at the practicum site.
 To provide individual supervision of at least one hour every week to the practicum
student designed to enhance the student’s learning.
Refer to the COUSCH 688 syllabus for further information regarding practicum
requirements
Internship in Professional School Counseling
Description
The school guidance internship is required of all school guidance students.
 Students must pass the Communication and Literacy MTEL exam before
beginning internship.
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

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School internships are supervised field experiences in either an elementary,
middle or high school. Students need to determine prior to the internship whether
they are seeking state licensure as a grade K-8 school counselor (elementary and
some middle schools) or a grade 5-12 school counselor (middle and high schools).
Students must complete 600 clock hours, 300 clock hours a semester, at their
internship site. Of the 600 hours, 240 hours must be in direct service.
Students seeking DOE licensure at the 5—12 grade level, must complete at least
200 internship hours in a high school setting.
Students seeking dual licensure for the pre-K—8 and 5—12 levels must perform
an additional 450 hours of internship. Placements need to be arranged at both the
elementary and high school levels.
Prior to placement at an internship site, students must have a minimum GPA of
3.0, passing scores on the MTEL exam, advanced standing in the program,
successful completion of practicum, and approval of the program director.
A Criminal Offender Record Investigation (CORI) check may be required by the school
system.
* MTEL preparation workshops are held regularly. Contact the Office of Student Support
Services.
Objectives
 Acquaint the student with the roles, duties and responsibilities of a professional
school counselor.
 Develop counseling techniques that must be acquired in actual counseling
relationships.
 Learn to integrate counseling theories acquired through coursework to actual
issues confronting people.
 Engage and participate in the roles, duties, and responsibilities of a professional
school counselor.
 Provide the student with experiences in which they may receive feedback from a
professional school counselor and counselor educator.
 Develop the skills of a professional school counselor so that the student will begin
to feel confident in his/her ability to function as a professional in the field.
 Begin to develop and use community resources, which are relevant to the practice
of school counseling.
 Learn to work and function as a team member with other professionals in the
school counseling process.
 Understand the relationship and functioning of systems, e.g. the relationship
between the school counseling staff and the administration of the school.
 Refer to the COUSCH 698 syllabus for further information about internship
requirements.
Internship Site Selection
The process of securing an internship placement is the same for both the on-campus and
online programs. A step-by-step outline is included in the internship application package
in Appendix I. Students interested in applying for licensure from the Massachusetts
Department of Elementary and Secondary Education must complete their placement in an
26
approved public school. An approved placement consists of a site that provides sufficient
supervised experience with and exposure to various school guidance activities, including
counseling, consultation, coordination, and curriculum delivery.
Obtaining an internship is a collaborative process between the student, faculty advisor,
and program director. First, complete the internship application form. Then meet with
your advisor to discuss the level of licensure that you are seeking. After narrowing the
focus with your advisor, review the book of placements available in the Department of
Counseling and School Psychology. Select three or four sites, and complete the following
steps:



Prepare an updated resume
Send the resume to the three or four sites with a cover letter stating your intent and
that you will be calling in the near future to discuss the possibility of a practicum
experience.
Call the contact person at each site and discuss meeting to explore practicum
possibilities.
Internship is an important part of your education in the profession of school counseling.
Therefore, careful selection of a site is important. The following criteria have been
identified which are helpful in deciding upon an internship site:
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
Determine whether the school provides counseling services to all students as well
as students with identified educational, emotional, and social needs.
Evaluate whether the school allows interns to participate actively in the provision
of school counseling services.
Find out if the supervisor is qualified, i.e., has a professional license in school
counseling issued by the Massachusetts Department of Elementary and Secondary
Education appropriate for either elementary or high school.
Ensure that the supervisor will commit to regular weekly supervision with the
student intern.
The selection of your placement site, should take into account your desired learning
experience, e.g. what are the skills you wish to acquire and in what type of setting do you
want to work. Make an appointment to see your academic advisor during the spring
semester if you are planning to register for the internship for the following fall.
Out-of-State and Out-of-Country Internships
For those candidates completing out-of-state placements, supervisors and students must
be aware of and exposed to the Massachusetts Curriculum Frameworks, which can be
accessed at http://www.DOE.mass.edu/frameworks/current.html. Out-of-state
supervisors must hold a professional level license (or the equivalent) in professional
school guidance counseling (as defined by their state’s licensing or certification body).
Students completing an out-of-state placement who seek licensure from the
27
Massachusetts Department of Elementary and Secondary Education also need to submit a
letter indicating the rationale for completing the field placement out-of-state. Students
should submit a copy of the letter to the Department of Counseling & School Psychology.
The letter should be directed to the Massachusetts Department of Elementary and
Secondary Education.
Students who complete an out-of-country placement and seek licensure from the
Massachusetts Department of Elementary and Secondary Education can apply for
licensure through requesting an Internal Panel Review. For more information on the
Panel Review process, see:
http://www.DOE.mass.edu/Educators/e_license.html?section=k12. This information can
be accessed by clicking on “Licensure Help” found on the left-hand side menu. Students
completing an out-of-country placement should also submit the rationale letter as well as
the Acknowledgement of Review of Massachusetts Curriculum Frameworks. In
reviewing out-of-country placements, the Massachusetts Department of Elementary and
Secondary Education will assess the type of school where the placement is completed as
well as the supervision received. The University of Massachusetts Boston cannot directly
endorse for licensure those students who have completed their internship placement
outside of the country. Out-of-state on-site supervisors must hold a professional level
licensure (or the equivalent) in professional school guidance counseling as defined by
their state’s licensing or certification body. Out-of-state and international students will
need to apply for licensure in their own state or through panel review in Massachusetts.
Site supervisors should complete a Voucher Form in order to receive course fee waiver
for on-campus study during the academic year.
Students completing internships in Massachusetts who intend to seek school counseling
licensure through the Department of Elementary and Secondary Education will have 3
supervision “visits” by UMB faculty throughout the school year. These “visits” will
happen via skype, through phone conversations, or, when needed, in person.
Intern Responsibilities
The student intern will be responsible for completing 600 clock hours during an academic
year, over two consecutive semesters. The number of hours per week should be
negotiated with the internship site supervisor and should be evenly distributed over the
fall and spring semesters. Internship starts at the beginning of the Fall semester when
University supervision is available. The stop date for internship concludes no earlier than
the end of UMB’s spring semester. At the end of the UMB spring term, if additional
hours are needed to complete the 600 clock hour, arrangements will be made between the
internship student, site supervisor, and university instructor.
The intern is responsible for regular attendance and provision of high quality services. It
is expected that the student intern function as closely as possible to other counselors at
the school. The university does not provide professional liability insurance to student
interns, but it is available as part of membership in the American School Counselor
Association. In some schools, the school district will also provide liability insurance.
28
The student will be responsible for completing a school/supervisor evaluation at the end
of the placements to assist with future planning.
Professional Conduct
Interns are expected to become familiar with, and be held accountable, for all existing
rules, requirements, and regulations of the school system, department or institution to
which they are assigned.



Attendance is required of all interns for all days of assignment and placement. Only
valid and excusable reasons for absences should be accepted. Interns are expected to
notify both the On-Site Supervisor and the University Supervisor on any given day
when illnesses or other emergencies interfere with or prevent their attendance at their
assigned placement
Interns are expected to attend a weekly Internship seminar help at the University of
Massachusetts Boston. The seminar is required as part of the internship supervisory
experience and necessary in order to receive graduate credit for their internship
assignment.
Finally, interns assume the responsibility of complying with all rules, policies, and
regulations approved codes of conduct and behavior, legal and ethical standards of
their respective professional state and national associations, as well as all University,
College and Department policies, regulations and standards.
If the candidate is terminated from an internship site for ethical misconduct, a grade of
F will be assigned by the faculty supervisor unless good cause is shown for withholding
the F grade. In addition, the student will appear before the DEPARTMENTAL
ADHOC ETHICS AND PROFESSIONAL CONDUCT COMMITTEE to determine a
remedial plan and decide a future plan of action.
If either an On-Site supervisor, in collaboration with an On-Site administrator, or the
University faculty supervisor has determined that a candidate is not performing
satisfactorily in a Practicum placement, efforts by participating supervisors will be made
to identify problem areas with specific recommendations to the candidate for
improvement. However, if the problems persist, the candidate may be subject to
termination from the Internship Site.
University Faculty Responsibilities
 To inform students about internship placement procedures and practices prior to
their interview with placement institutions.
 To determine and submit university grades of student interns. University
supervisors will determine internship grades by integrating intern’s performance
at the placement site, in the University seminar, and from information provided by
the on-site supervisor’s written and verbal comments.
 To insure completion of all documentation e.g. agency tuition voucher form.
 To collect documentation including: intern evaluation, clock hours and
supervision clock hours.
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Internship Site Responsibilities
 To determine their own criteria for accepting students for placement. Their
criteria will include a procedure for interviewing prospective interns.
 To collaborate with the University faculty supervisor in evaluating the intern’s
performance. This collaboration will include an initial contract to determine
clearly the intern’s activities for fulfilling internship requirements.
 To determine criteria for intern’s professional conduct in their institution in order
to protect their pupil’s rights.
Internship Supervisor Responsibilities
The internship supervisor must have appropriate professional licensure in school
counseling. The on-site supervisor will be responsible for the student intern's orientation
to the school and daily assignment of work activities at the internship site. The supervisor
must be committed to the training of the student and be responsible for making the
internship a good learning experience and introduction to the field of school guidance
counseling. Supervisors must provide to the intern weekly supervision for at least one
hour. The student intern should have a case load negotiated and designated by the on-site
supervisor and university instructor. Students must have the opportunity to engage in all
of the counseling functions. In addition, students may need to have opportunities to
audio-tape counseling sessions that will be used to for their supervision in the university
internship class and/or for their capstone project. At the conclusion of every semester,
the on-site supervisor will complete an evaluation form for each intern, and will discuss
her/his evaluation with the student intern. Both the evaluation form and the discussion is
intended as a learning tool for the student-intern.
In order to facilitate a successful learning experience for internship students assigned to
your school and placed under your supervision, we recommend that you provide each
internship students with the following services and arrangements:
 Desk space or other suitable working facilities, etc as feasible to the work assignment.
 Individual supervision. We require that the school provide at least one hour of
individual supervision to the intern every week in order to provide constructive
critiques of their performance and progress.
 Background information about the school and student population. Please prepare
school personnel and pupils for the arrival of each intern.
 Opportunities to engage initially in observational experiences during their first few
days of the assignment, with increased responsibilities.
 Assignments that constitute work experience and responsibilities comparable to those
expected of a professional school counselor who might normally be assigned to the
position or engaged in the same responsibilities to which the student has been
assigned.
 Provide opportunities for interns to audiotape/videotape counseling sessions
Supervisor Acknowledgements
In acknowledgement of the On-Site Supervisor’s assistance in training internship students
from the Department of Counseling and School Psychology, the University of
30
Massachusetts provides a tuition voucher, good for three credits of graduate study with
certain minimal restrictions at our institution or any other of the four University of
Massachusetts (Amherst, Dartmouth, Lowell and Worcester) for each student accepted
and assigned as an intern to the school. Each student assigned to an On-Site supervisor
will submit a form for the supervisor to complete so that s/he may receive this tuition
voucher. If the supervisor does not wish to avail her/himself of the voucher, it may be
delegated to any other staff or personnel assigned to the institution. Professional
Development Points (PDPs) are also available depending on the site supervisor’s
professional development plan. The faculty of the Department of Counseling and School
Psychology appreciate the assistance and interest of the On-Site supervisors and schools
in the professional training of their students.
RESOURCES
A major strength of the program lies in its faculty. The school counseling faculty
members are part of the Department of Counseling and School Psychology. All faculty
members have substantive experience as practitioners in fields of counseling. Full-time
tenured and tenure-track faculty members have published articles and conducted research
in the field of school counseling and on related topics. They regularly present papers at
state and national conferences, professional workshops, and symposia. Full-time clinical
faculty members and part-time faculty have at least five years of clinical experience.
Many clinical and part time faculty are active members and leaders of state and national
professional organizations and serve on state and national boards.
Administrators
On-Campus Professional School Counseling Program Director
Laura Hayden, Ed.D. Assistant Professor
Boston University, Counseling Psychology
Research interests: school counselor education, professional issues, service
learning, psycho-social development through physical activity, school climate,
youth empowerment
Online Professional School Counseling Program Director
Laura Hayden, Ed.D. Assistant Professor
Boston University, Counseling Psychology
Research interests: school counselor education, professional issues, service
learning, psycho-social development through physical activity, school climate,
youth empowerment
Department of Counseling and School Psychology Faculty Members
(The faculty members who are listed below teach courses in the school counseling
curriculum).
Kiran Arora, Ph.D.
Syracuse University
31
Research interests: Political violence, trauma and resiliency in diaspora families, social
justice, critiques on power in family therapy diversity, multi-culturalism and cultural
competency, Self-Of-The-Therapist
Gonzalo Bacigalupe, Ed.D.
Program Director, Family Therapy Program
University of Massachusetts Amherst, Counseling Psychology
Research interests: immigrant health care, family violence and trauma, intercultural
family therapy, collaborative consultation, qualitative data analysis software.
Alisa Beaver, Ph.D.
University of Massachusetts Amherst, Counseling Psychology
Research interests: multicultural and narrative therapies; autobiographical memory,
trauma and coping within a social context; bilingual processing and assessment; sexuality
and gender.
Terri Bontrager, PhD.
Research interests: curriculum-based measurement, second language learning,
intellectual assessment of English Language Learners
Amy Cook, Ph.D.
University of Connecticut, Counseling Psychology
Research interests: closing the achievement gap among Latino English language
learners; addressing health disparities among Latino youth; school counselor
professional issues
Lisa Cosgrove, Ph.D.
Duquesne University, Clinical Psychology
Research interests: public policy implications of family homelessness, PTSD, bias in
psychiatric diagnosis, conflict of interest in bio-psychiatric research, women’s health
issues.
Robert Gracia, Ph.D.
Boston College, Counseling Psychology
Research interests: school guidance and adjustment counseling, behavioral
counseling.
Sharon Horne, Ph.D.
University of Georgia, Counseling Psychology
Research interests: LGBT psychological well-being and policy issues, international
psychology, gender, Post-traumatic Stress Disorder
Varda Konstam, Ph.D.
Fordham University, School Psychology
Research interests: psychological adaptation to chronic illness, forgiveness, health
psychology
Ilana Lehmann, Ph.D.
Southern Illinois University, Rehabilitation Counseling
Research interests: Psycho-social aspects of disability
Esmaeil Mahdavi, Ed.D.
Indiana University, Counseling Psychology
Research interests: mental health counseling, group dynamics, substance abuse
Virginia Smith Harvey, Ph.D.
Program Director, School Psychology
Indiana University, Educational/School Psychology
Research interests: professional development and supervision, resiliency development,
and programs for children with emotional and behavioral disorders.
Melissa Pearrow, Ph.D.
32
Northeastern University.
Research interests: youth empowerment, issues of urban education, prevention
program implementation, school-based mental health services
Maxine Weinreb, Ed.D.
Boston University, Counseling Psychology
Research interests: violence and abuse of child, child and adolescent counseling
Felicia Wilczenski, Ed.D., Professor and Associate Dean
University of Massachusetts Amherst, Education
Research interests: professional issues and ethics, mentoring, service learning
School Counseling Student Association
The UMass Boston School Counseling Student Association (SCSA) is a very active
organization that provides collegial peer support for students. In addition to monthly
meetings, the ASCA sponsors an annual lecture series. Students determine the SCSA
activities for an academic year. The Association is supported by the UMass Boston
Graduate Student Assembly, which funds many SCSA activities. Students undertake
community service-learning by participating in Boston NET (Network for Educational
Transitions) a partnership between UMass Boston and the Boston Public Schools.
Students serve as mentors for high school students seeking post-secondary education and
for first year UMass Boston students.
Facilities and Resources
UMass Boston's Library houses more than 500,000 volumes and currently receives more
than 3,500 domestic and foreign journals and newspapers. The library holdings are
entered in an online public access catalog, available via telecommunication outside the
library. UMass Boston students may obtain borrowing privileges at more 46 local college
and universities.
The University's Department of Computing Services provides students full access to the
Internet and thus to library catalogs and academic resources throughout the world.
Students may access computer accounts either from terminal rooms on campus or
through Internet access from home. Public computer labs, open seven days a week,
provide access to a large number of word processing, spread-sheet, database, statistical,
and desktop publishing software packages.
Accommodations: Disability Services
The Ross Center for Disability Services provides related support services for students
with disabilities such as sign language interpretation, note taking, testing accommodation,
advocacy, and counseling. The Adaptive Computing Lab contains adapted computer
equipment. Section 504 of the Rehabilitation Act of 1973 offers guidelines for curriculum
modifications and adaptations for students with documented disabilities. If applicable,
students may obtain adaptation recommendations from the Ross Center (287-7430). The
student must discuss these recommendations with each professor during the first few
weeks of class, preferably by the end of the Drop/Add period.
APA style
33
Papers submitted for courses in the Department of Counseling and School Psychology
should follow the rules for the preparation of manuscripts provided in the Publication
Manual of the American Psychological Association. For assistance with APA style, refer
to Resources for Current Students on the Department website or check the following
websites: http://www.stylewizard.com or http://apastyle.apa.org.
PROFESSIONAL ADVANCEMENT
Professional Organizations
Students are encouraged to apply for student membership in national and state school
counseling organizations, such as the American School Counselor Association (ASCA)
and the Massachusetts School Counselor Association (MASCA). Membership in these
two professional organizations emphasizes a student’s commitment to her/his future
profession and provides a professional identity. Student membership is at a reduced rate.
Students are required to carry liability insurance during their internship. ASCA
membership includes liability insurance at no extra cost. With membership students also
receive publications from the associations, which provide information about national and
state issues relevant to school counseling. Student advisors will provide signed
application form to students or students may join by using the internet: www.asca.org and
www.masca.org.
Students are encouraged to present at both state and national school counseling
conferences. Financial support to attend conferences can be obtained through the UMass
Boston Graduate Student Assembly, or by serving as a volunteer with the professional
organization.
Licensure
The curriculum of the School Counseling Program was developed and is organized to
meet the standards for the initial licensure from the Massachusetts Department of
Elementary and Secondary Education as a school guidance counselor (levels: preK-8; 512). In order to meet the standards for the initial license, a candidate must fulfill the
following requirements:
1. Master’s degree with a major in counseling
2. Subject matter knowledge:
a. Familiarity with the Curriculum Frameworks and their use in the advising
responsibilities of the guidance counselor
b. Understanding and interpretation of Massachusetts Comprehensive
Assessment System (MCAS) and other academic tests results to students,
teachers, and parents
c. Psychology of learning
d. Understanding of the diagnosis and treatment of learning and behavior
disorders
34
e. Theories of normal and abnormal intellectual, social, and emotional
development
f. Knowledge of strategies used for the prevention and treatment of
substance abuse, physical and sexual abuse, the spectrum of mental
illnesses, and violence in preK-12 students
g. Philosophy, principles and practices in school guidance counseling
h. Federal, state, municipal, and school laws and regulations
i. Career counseling
j. Resources within the school system or the community for referral
k. Knowledge of statistics, research design, and research in guidance
counseling
l. Group counseling and group leadership
m. Development of skills for consultation with parents, teachers, and
administrators
n. College counseling and use of college and other post-secondary resource
materials (grades 5-12)
3. A practicum of 600 hours in an educational setting
4. Passing score on the MTEL communication and literacy skills test.
The complete and final version of the MDESE licensure regulations, 603 CMR 7.00:
Section 7.11 may be found on the MDESE website:
http://www.DOE.mass.edu/Educators/licensureregs.html.
NOTE: The graduation requirement from the UMass Boston School
Counseling Program EXCEED the requirements for Mass. DESE licensure.
Students enrolled in the School Counseling Program MUST fulfill the UMass
Boston program requirements.
National Certification
The school counseling program is approved to support graduate student applications for
the NCC certification (National Certified Counselor). This national certification may
assist in obtaining licensure in certain states and other countries. For more information,
please visit http://www.nbcc.org/certifications/Default.aspx. In order to be eligible for
the NCC, an application and certification exam is required. At least 3 students are needed
for the National Board of Certified Counselors to offer the exam in Boston or other any
location. Otherwise, contact NBCC for testin
35
APPENDIX
36
A
Program of Study Checklist
37
SCHOOL COUNSELING PROGRAM
ADVISING CHECKLIST
COURSE NAME
PREREQS
DATE
COMPLETED
COUNSL 601 Research and Evaluation in Psychology
COUREH 602 Med., Psych., & Ed. Aspects of Disabilities
COUNSL 605 Principles of Vocational, Educational, and
Psychological Assessment
COUNSL 606 Ethical Standards and Professional Issues
in Counseling
COUNSL 608 Abnormal Psychology
COUNSL 613 Vocational Develop. & Career Info
COUNSL 614 Counseling Theory & Practice I
COUNSL 617 Child and Adolescent Counseling
COUNSL 620 Clinical App. of Human Development
COUFAM 622 Structure and Process of Family Systems
COUSCH 630 Orientation to Professional School
Counseling
COUSCH 632 Collaborative Consultation in Schools
COUNSL 635 Behavioral Counseling
COUNSL 650 Group Counseling Children &
Adolescents
COUNSL 653 Perspectives in Cross Cultural Counseling
COU 614, 630
(COU 650 should be
taken prior to or during
practicum)
COUSCH 688 Practicum-Spring semester prior to
Internship- 100 hrs/semester= 1 day a week
COUSCH 698 Internship (two semesters – 300 hrs/semester
=600 hrs/yr)
Student:
MTEL Pass
GPA > 3.0
Advanced standing
Program Director
Approval
Advisor:
UMS #
38
Date:
B
Consent to Record and Consult
39
University of Massachusetts Boston
School Counseling Program
Permission to Record and Consult
I, the student and parent/guardian, consent to the recording of my counseling
sessions by _____________________. The purpose of the recording is to improve the
school counselor candidate’s counseling effectiveness. This recording may be done by
video and/or audiotaping.
This consent is being given in regard to the professional services provided by the
counselor below. I understand that even if I sign this authorization, I may ask for the
recording to be turned off or erased at any time during my sessions. All audio- and videotapes will be kept in a safe location and will be destroyed at the end of the semester.
I further understand that to improve counseling techniques, my counselor may be
consulting with the school counselor at this school as well as my UMB faculty
supervisor. She/He may also select a portion of the tape to be viewed by other counselor
graduate candidates during group supervision. I therefore authorize any of the supervisors
and graduate students to observe or to have access to information relating to my
counseling. It is understood that state laws and professional rules about client’s privacy
bind these professionals and their students.
Signature _______________________________________
(Student and parent/guardian)
Printed Name ________________________________________
Date _______________
I, the counselor, have discusses the issues above with the student and his or her parent or
guardian. My observations of this person’s behavior and responses give me reason to
believe that this person is fully competent to give informed consent.
Signature _______________________________________
(Counselor)
Date ________________
___ Copy to student/parent
40
C
Alumni Survey
41
University of Massachusetts Boston
College of Education and Human Development
Department of Counseling and School Psychology
School Counseling Program
School Counseling Alumni Survey
Year of Graduation: ____________________
Are you currently employed as a school counselor? Yes______No______
If you are not employed as a school counselor, please describe your current position and return
the survey.
If you are employed as a school counselor, please complete the survey.
Check Appropriate Work Setting.
School Counselor for: School district___________________Other work
setting_________________
Full time_________Part time____________
If you are a school counselor, check the level and type of school you are working.
Level
Type
_____ Elementary
_____ Public School
_____ Middle School
_____ Parochial
_____ High School
_____ Private
_____ Number of years in your school counseling position.
_____ Excluding yourself, the number of school counselors at your school (note if full time or
part time counselors).
------------------------------------------------------------------------------------------------------------
42
1. Of the activities listed, rank order the top 5 activities:
From most amount of time spent (#1) to least amount of time spent (#5.
_____ managing resources
tests)
_____ using data
_____ dealing with testing (MCAS, other
_____ teaming and planning for
systematic change
_____ individual counseling
_____ child study team meetings
_____ classroom guidance
_____ child study preparation (paperwork)
_____ small group work
_____ scheduling classes
_____ consulting with teachers
_____ consulting with parents
_____ classroom observations
_____ conducting parent workshops
_____ supervisory duties
_____ program planning
_____ delivery of in-service programs
_____ non-counseling tasks (substituting/
clerical/paperwork )
_____ other tasks (briefly describe)
_____ Individual Educational Planning
Meetings
_______________________________________________________________________
________________________________________________________________________
2. Rank order the amount of time you spend with each of the following type of ASCA content
areas;
#1 for the most time to #3 for the least amount of time.
_____ academic
_____ career
_____ personal/social
Circle the appropriate number for each question.
3. _____ On average, about how many in-service programs do you conduct in a school year?
0
1-3
4-6
7-10
more than 10
4. _____ On average, about how many small group counseling sessions do you conduct in a
school year?
0
1-5
6-10
11-16
more than 16
5. _____ On average, about how many classroom guidance lessons do you conduct in a school
year?
0
1-5
6-10
11-16
43
more than 16
6. _____ On average, about how many parent programs do you conduct in a school year?
0
1-3
4-6
7-10
more than 10
7. _____ On average, about how many individual counseling sessions do you conduct in a school
year?
0
1-5
6-20
21-50
more than 50
8. Circle the professional counseling associations you are a member.
MASCA
ASCA
ACA
Not listed but member of ____________________________
9. Number of professional development programs you have attended since graduating from the
School Counseling Program.
_____ District In-service
Conference
_____ State Conference
_____National
________ Other types of professional development (please describe)
_____________________________________________________________________________
______________________________________________________________________________
10. The degree to which you have been able to implement the Massachusetts model in your work
as a school counselor.
1 (lowest)
2
3
4
5 (highest)
If you rated question #10 with a 1, 2, or 3 rating, please describe the barriers that prevent
implementation.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Use back side if necessary
44
11. The degree to which you use data to drive your counseling program.
1 (lowest)
2
3
4
5 (highest)
If you rated question #11 with a 1, 2, or 3 rating, please describe the barriers that you confront in
using data.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Use back side if necessary
12. Describe the strongest feature of the UMass Boston program that has been immeasurable in
your work.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Use back side if necessary
13. As a practicing school counselor and reflecting on your preparation program, what
information, content,and/ or skills were lacking in your preparation that has hindered your work
now.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Use back side if necessary
45
14. For the purpose of preparing future school counselors in the UMass Boston Program, what
suggestion(s) do you have that would strengthen preparation of future school counselors.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Use back side if necessary
15. Describe the strength of the UMass Boston Program.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Use back side if necessary
16. Describe weakness(es) in the UMass Boston Program.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Use back side if necessary
Thank you for your participation and feedback.
46
D
Professional Links
47
LINKS
ASCA Ethical Standards for School Counselors
http://www.schoolcounselor.org/files/EthicalStandards2010.pdf
Massachusetts Model for Comprehensive School Counseling Programs
http://www.masca.org/pdf_05_06/MA_Model/MA_Model_Final.pdf
Massachusetts Model Implementation Guide
http://www.masca.org/MA_Model/Mass_Model.html
48
E
Practicum Agreement
(Online Students)
49
University of Massachusetts Boston
College of Education and Human Development
School Counseling Practicum Agreement
Name: _________________________________ is eligible to engage in a school
counseling (guidance) practicum having completed prerequisite coursework.
Simultaneous with the practicum, the student will be enrolled in a seminar conducted by
the school counseling program. The student is required to complete 100 hours of
supervised field experience.
The student will:
1. Abide by all school rules, policies, and regulations.
2. Exhibit professional behavior and adhere to ethical codes of conduct.
3. Maintain strict confidentiality of information obtained during practicum.
4. Attend all days of assignment and notify both the University and site supervisors in
case of absence due to illness or other emergencies.
5. Attend all staff meetings as the practicum requires.
6. Maintain a daily log to be submitted at the end of the field experience.
7. Attend all supervision sessions at the practicum site and weekly seminars at the
University.
8. Receive a grade of B or above to complete practicum requirements. A grade of F will
be assigned if dismissed from practicum due to ethical violations.
I have reached an agreement with the field site that the setting will provide practicum
experiences to demonstrate school counseling competencies outlined in the
Massachusetts Model for Comprehensive School Counseling Programs and the American
School Counselor Association National Model. The practicum will be supervised by a
licensed school counselor.
50
Field Supervisor:
Name:_____________________________________Title:_________________________
Department of Elementary and Secondary Education School Counseling License Level
and Number:_____________
________________________________________________________________________
E-Mail:____________________________________Phone:________________________
School Address:__________________________________________________________
________________________________________________________________________
Grade Levels:____________________________________________________________
_________________________________
Student signature
Date
__________________________________
Field Supervisor
Date
_________________________________
University supervisor
Date
__________________________________
Authorized School Administrator Date
_________________________________
UMB Program Director
Date
51
F
Practicum Activity Log
(Online students)
52
University of Massachusetts Boston
School Counseling Program
CERTIFICATE OF ATTENDANCE
FOR PRACICUM HOURS
This certificate verifies attendance in the following professional activity.
Activity:
_________________________________
Date:
_________________________________
Location:
______________________________
Number of Hours:
____________
On-Site Professional (signature)__________________________ _Date ___________
Student (signature)______________________________________Date ___________
Faculty Approval _______________________________________Date ___________
** Attach the program or documentation from the professional activity attended
53
G
Practicum Student Evaluation Form
(Online students)
54
University of Massachusetts Boston
College of Education and Human Development
Department of Counseling and School Psychology
School Counseling Program
School Counseling Practicum Student Assessment
Candidate:_______________________________________UMS#_____________
Practicum Site:______________________________________________________
Site Supervisor:______________________________________________________
University Supervisor:________________________________________________
The academic expectations of candidates in the School Counseling Program are embedded within the
UMass Boston Professional Education Unit conceptual framework. The goal is to foster a candidate’s
professional development as a thoughtful and responsive counselor who demonstrates commitments (by
upholding ethical behaviors, pursuing life long learning, dedicating oneself to serve others, and
acknowledging human resiliency and capacity to learn); understandings (by possessing breadth and depth
of content, theoretical, assessment, and technical knowledge; and practices (by demonstrating caring
behavior, collaborating productively with others, reflecting on improving professional practices, and
promoting social justice) .
Practicum students should have the opportunity to observe and participate in delivering a guidance
curriculum (standards-based lessons and activities), in providing responsive services (interventions that
address immediate crisis needs of students), in assisting with individual planning, and in supporting
systems (activities to establish, maintain, and enhance school programs). Please refer to the Massachusetts
Model for Comprehensive School Counseling Programs and the Massachusetts Curriculum Frameworks.
The practicum student, in consultation with the site and University supervisors, should set specific learning
objectives to increase knowledge and skills in the four components of a school counseling delivery system
to be addressed during the practicum experience. Supervisors should rate progress toward accomplishing
the objectives using the following key:
5 High: The practicum student performed extremely well in this area. (Distinguished)
4 High Average: The practicum student’s performance level is more than adequate in this area.
3 Average: The practicum student possesses adequate competence in this area. (Proficient)
2 Low Average: The practicum student possesses competence in this area, but needs to improve
performance.
1 Low: The practicum student clearly lacks competence in this area. (Needs Improvement)
NO: No opportunity to assess or not observed. Activities may vary depending on grade level assignments,
or school counselor roles and functions.
For below average rankings of 1 or 2, please offer specific goal(s) for growth in the area.
55
I. Guidance Curriculum Learning Objective(s):
Low
1
Average
2 3 4
High
5
NO
Goal(s):_______________________________________________________________________________
II. Responsive Services Objective(s):
Low
1
Average
2 3 4
High
5
NO
Goal(s):_______________________________________________________________________________
III. Individual Planning Objective(s):
Low
1
Average
2 3 4
High
5
NO
Goal(s):_______________________________________________________________________________
IV. System Support Objective(s):
Low
1
Average
2 3 4
High
5
NO
Goal(s):_______________________________________________________________________________
Assessment of Dispositions of School Counseling Practicum Students
56
Please use the following key to rate the school counseling practicum student’s commitments,
understandings, and practices.
5 High: The practicum student performed extremely well in this area. (Distinguished)
4 High Average: The practicum student’s performance level is more than adequate in this area.
3 Average: The practicum student possesses adequate competence in this area. (Proficient)
2 Low Average: The practicum student possesses competence in this area, but needs to improve
performance.
1 Low: The practicum student clearly lacks competence in this area. (Needs Improvement)
NO: No opportunity to assess or not observed. Activities may vary depending on grade level assignments,
or school counselor roles and functions.
For below average rankings of 1 or 2, please offer specific goal(s) for growth in the area.
1. COMMITMENTS (Personal traits that motivate an individual to be a good school counselor)
Performance Criteria: The school counseling practicum student provides evidence of commitment by the
following:
1. A. Ethical Behavior: Behaves in a manner consistent with ASCA and ACA professional and ethical
standards.
Low
1
Average
2 3 4
High
5
NO
Goal(s):_______________________________________________________________________________
1.B. Life Long Learning: Takes advantage of professional growth activities.
Low
1
Average
2 3 4
High
5
NO
Goal(s):_______________________________________________________________________________
1.C. Dedication: Shows enthusiasm for professional work in school counseling.
Low
1
Average
2 3 4
High
5
NO
Goal(s):_______________________________________________________________________________
1.D. Modeling and Mentoring: Seeks supervision and models of best practices.
Low
1
Average
2 3 4
High
5
NO
Goal(s):_______________________________________________________________________________
2. UNDERSTANDINGS (Motivation to appropriately apply a school counseling knowledge base)
57
Performance Criteria: The school counseling practicum student provides evidence of understanding by
the following:
2.A. Content: Applies and adapts the Massachusetts Model for Comprehensive School Counseling
Programs and the Massachusetts Curriculum Frameworks as appropriate for circumstances.
Low
1
Average
2 3 4
High
5
NO
Goal(s):_______________________________________________________________________________
2.B. Pedagogy: Modifies or develops school counseling services to meet the needs of all students.
Low
1
Average
2 3 4
High
5
NO
Goal(s):_______________________________________________________________________________
2.C. Assessment: Recognizes necessity of ongoing assessment to monitor student progress and evaluate
school counseling program outcomes.
Low
1
Average
2 3 4
High
5
NO
Goal(s):_______________________________________________________________________________
2.D. Technology: Promotes the responsible use of technology to increase the efficiency or effectiveness of
school counseling services.
Low Average High
1
2 3 4
5
NO
Goal(s):_______________________________________________________________________________
3. PRACTICES (Personal and professional conduct in working with pupils, other professionals, and
parents)
Performance Criteria: The school counseling practicum student provides evidence of practices by the
following:
3.A. Caring: Acknowledges the uniqueness of individuals yet respects community and cultural loyalties.
Low
1
Average
2 3 4
High
5
NO
Goal(s):_______________________________________________________________________________
58
3.B. Collaboration: Appreciates the importance of working with other to create a community.
Low
1
Average
2 3 4
High
5
NO
Goal(s):_______________________________________________________________________________
3.C. Reflection: Uses self-reflection to adjust or improve practices.
Low
1
Average
2 3 4
High
5
NO
Goal(s):_______________________________________________________________________________
3.D. Social Justice: Sees role as a social change agent to increase accessibility and equity in education.
Low
1
Average
2 3 4
High
5
NO
Goal(s):_______________________________________________________________________________
Please comment on the practicum student’s opportunity to engage in a guidance curriculum,
responsive services, individual planning, and system support.
Do you have any specific recommendations for this student’s practicum experience?
Do you have any recommendations regarding the professional preparation of this practicum
student? Your feedback is valued and will be used to enhance future training.
Field Supervisor’s Signature
Position/Title
Date
Thank you for your assistance and support of the school counseling program!
59
H
Student Practicum Site Evaluation
(Online students)
60
University of Massachusetts Boston
Department of Counseling and School Psychology
School Counseling Program
PRACTICUM SITE EVALUATION
Date ________________
School______ __________________________________________________________
Supervisor _____________________________________________________________
(Please use additional pages for comments if needed)
1. Are the facilities adequate for a practicum site? If not, please explain:
2. How Does your supervisor encourage thoughtful and responsive practice?
3. Does your supervisor reliably provide supervision?
4. Is your supervisor accessible beyond scheduled supervision times to assist with
crisis situations?
5. Does your supervisor communicate clear expectations and provide constructive
feedback? If not, what would be your recommendations?
6. Are you provided with the opportunities for varied school counseling experiences?
If not, what would be your recommendations?
61
7. Is your supervisor knowledgeable about the Massachusetts Model for
Comprehensive School Counseling Programs and the goals and objectives of the
school counseling program at UMass Boston? If not, what would be your
recommendations?
8.Please describe opportunities you have had in each of the following components of
the Massachusetts Model:
A. Guidance Curriculum
B. Responsive Services
C. Individual Planning
D. System Support
62
I
Internship Application
63
Steps to Apply for a School Counseling Internship
1. Read the Student Handbook to become familiar with the expectations and
requirements of school counseling interns.
2. Obtain confirmation of eligibility to proceed with an internship from advisor.
Complete the internship registration form.
3. Identify potential internship sites.
4. Prepare a resume.
5. Contact internship sites. Call the school district’s office that is responsible for
the school counseling program(s) to determine if there is an interest in an intern.
If so, then obtain the following information:
a.
b.
c.
d.
Application process
Where and to whom to send a resume
Interview process
Decision date
Students who wish to complete an internship at their employment setting, must
present letters signed by school officials agreeing to release time and supervision
for school counseling training activities.
6. Prepare for interview. Approximately one week after sending a resume, a
follow-up phone call is appropriate. Check to see that your materials have been
received and if an interview is possible. Think about responses to the following
questions when preparing for an interview:










How do you describe yourself to others?
Why are you interested in becoming a school counselor?
How has your course work, pre practicum work and life experiences to date
prepare you for a school based internship?
Why are you interested in doing an internship at our school?
Please share an experience from your previous work with children.
What experiences have you had that will assist you in working with culturally
diverse students, families, and faculty? In what areas do you feel you need to
grow so as to be culturally competent?
What strengths and or special interests do you bring to this internship experience?
In what ways, can a site supervisor be supportive of you during your internship
experience? Please be specific.
Please highlight with examples how you work in groups and or with teams of
people.
What questions do you have?
64
Sample questions asked by prospective interns:








How would you describe the culture of your school?
 What is the student – teacher ratio?
 What is the support service model – special education, remedial programs,
counseling services, bilingual/ESL etc…?
 How would you describe the overall community – urban, rural, suburban?
 What is the parental involvement?
What would be my responsibilities as an intern? Be general and specific.
How many interns will be selected for the school year? In what areas if other than
school counseling?
How are school counseling interns regarded by the faculty and administration,
parents and students?
How DOEs your school promote issues of diversity?
Is participation in the special education pre-referral, referral and evaluation
process possible at this site?
These are my areas of interest __________. How might I be able to incorporate
them into my school internship experience?
What is the format of the supervision of interns in this school?
Reminders:





Arrive on time.
Attend to professional manners and attire.
Feel free to ask the interviewer for clarification or to repeat questions.
Try to identify the interviewer’s expectations of you as an intern.
Be sure to ask any questions that occur to you.
7. Obtain approval of the site from the Program Director. The site must meet the
training goals and objectives of the school counseling program at UMass Boston
as well as the supervision requirements described in the program handbook.
8. Obtain confirmation. A written agreement must be presented to the Program
Director.
65
SAMPLE RESUME OUTLINE
Name
Address
Phone
E-mail
Goals:
Examples
 To develop personal and professional skills in school counseling.
 To improve consultation and collaborative skills.
 To apply individual and group counseling skills.
 To develop and implement a curriculum to foster social, emotional, career,
and academic growth.
 To learn about community resources.
 To gain experience in working with families.
Education:
List college degrees starting with most recent
Honors:
Academic or other relevant awards
Related Professional Experience:
Professional Affiliations and Organization Memberships:
Publications and Presentations:
References:
66
J
Internship Agreement
67
University of Massachusetts Boston
College of Education and Human Development
School Counseling Internship Agreement
Name: _________________________________ is eligible to engage in a school
counseling internship having completed all prerequisite coursework and practicum
requirements. Simultaneous with the internship, the student will be enrolled in a seminar
conducted by the school counseling program. The student is required to complete two
semesters of internship in a school setting, each consisting of 300 hours of supervised
field experience, for a total of 600 hours. In addition to field supervision, three site visits
will be arranged by University faculty over the course of the year. During those visits, the
intern, site supervisor, and University supervisor will meet to discuss internship
requirements and student progress.
The student will:
1. Abide by all school rules, policies, and regulations.
2. Exhibit professional behavior and adhere to ethical codes of conduct.
3. Maintain strict confidentiality of information obtained during internship.
4. Attend all days of assignment and notify both the University and site supervisors in
case of absence due to illness or other emergencies.
5. Attend all staff meetings as the internship requires.
6. Maintain a daily log and portfolio of internship activities to be submitted at the end of
the field experience.
7. Attend all supervision sessions at the internship site and weekly seminars at the
University.
8. Receive a grade of B or above for two consecutive semesters to complete internship
requirements. A grade of F will be assigned if dismissed from internship due to ethical
violations.
I have reached an agreement with the field site that the setting will provide experiences to
demonstrate school counseling competencies outlined in the Massachusetts Model for
Comprehensive School Counseling Programs and the American School Counselor
Association National Model. The internship will be supervised by a licensed school
counselor.
68
Field Supervisor:
Name:_____________________________________Title:_________________________
Department of Elementary and Secondary Education School Counseling License Level
and Number:_____________
_______________________________________________________________________
E-Mail:____________________________________Phone:________________________
School Address:__________________________________________________________
________________________________________________________________________
Grade Levels:____________________________________________________________
_________________________________
Student signature
Date
__________________________________
Field Supervisor
Date
_________________________________
University supervisor
Date
__________________________________
Authorized School Administrator Date
_________________________________
UMB Program Director
Date
69
K
Internship Statement of
Understanding
70
Internship Statement of Understanding
I acknowledge that my primary obligation, as internship candidate, is to do no harm to
my students. I therefore agree to maintain ethical behavior at all times during this field
experience. I further acknowledge that my UMB and site supervisors are legally and
ethically obligated to protect my students from potential harm as much as possible
through their supervision and review of my performance. In the event that any of my
supervisors have reason to believe that I may harm my students through unethical or
incompetent behavior, they have the right and responsibility to take immediate action.
Such action may include removing me, temporarily or permanently, from the practicum
or internship.
________________________________________________________
Candidate/Date
________________________________________________________
Site Supervisor/Date
________________________________________________________
UMB Faculty/Date
______ Attach proof of liability insurance or ASCA membership (NOTE: Liability
insurance available at no extra cost with ASCA membership)
71
L
Internship Activity Log
72
College of Education and Human Development
Department of Counseling and School Psychology
School Counseling Program
INTERNSHIP
REPORT OF TIME DISTRIBUTION
Semesters/ Academic Year __________
An exact report of the number of hours the candidate spent in his or her Counseling Internship
experience is required for the candidate’s record as well as for the site supervisor’s record.
Required: 600 clock hours with 240 clock hours spent in direct services.
Candidates are to return the original of this report at the close of the Internship to the UMB
Supervisor.
Name of Candidate____________________________________UMS#_____________
Site____________________________________________________________________
Number of Hours Spent by the Candidate in:
Direct Services (240 hours)
Indirect Services
Individual Counseling:
Describe or List Activities: if necessary, attach a
separate page listing indirect activities
Group Counseling:
Classroom Guidance:
Consultation:
Total Direct Services:
Total Indirect Services:
Total Clock Hours: From _____________ To_______________
__________________________________
Printed Name of Site Supervisor
___________________________________
Site Supervisor Signature
__________________________________
Professional License
73
M
Internship Site Visit Documentation
74
University of Massachusetts Boston
School Counseling Program
Internship Site Visitation
COU 698
Student ______________________________________________________
School ______________________________________________________
Date
____________________
Copy to Student _____________
Time ___________________________
Copy to Site Supervisor _________________
Topics Reviewed/Discussed or Activity(ies) Observed
Strengths Observed
Areas to Focus Attention
Next Steps
Student Signature __________________________________ Date ______________
University Supervisor Signature ______________________
75
Date ______________
N
Intern Self-Assessment
(To Be Completed at the Beginning and End of Internship)
76
University of Massachusetts Boston
College of Education and Human Development
Department of Counseling and School Psychology
School Counseling Program
Name___________________________________UMS_______________________
Date____________________________________
Internship Site____________________________Grade Level__________________
INTERN SELF-ASSESSMENT
Please read each statement and then rate your current level of confidence to perform the
function using the following scale.
1 = not confident
2 = somewhat confident
3 = moderately confident
4 = generally confident
5 = highly confident
School Guidance Curriculum
1. _______I am able to provide instruction to assist a class of students in academic
achievement, career planning, and personal-social behavior.
2. _______I am able to work with other faculty to integrate guidance curriculum with
other subject areas.
3.________I am able to conduct planned small groups outside the classroom to respond
to students’ identified needs and interests.
4.________I am able to conduct workshops and informal sessions for parents to address
the needs of students.
77
Individual Student Planning
5.________I am able to work with individual students or small groups to analyze and
evaluate test information and other data relating to abilities, interests, skills, and
achievement in planning academic and career domains.
6.________I am able to work with individuals or small groups to advise them in
academic, career, and personal-social planning.
7. ________I am able to assist students as they plan for post-secondary education.
8.________ I am able to assist students as they plan for post-secondary occupations.
Responsive Services
9. ________I am able to exchange and share information with families, faculty, and
administrators for purposes of supporting students in their academic, career, and
personal-social development.
10. _______I am able to assist individual students to make changes for advancement in
academic, career, and personal-social domains.
11. _______I am able to provide counseling and support to students, families, and faculty
in response to emergency situations.
12. _______I am able to refer students and families in need to school based and
community based resources.
System Support
13. _______I am able to work with faculty, families, administrators, and community
resources to improve student success.
14.________I am able to identify school based and community based resources that can
support student success.
15. _______I am able to assist families in identifying their children’s needs and assist
families in accessing available school based and community based resources to support
their child.
16. _______I am able to use data to identify areas of need in school that affect student
progress in academic, career, and personal-social development.
17. _______I am able to use data to measure the success of interventions and programs
supporting achievement, career, and personal-social development.
78
18. _______I am able to serve as a liaison with teachers, families, administrators, and
community resources to facilitate successful student development.
19. _______I am able to provide leadership when working with faculty, administrators,
families, and community resource to support equitable opportunity for students.
20. _______I am able to provide effective advocacy for the elimination of performance
gaps among different economic, gender, race, and ethnic groups.
79
O
Intern Evaluation Form
(To Be Completed by Site Supervisor in December and May)
80
University of Massachusetts Boston
College of Education and Human Development
Department of Counseling and School Psychology
School Counseling Program
SITE SUPERVISOR’S ASSESSMENT OF INTERN PERFORMANCE
INTERN:_________________________________________________________UMS#______________
FIELD SUPERVISOR:_________________________________________________________________
SCHOOL:___________________________ADDRESS:_______________________________________
GRADE LEVEL(S):___________________________________________________________________
DATES of ASSESSMENT: MID-POINT______________________FINAL______________________
Please keep a copy for your records and provide a copy for the student and University supervisor.
Please read each statement and then rate the intern’s current level of competence to
perform the function using the following scale.
1 = not competent
2 = somewhat competent
3 = moderately competent
4 = generally competent
5 = highly competent
NO = No opportunity to assess
School Guidance Curriculum
1. _______able to provide instruction to assist a class of students in academic
achievement, career planning, and personal-social behavior.
2.________able to work with other faculty to integrate guidance curriculum with other
subject areas.
3. _______ able to to conduct planned small groups outside the classroom to respond to
students’ identified needs and interests.
81
4._______ able to conduct workshops and informal sessions for parents to address the
needs of students.
Individual Student Planning
5.________able to work with individual students or small groups to analyze and evaluate
test information and other data relating to abilities, interests, skills, and achievement in
planning academic and career domains.
6.________ able to work with individuals or small groups to advise them in academic,
career, and personal-social planning.
7. ________able to assist students as they plan for post-secondary education.
8. ________able to assist students as they plan for post-secondary occupations.
Responsive Services
9. ________able to exchange and share information with families, faculty, and
administrators for purposes of supporting students in their academic, career, and
personal-social development.
10._ _______able to assist individual students to make changes for advancement in
academic, career, and personal-social domains.
11. ________able to provide counseling and support to students, families, and faculty in
response to emergency situations.
12. ________able to refer students and families in need to school based and community
based resources.
System Support
13. _________able to work with faculty, families, administrators, and community
resources to improve student success.
14._________ able to identify school based and community based resources that can
support student success.
15. _________able to assist families in identifying their children’s needs and assist
families in accessing available school based and community based resources to support
their child.
16. ________ able to use data to identify areas of need in school that affect student
progress in academic, career, and personal-social development.
82
17. ________able to use data to measure the success of interventions and programs
supporting achievement, career, and personal-social development.
18. ________able to serve as a liaison with teachers, families, administrators, and
community resources to facilitate successful student development.
19. ________able to provide leadership when working with faculty, administrators,
families, and community resource to support equitable opportunity for students.
20. ________able to provide effective advocacy for the elimination of performance gaps
among different economic, gender, race, and ethnic groups.
Please add any comments about the intern’s performance that were not addressed on this evaluation form.
How has the intern’s services benefited the students with whom he or she worked?
Do you have any specific recommendations for professional development?
Do you have any recommendations regarding the professional preparation of the intern? Your feedback is
valued and will be used to enhance future training.
Field Supervisor’s Signature
Position/Title
Date
Thank you for your assistance and support of the school counseling program!
83
P
Internship Checklist
84
University of Massachusetts Boston
Department of Counseling and School Psychology
School Counseling Program
Internship Checklist
Fall Semester
__________Signed internship agreement (Site supervisor must have appropriate DOE
licensure) (Appendix J)
__________Completed self-assessment (September) (Appendix N)
__________Invite Licensing Officer to seminar class to explain DOE license application
procedures
__________Intern evaluation completed by site supervisor (Appendix O)
__________Voucher request Due (Appendix T)
Spring Semester
__________Graduation application and fee due
__________Completed PPAs due
__________Voucher request due (Appendix T)
__________Capstone due (Appendix Q)
__________Completed self-assessment (May) (Appendix N)
__________Intern evaluation completed by site supervisor (Appendix O)
__________Internship site evaluation (Appendix R)
__________Exit survey (Appendix U)
__________Future contact information (mailing and email addresses)
85
Q
Capstone Scoring Summary
86
University of Massachusetts Boston
School Counseling Program
Capstone Scoring Summary
Candidate Name:_________________________________UMS#__________________
PART I: Accountable School Counseling Practice
MEASURE PROJECT SCORING RUBRICS
3 Distinguished
2 Proficient
1 Needs Improvement
All required materials included
with supporting documentation
All required materials included
Materials are incomplete
Exceptional appearance and
organization
Professional appearance and
organization
Poor organization and
appearance
Clear link of project to school’s
mission
Description of school’s mission
No mention of school’s mission
Multi-source, multi-method needs
assessment
Adequate needs assessment
Absent or inadequate needs
assessment
Well-developed, consistent plan
of action
Coherent plan of action
Absent or inconsistent plan
Goals individualized and firmly
linked to assessment data
Goals individualized and
generally linked to assessment data
Vague goals not linked to assessment
data
Roles for all stakeholders
Identified
Stakeholders or roles identified
Vague or no mention of stakeholders
or roles
Strategies based on sound
theory and data
Strategies based on
theory or data
Strategies not based on theory or
data
Clear demonstration of datadriven decision-making
General description of data
and its use
Vague description of problemsolving and consultative
Progress monitored
systematically
Progress monitored
No plan to monitor progress
Outcomes evaluated
systematically
Outcomes evaluated
No outcome evaluation
Specific follow-up
plan included
General plan for follow-up
included
No plan for follow up
Score:_______Comments:_________________________________________________
87
PART II: Solution-Focused Counseling Case Study
COUNSELING CASE STUDY SCORING RUBRICS
3 Distinguished
2 Proficient
1 Needs Improvement
Relevant background information
Adequate background information
Incomplete or irrelevant background
information
Well-developed, consistent case
formulation
Coherent case formulation
Absent or inconsistent case
formulation
Goals individualized and firmly
linked to assessment data
Practical strategies based on
solution-focused brief counseling
Goals individualized and
generally linked to assessment data
Strategies primarily based on
solution-focused brief counseling
Vague goals not linked to assessment
data
Strategies not based on
solution-focused brief counseling
Progress monitored
systematically
Progress monitored
No plan to monitor progress
Outcomes evaluated
systematically
Outcomes evaluated
No outcome evaluation
Specific follow-up
plan included
General plan for follow-up
included
No plan for follow up
Thoughtful reflection
on student outcomes
and self-assessment
Reflection on experience
Superficial description of
experience
Score:_______Comments:_________________________________________________
88
PART III: Parent and/or Teacher Workshop or MASCA Professional Presentation
WORKSHOP SCORING RUBRICS
3 Distinguished
2 Proficient
1 Needs Improvement
Well-defined issue
Clearly stated issue
Issue unidentified or unclear
Relevant background information
information
Adequate background information
Incomplete or irrelevant background
Clear connection to ASCA
and Massachusetts
models
Reference to either ASCA or
Massachusetts model
No reference to national or state
models
Multi-source, multi-method needs
assessment
Adequate needs assessment
Absent or inadequate needs
assessment
Workshop objectives specifically
related to needs assessment
Workshop content clearly linked
to objectives
Workshop objectives generally
related to needs assessment
Workshop content plan generally
linked to objectives
Workshop objectives unclear or
unrelated to needs assessment
Workshop content unrelated to
objectives
Uses a variety of instructional
strategies
Uses at least two instructional
strategies
Uses a single instructional
strategy
Program outcomes evaluated
systematically
Program outcomes evaluated
Poor or no program outcomes
evaluation
Specific follow-up
General plan for follow-up
plan included
No plan for follow up
included
Score:_______Comments:_________________________________________________
Total Score:________
Distinguished (7-9 pts)___Proficient (4-6 pts)___Needs Improvement (1-3 pts)___
Internship Supervisor:____________________________________Date:___________
89
R
Student Internship Site Evaluation
90
University of Massachusetts Boston
School Counseling Program
Internship Site Evaluation Form
Internship site: _________________________________________________Date:___________________
The following performance standards are aligned with the Massachusetts Model for Comprehensive School Counseling
Programs. During your internship, please rate how often you were able to participate in the following activities:
1 = Never
2 = Sometimes
3 = Often
4 = Always
Standard 1: Plan, organize, and deliver the school counseling curriculum to:

address the developmental needs of students while supporting the school mission

support learning and close the student achievement gap

foster a safe and supportive school climate by demonstrating and promoting positive interpersonal
relationships with students, staff, parents/guardians, and community partners
1
2
3
4
Standard 2: Implement individual planning interventions in collaboration with partners
(e.g., teachers, parents, mentors) to:

develop students’ planning and decision making skills

develop educational/career plans for students, individually and in groups

promote accurate and appropriate interpretation of assessment data and relevant information
1
2
3
4
Standard 3: Provide responsive services in consultation with administrators, teachers, student support services,
and through referrals to external organizations/agencies to:

address students’ identified needs and concerns individually and/or in small-group counseling

involve parents/guardians, teachers, administrators, and support services staff as needed

use school and community agencies and organizations for providing long-term responsive and
support services
1
2
3
4
Standard 4: Monitor student progress on a regular basis to:

ensure equity in access and delivery

modify or develop curriculum and intervention as needed

track students’ progress with their education/career planning
1
2
3
4
Standard 5: Manage and use time effectively in order to:

ensure adherence to a master calendar for program implementation

distribute and post a calendar of events and services for timely access by students, parent/guardians,
administrators, and teachers
1
2
3
91
4
Standard 6: Collect and analyze school counseling data to:

establish goals and activities that work to close the student achievement gap

ensure that students are taking appropriate yet rigorous courses

guide counseling program direction and emphasis

maximize use of counselor time

measure results and disseminate outcome information

plan for and improve program evaluation
1
2
3
4
Standard 7: Encourage and provide system support to:

ensure that the school counseling program is meeting the needs of students and the school
community

support student achievement through collaboration with educational and community based
programs

obtain input from school administrators and staff in developing the counseling management system

gain assistance and cooperation in carrying out program evaluations
1
2
3
4
Standard 8: Communicate regularly with the school council and other school advisory committees to:

learn of the needs and concerns of constituent groups

gain support for school counseling goals while learning how counselor may support others

inform the council and other advisory committees of program features and services

review the school improvement plan and provide input
1
2
3
4
Standard 9: Conduct a yearly program audit to:

determine the extent to which the school counseling program is being implemented

inform appropriate stakeholders of program results

inform counseling staff of the need for modifications in the program and/or calendar
1
2
3
4
Standard 10: Act as a student advocate, leader, collaborator, and systems change agent to:

ensure support for all students achieving at the highest levels

ensure equity in the delivery and access of the program

advance the school’s and the counseling department’s mission and goals
1
2
3
4
How did your supervisor model and encourage thoughtful and responsive school counseling practices?
Would you recommend this internship placement to other students? Why or why not? Please describe the strengths and
weaknesses of the placement.
92
S
UMB Supervisor Internship Site
Evaluation
93
University of Massachusetts Boston
School Counseling Program
UMB Supervisor Internship Site Evaluation
Internship site: _________________________________________________Date:___________________
_____On-Campus Program
_____Online Program
Please rate the school counseling internship site using the following scale:
1 = Never
2 = Sometimes
3 = Often
4 = Always
The intern’s site supervisor was available to meet with you to discuss student learning needs.
1
2
3
4
The intern’s site supervisor arranged opportunities for the student to fulfill internship and capstone
requirements.
1
2
3
4
The intern’s site supervisor was accessible to the student for guidance and direction.
1
2
3
4
The intern was given sufficient office space and clerical assistance at the site.
1
2
3
4
Would you recommend this site for future internship placements?
____Yes
____ No. Please explain_____________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Do you have any suggestions to improve this site as an internship placement?
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T
Tuition Voucher Application
95
University of Massachusetts Boston
CEHD/Student Services
Voucher Request Form
1. Your first name
________________________
2. Your last name
________________________
3. Your e-mail Address
________________________
4. Gender
o Female
o Male
5. Languages spoken at home
________________________
6. Race
o
o
o
o
o
o
o
American Indian/Alaskan Native
Asian/Pacific Islander
Black (non-Hispanic)
Cape Verdean
Hispanic
White (non-Hispanic)
Other (please specify) ________________
7. Your license state
________________________
8. Your license number
________________________
9. School/site’s name
________________________
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10. School/site’s address
__________________________
11. City, State and Zip Code
__________________________
12. Site’s phone number
__________________________
13. Site’s fax number
__________________________
14. Principal/Director’s name
__________________________
15. Principal/Director’s e-mail address
__________________________
16. Candidate's name
____________________________
17. Candidate’s UMS student identification number
_________________________
18. Candidate’s program and teaching level
___________________________
19. Please use the back for comments
97
U
Exit Survey
98
UNIVERSITY OF MASSACHUSETTS BOSTON
COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT
DEPARTMENT OF COUNSELING AND SCHOOL PSYCHOLOGY
SCHOOL COUNSELING PROGRAM
SCHOOL COUNSELOR EDUCATION STUDENT EXIT SURVEY
Instructions:
This is survey in entirely anonymous and confidential. Participant
demographics and ratings and have been developed so participant identity
cannot be determined from responses to the survey. Information from the
survey will be used to satisfy NCATE, DOE, and CACREP accreditation review
policies and to provide information for making program improvements.
Part 1: Demographic data
1. What is your gender?
o Female
o Male
2. What is your race/ethnicity
o Hispanic/Latino
o African American
o Native American
o Caucasian
o Pacific Islander
o Asian American
o Arab American
o Other ___________
3. What degree did you obtain from the Counselor Education Program at
the University of Massachusetts Boston?
o M.Ed. School Counseling
o C.A.G.S. School Counseling
Part 1: Quality of the Curriculum
Please rate the following items to indicate how well you believe that the
course work at the University of Massachusetts has prepared you for work as
a professional school counselor.
4. Instruction I received adequately prepared me for satisfactorily
managing legal, ethical, and professional development issues
associated with school counseling.
99
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
5. Instruction I received adequately prepared me for working effectively
with students from diverse backgrounds, (e.g., differences in race,
socioeconomic
class, culture and gender).
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
6. Instruction I received adequately prepared me to identify and work
effectively with personality and developmental issues of students.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
7. Instruction provided the necessary knowledge for me to conduct
effective career counseling with students.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
8. Instruction I received adequately familiarized me with the basic group
counseling theories, dynamics, and principals, as well as developing
group leadership skills to facilitate task, psychoeducational, and small
group counseling.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
100
9. Instruction I received adequately familiarized me with student services at
the elementary, middle, and secondary school levels, and the
administration and coordination of student services and guidance
programs from both a developmental and comprehensive framework.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
10. Instruction I received assisted my understanding and ability to
conceptualize and execute in-depth consultation techniques for helping
students change maladaptive behaviors and facilitate learning.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
11. Instruction I received familiarized me with tools to use when working
with families, and effective ways to include family members as active
contributors in their child’s education and overall well being. In addition, the
course work adequately prepared me to examine classroom management
and organization, and instructional activities for promoting learning.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
12. Instruction I received in appraisal was sufficient for understanding the
importance of test reliability and validity and how to select administer and
interpret assessment instruments for students.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly Agree
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13. Instruction I received adequately familiarized me with the use of
technology and statistical methods in counseling (e.g., qualitative,
quantitative, single case design) for conducting counseling research and
program evaluation.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
14. Instruction I received adequately familiarized me with understanding the
history of public education and school counseling, current issues facing
school counselors working with Pre-K through 12th school programs, and the
school counselor as a social advocate and user of data to increase student
achievement.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
15. Instruction I received adequately familiarized me with the basic
counseling theories and fundamental counseling mechanics, including but not
limited to empathy, reflective listening, and paraphrasing.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
Part 2: Quality of School Training
Please rate school field experiences provided by the School Counseling
Program at the University of Massachusetts Boston by indicating a response
for each item below.
Instruction and supervision I received during my Practicum and Internships
satisfactorily prepared me to effectively deliver:
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16. Individual, small group work, and/or classroom guidance.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
17. Career and academic advising.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
18. A data driven guidance program.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
19. Referral and use of community resources
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
20. Record keeping and other paperwork.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
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21. My on-site internship supervisor met with me regularly and provided
feedback and guidance that helped me become a more effective school
counselor.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
22. My University supervisor provided feedback and guidance that helped
me become a more effective school counselor.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
23. Overall, I am satisfied my practicum and internship experiences
prepared me for working as a school counselor.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
Part 4: Quality of Advising
Please rate advising provided by the faculty at the University of
Massachusetts Boston by marking a response for each of the items below.
Base your selections on knowing you could speak with any of the faculty in
the school counseling program.
24. My advisor kept office hours and appointments.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
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25. My advisor returned calls promptly.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
26. My advisor returned emails promptly.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
27. My advisor was knowledgeable of academic policies and curricular and
graduation requirements.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
28. My advisor was helpful and responsive and is interested in my wellbeing and in my concerns.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
29. Overall, I am satisfied with the assistance provided by my academic
advisor.
o Strongly disagree
o Disagree
o Neutral
o Agree
o Strongly agree
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30. Comments that you would like to offer that may help faculty to continue
to upgrade and improve preparation of school counselors.
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