clinical program manual

3 1 R e a d s W a y , N e w C a s t l e , D E 1 9 7 2 0 ( 3 0 2 ) 6 5 5 - 5 4 0 0

2013

Clinical Program Manual Master of Education in School Counseling

College of Education

Wilmington University

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Dear Clinical Program Student, Congratulations on completing all academic course work required for your clinical field experience. You should be very excited to enter into the next phase of your graduate school journey. Being academically successful took a lot of effort and dedication on your part. Well done! The Master of Education in School Counseling (MEC) program of the College of Education provides this manual in order to contribute to successful field experiences for both supervisors and students. This document contains guidelines and expectations that will prepare those involved with the practicum and internship. To this end, detailed descriptions of the clinical program, the requirements, and the procedures that candidates are to use as they complete the program is included. The appendices provide the necessary forms that will be used throughout the clinical experience. More information regarding the program and our department can be obtained from our website at www.wilmu.edu

The clinical field work is the capstone event in your curriculum and is the time in which you will put your classroom knowledge to practice. This experience allows you to refine and enhance your basic counseling abilities as well as integrate newly acquired skills and techniques through a supervised and structured internship or practicum. You may feel somewhat nervous or anxious about the prospect of working in a clinical setting, but let us reassure you that you are well trained and have the support of your Wilmington University faculty supervisor, cooperating school counselor and the entire MEC faculty. With all of these supports in place, we believe you will do well and gain a great amount from the experience. Congratulations on this next and final, step toward your degree and best of luck! Sincerely,

Patricia Ramone Stephanie LoBiondo

Patricia Ramone, Ed.D Stephanie LoBiondo, MS Chair, MEC Program Assistant Chair, MEC Program [email protected] [email protected]

http://www.wilmu.edu/

mailto:[email protected]

mailto:[email protected]

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Table of Contents

Page Mission Statements………………………………………………………… 2

MEC Program Design……………………………………………………… 3 Degree Completion Requirements………………………………………. 4

Description of Clinical Experience……………………………………… 5 Clinical Program Requirements…………………………………………. 6 Process for Reduction of Hours…………………………………………. 8

Clinical Experience Activities……………………………………………. 9 Clinical Seminar Information……………………………………………. 9

Clinical Program Requirements: Candidate………………………….. 10 Clinical Program Requirements: Clinical Faculty Supervisor……. 11 Clinical Program Requirements: Cooperating Counselor…………. 11

Independent Project Guidelines………………………………………… 13 Electronic Portfolio Requirement……………………………………….. 14 Appendices…………………………………………………………………... 15

Appendices Appendix A: Daily Log Appendix B: Monthly Reporting Form Appendix C: Group/Individual Session Evaluation Form Appendix D: Classroom Guidance Lesson Evaluation Form Appendix E: Clinical Faculty Supervisor Final Course Evaluation Form Appendix F: Independent Project Proposal Appendix G: Electronic Portfolio information Appendix H: Electronic Portfolio Components Appendix I: ASCA Ethical Standards for School Counselors Appendix J: Candidate Ethics Policy signature page Appendix K: Reduction of Clinical Hours Eligibility Packet Appendix L: Student Release Form

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Mission Statement – College of Education The College of Education at Wilmington University prepares students for a professional career in working with children in the stages of birth through adolescence. Students have experiences that provide knowledge, theory and opportunities for educator candidates to work with children from a variety of socio-economic backgrounds, ethnic groups, and education settings. Translating theory into practice is the primary purpose of the professional education programs. The programs center on the understanding of the structure and sequence of the content

taught, the characteristics of the student population being taught, and the application of basic principles of learning that reoccur in the research on effective teaching.

Mission Statement- School Counseling The mission of this program is to prepare and motivate teachers, counselors and other dedicated professionals to qualify to staff and fully implement a comprehensive guidance and counseling program. All aspects of the program are aimed at enabling the participants to acquire program and graduation competencies in order to become professional school counselors that contribute to their schools’ educational goals. The curriculum is based on the ASCA National Model and Delaware State Model of a comprehensive guidance program; that implies that school counselors are accountable when they follow a standardized plan that can be implemented throughout the state. The Program Attributes emanate from the visions and missions of the University and College of Education; reflect the University’s philosophy, purposes, and program goals; are deemed essential for the effectiveness of educator preparation programs; and specify that: • Programs are knowledge-based; • Programs view educators as learners; • Programs are sensitive to context and culture; • Programs stress inquiry, analysis, and reflection;

• Programs stress participation, collegiality, and collaboration; • Programs are on-going and developmental-based on best practice; • Programs are standards-driven; • Programs promote the effective use of technology.

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Program Design The curriculum for the Master of Education in Elementary and Secondary School

Counseling, a 36 or 42 semester credit program, is based on the National and State Model School Counseling Program in three broad areas described by the American School Counselor Association (ASCA): academic/developmental, career development, and personal/social development. In addition to the nine required courses, students with three years as a lead teacher complete a one-semester, six credit hour supervised practicum under the direction of a certified counselor with 3 years of professional school counseling experience and supervision by a Wilmington University faculty member. Students without the three years of required school based professional experiences complete two-semesters, 12 credit hours of supervised internships totaling 1,000 hours (100 teaching activities, 900 school counseling activities). Students with professional paid experiences in the school system or counseling areas may be eligible for a reduction of the 1,000 hours. Please see Reduction of Internship Hours process.

Vision Statement- School Counseling The Master of Education in Elementary and Secondary School Counseling addresses the needs of diverse school populations which are facing rapid social, economic, and technical changes. Practical application in the counseling field is balanced by detailed consideration of the philosophy, theory, knowledge, and ethics necessary for a professional school counselor. All aspects of the program are directed toward enabling the participants to acquire the knowledge, skills, and attitudes needed to become effective professional school counselors in a developmental and multicultural setting.

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Degree Completion Requirements

Students must complete Foundation (Level 1) and Skill (Level II) development courses

and either a single supervised practicum OR two internships:

Level I Foundation Courses MED 6102 E-FOLIO Electronic Portfolio System (not a course, provides access

to the electronic portfolio, 0 credit) MEC 6401 Theories of Counseling MEC 6402 Human Behavior and Child Development MEC 6501 Principles and Practices of the Guidance Program MEC 7203 Career Development and Information Services MEC 7701 Testing, Measurements, and Research in School Counseling

Level II Skill Development Courses MEC 7500 Individual Counseling Skills and Strategies MEC 7202 Group Counseling

Level III Supervised Clinical Courses MEC 7781 Supervised Practicum: Elementary MEC 7782 Supervised Practicum: Secondary MEC 8000 Supervised Internship: Elementary MEC 8001 Supervised Internship: Elementary MEC 8002 Supervised Internship: Secondary MEC 8003 Supervised Internship: Secondary

Or MEC 7600 Non-Certification Supervised Counseling Practicum Degree Completion Courses MUST be taken with 2nd or 3rd level MEC 7501 Family Counseling MEC 7502 The Counselor as Consultant Prerequisites for all supervised practicum/internship:

1. MEC 6102 Electronic Portfolio System 2. Degree candidate with 3.0 GPA 3. Completion of the following Foundation Courses (Level I):

MEC 6401 MEC 6402 MEC 6501 MEC 7203 MEC 7701

4. Completion of following Skill Development Courses (Level II): MEC 7202

MEC 7500 5. Completed prior to OR concurrent with Supervised Clinical Courses:

MEC 7501 MEC 7502

6. Completion and submission of the Clinical Application online through Task Stream

7. Completion of Praxis I 8. Criminal Background Check

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Description of Clinical Experience All degree seeking candidates in the MEC program are required to demonstrate graduation and program competencies as counselors by engaging in a prescribed variety of related counseling activities. Each candidate must arrange to practice in either an elementary or secondary school- according to the grade level at which they will be seeking state certification. Students work under the supervision of a school-based certified counselor who is designated by the Program Chair as the “Cooperating Counselor”. In addition, each candidate is assigned a Wilmington University “Clinical Faculty Supervisor” who is responsible, in conjunction with the cooperating counselor, for monitoring the activities, interactions, and skill development of candidates. The clinical faculty supervisor is expected to act as mentor and is responsible for final grade designation.

Acceptable Practices

Listed below are placement considerations prior to clinical application submission on Task Stream

1. Only one clinical course in a 15 week semester is acceptable (cannot do two practicums concurrently.)

2. A continuous 15 week academic term is acceptable (an 8 week summer school term is not.)

3. Public, charter or private school with an approved DOE curriculum is acceptable.

4. The 15 week clinical commitment is expected to be completed in a single school (cannot split hours in several schools.)

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Required Clinical Course Experience Candidates are expected to complete all requirements associated with the Master of Education degree with a concentration in School Counseling, including both course work and clinical experiences. A practicum clinical course of 6 credit, 15 week, one semester is required for candidates with lead teaching experience; internships I and II clinical courses totaling 12 credits, 30 weeks, two semesters is required by candidates with no appropriate experience in elementary or secondary school setting. All candidates are expected to develop a program electronic portfolio (E-Folio) demonstrating graduation and program competencies in addition to addressing the ASCA National Standards for Students.

Current New Jersey requirements state that one must complete a program which consists of 48 graduate credit hours that are distributed among various areas of a counseling program and meet required content of study. Therefore, more course work is required to meet the NJ certificate requirement. The following courses have been approved by the Office of Licensure and Credentials of New Jersey to meet credits and course content areas: Ethical Issues in Counseling (MEC 6607), Multicultural Counseling (MEC 6608), Drug and Alcohol Counseling (MEC 6600), Classification of Psychopathology (MCC 6901) and Research Methods, Statistics, and Accountability in School Counseling (MEC 7806). Candidates must choose either an Elementary or Secondary focus for their clinical experience. If a candidate is in a middle school, the candidate must elect to designate the experience either as elementary or secondary. The MEC program is designed to meet the academic and clinical criteria needed for certification eligibility within the State of Delaware. The MEC Program is an approved program and meets the requirements for certification of Professional School Counselor.

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Clinical Requirements PRACTICUM---Candidates with a minimum of three years professional experience in an elementary or secondary school setting; or three years of appropriate experience approved by Wilmington University and the Delaware State Department of Education must complete a minimum of 100 hours, one semester, six (6) credit practicum at the level for which they seek certification. If you desire an additional certification as a Counselor (elementary or secondary) candidates must register and complete another minimum of 100 hours, one semester, six (6) credit Practicum with a cooperating professional school counselor with 3 years of school counseling experience in this area. MEC 7781 – Supervised Elementary Practicum 100 hours (minimum) 6 credits Elementary School (1 to 6) – or – Middle School (5 to 6) MEC 7782 – Supervised Secondary Practicum 100 hours (minimum) 6 credits Secondary School (9-12) – or – Middle School (7 to 8) INTERNSHIPS---Candidates who are required to do 1,000 hours for certification and who wish both elementary and secondary certification must complete 500 hour, one semester, six (6) credit Internship I of elementary and 500 hour, one semester, six (6) credit Internship II of secondary. Candidates with non-lead teaching school experiences who have applied for a reduction of clinical required hours and are required to do 200 to 500 hours for certification may choose either a practicum of 6 credits or Internship I and Internship II of 12 credits. Elementary School (1 to 6) Middle School (5-8) Secondary (9-12) First Semester: MEC 8000 – Supervised Elementary Internship I 6 credits or MEC 8002- Supervises Secondary Internship I 6 credits Second Semester: MEC 8001 – Supervised Elementary Internship I 6 credits or MEC 8003 – Supervised Secondary Internship II 6 credits

Note: It is the responsibility of the candidate to procure the appropriate criminal

background check and child protective registry check prior to submitting the clinical

application on Task Stream. These documents are to be obtained from the state in

which the internship or practicum is to be completed. For instance, if the candidate is

completing an internship in New Jersey, then these documents are to be obtained from

the appropriate agencies in New Jersey.

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Process for Reduction of Hours Candidates with professional experiences in Community Counseling may qualify for a reduction of the 1,000 hour internship requirements and must adhere to the criteria which are prescribed collaboratively by Wilmington University and the Delaware Department of Education (see Reduction Packet for matrix) In order to be eligible for a reduction of clinical hours, you must meet the following criteria:

1. A Matriculated Student to the Master of Education in School Counseling program and be fully admitted by meeting all admissions criteria.

2. A Degree Candidate which occurs at the completion of 12 credits or four courses and in good academic standing with a grade point average of 3.0 or above.

3. Submit the following: a. Letter requesting review of documents for clinical reduction hours. b. Completed Candidate Verification Packet that includes Education Verification Form, and Employment Verification Form. Only professional employment experiences will be considered; internships at the undergraduate level or volunteer experiences will not be counted. c. Include updated Resume. d. Please submit entire packet to program chair

The following do not count towards a reduction of clinical hours: (Wilmington University and State of Delaware guidelines for certification eligibility)

Employment as an administrator

Student practicum or counseling internship at the undergraduate level

Employment as tutor, mentor, trainer, or coach

Volunteer positions in a school setting Submit Reduction packet AT LEAST 3 MONTHS prior to clinical application. Expect to receive a Verification of Reduction notification, by Wilmington University email, one month after submission.

Evaluation of Reduction Packet (Appendix K) is completed: Fall Block I (Spring Clinical) Spring Block II (Fall Clinical)

Summer Block I (Fall Clinical) Summer Block II (Spring Clinical)

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Clinical Experience Activities 15 week semester, 6 credit hours, that will include the following activities:

1. Individual Counseling 2. Small Group Counseling 3. Group Guidance Activities 4. Career Awareness/Exploration/Development 5. Consulting with Appropriate School Staff and Student Guardians 6. Testing Administration and/or Test Interpretation (appropriate for

counselors’ role) 7. Crisis Intervention 8. Record Keeping 9. Independent School Intervention Project 10. Development of an electronic Portfolio or Resource File (as stated in clinical

course syllabi) 11. Four Class Seminars Plus a Clinical Student Orientation 12. Acquire an understanding of the core teaching concepts and structure of the

educational environment (Internship I)

Clinical Seminars ATTENDANCE AT THE SESSIONS IS REQUIRED In addition to the counseling experience of the practicum/internship, all candidates are required to attend five group seminar sessions that includes the initial Clinical Student Orientation. Four sessions will be scheduled with your Clinical Faculty Supervisor. The purposes of the sessions are:

1. To become oriented to the experiences of the practicum/internship. This includes an opportunity to raise questions about your experience and share with your fellow candidates any ideas or concerns you may have.

2. To keep University faculty informed as to what encouragement or

discouragement you are meeting in your experience. Your feedback will help the University faculty make adjustments to the program and courses to fit your needs more realistically.

3. To give education department staff an opportunity to update candidates

regarding any changes or developments in the program.

4. To provide an opportunity for our candidates to share their research and independent projects with one another in a small group format.

5. To facilitate the development of Clinical Experience Portfolios, E-Folio.

6. To participate in lessons on leadership development, advocacy, collaboration

and other pertinent school counseling skills. Additional reading may be assigned.

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Clinical Responsibilities – the Candidate The internship/practicum experience should provide opportunities for the candidate to demonstrate the personal and professional attributes that

exemplify the effective school counselor, and should provide opportunities to implement the practices associated with effective school counseling.

The candidate will:

1. Accept major responsibility for developing professional skill and expertise as a school counselor during this period.

2. Cooperate fully with the school counselor in the objectives and tasks assigned

as part of the practicum/internship outlined in the course syllabus.

3. Follow all school regulations, schedules, and policies presented by the building principal or Cooperating Counselor.

4. Provide the cooperating counselor with a copy of your project report.

5. Complete the academic requirements of the practicum/internship according to

course schedule and prior to graduation.

6. Attend all the seminar sessions of the practicum/internship. In addition, it is also the responsibility of the candidate to do the following:

1. Establish rapport with the faculty, staff, and administration of the school.

2. Become acquainted with the facilities, materials, and policies of the school.

3. Confer with the Clinical Faculty Supervisor and cooperating counselor to implement the suggestions offered for professional growth.

4. Complete all requirements in a timely fashion.

5. Maintain a professional dress code and overall appearance.

6. Observe professional ethics as stated by ASCA Ethical Standards for School

Counselors.

7. Confer with the Clinical Faculty Supervisor and Cooperating Counselor as needed.

8. Conduct oneself in a professional manner, interacting professionally and

effectively with all school and university personnel, parents, and with the community.

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Clinical Responsibilities- The Clinical Faculty Supervisor The Wilmington University Clinical Faculty Supervisor will:

1. Meet early in the semester with the Cooperating Counselor to review clinical responsibilities and to discuss candidate practicum/internship requirements.

2. Be familiar with the ASCA Model, the Delaware Standards and effective counseling strategies.

3. Meet with and observe the candidate three times with a follow up review of

assessment. This is a change from the traditional role of periodic “inspection” to one of continuous support and collaboration.

4. Be available, by appointment, to the candidate to discuss concerns and

problems during the practicum.

5. Be a good listener, a good coach, a good (meaning honest, knowledgeable and forthright) critic and, most of all, a good school counselor.

6. Provide guidance to the candidate in his/her development of the required

professional skills.

7. Conduct the seminar sessions during the practicum/internship.

8. Evaluate the candidate’s achievements during this period after discussion with the cooperating school counselor and assign final grade.

9. Meet routinely with Cooperating Counselor to review candidate progress in

meeting clinical program requirements.

10. Work closely and communicate with MEC Assistant Chair and attend all professional development activities scheduled.

Clinical Responsibilities- The Cooperating Counselor The role of the cooperating counselor is that of a school counselor educator, an

equal partner in the process of school counselor preparation. In addition to mentoring, coaching, serving as a personal and professional confidante, and modeling, the MEC program expects cooperating counselors to:

1. Engage candidates in shared decision making about curriculum,

expectations for student success, organizational behavior, group session environment, interaction, etc.

2. Help candidates understand and reflect on the major components of professional practice as described in The ASCA National Model: A Framework for School Counseling Programs and Delaware Model.

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3. Meet with the candidates and the Wilmington University Clinical Faculty Supervisor to discuss the requirements of the Practicum/Internship prior to commencement.

4. Provide candidates with an orientation to the school, personnel and policies.

Encourage close working relationships with parents/families and emphasize collegial and positive relationships with total school staff.

5. Help candidates analyze and reflect on personal/professional actions and consequences (success as well as errors), and explore alternative courses of action (focusing on aspects of candidate behavior that can be strengthened.)

6. Treat candidates as beginning professionals (rather than aides or assistants) and insist that candidates meet the highest standards of verbal and written communication.

7. Assign a caseload to the candidate early in the Practicum/Internship

experience. Insist that the candidate plan and conduct lessons/activities that are based on goals suitable for the students in the group, reflect the school, district and state school counseling standards and include a clear assessment of outcomes (“What kind of impact did I make on student achievement and how can I prove it?”) Insist on the use of data to establish goals.

8. Discuss the independent project during the first two weeks and assist

candidates with developing high quality projects.

9. Offer guidance and constructive suggestions for development of skills and expertise in school counseling. Be available to the candidate for one-on-one mentoring sessions and provide the necessary encouragement for positive and professional growth.

10. Review, monitor, and sign the candidate’s hourly documentation and

monthly reports on a daily basis. Support the importance of the candidates’ degree and program requirements (e.g. counseling skill components, participation in seminars, electronic portfolio, independent project, etc.)

11. Observe and evaluate candidates during an individual and group counseling

session, as well as a group guidance lesson.

12. Observe an evaluation of the candidate’s experience on a weekly basis during the Practicum/Internship.

13. Meet routinely with the Clinical Faculty Supervisor to review candidate

progress in meeting clinical program requirements. It is the responsibility of the Cooperating Counselor to contact the Clinical Faculty Supervisor with any concerns regarding the candidate.

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INDEPENDENT PROJECT GUIDELINES

Candidates are expected to develop an independent project at their school site. This project should be discussed with and approved by the building principal and Cooperating Counselor. The purpose of this project is to enable candidates

to assume responsibility for a particular guidance activity. One criteria of this project is that it should reflect a need for guidance services

which demonstrate the essential elements of the ASCA National Standards and which candidates can address during the practicum. For example, candidates

might accept responsibility for a small group counseling program, an individual student guidance project, a group of at-risk students, or a parent guidance activity. This may be part of an on-going school commitment or a new

program. In either case, candidates will obtain approval for the project and with the assistance of the Cooperating Counselor will plan, organize, and

implement the program to the extent possible within the period. As part of the practicum/internship, candidates will prepare a written report

(8-10 pages) in APA (American Psychological Association) format for presentation at the final seminar session. Candidates will present their paper orally (approximately 20 minutes in length).

The written report must be in APA format and include the following sections:

Identification of Problem or Issue- An introduction of the situation or

problem to be addressed.

Needs Assessment- Student data that drove the need for the

independent project.

Literature Review- Current research on the project’s concepts.

Intervention Design-A description of the methods used to organize the

project.

Implementation/Results-The results of the project using pre and post assessments along with recommendations for future implementation.

These reports will enable candidates to share their experience and professional growth within the practicum/internship period.

A proposal on the nature of the independent project should be submitted to the Clinical Faculty Supervisor by the end of the first month of the program.

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ELECTRONIC PORTFOLIO REQUIREMENT

As part of the MEC practicum/internship, candidates are required to complete

an Electronic Portfolio.

1) Electronic Portfolio – An educational electronic portfolio housed on

TaskStream is a professional collection of artifacts and reflections on one’s accomplishments, learning, strengths, and best works. The collection is dynamic, ever-growing, and ever-changing. It

demonstrates the candidate’s performance and how well they have mastered graduation and program competencies. It is a tool for

reflection on the items collected, and must be approached from the point of view of the compiler (the owner of the materials in the collection.) The key concepts in portfolio revolve around collection,

organization, reflection, and presentation.

NOTE: Candidates should discuss their electronic portfolio requirement at the second seminar with their Clinical Faculty Supervisor to determine which format is most appropriate. Work on collecting

information for the electronic portfolio should be done throughout the experience so that this requirement will be representative of the candidate’s best efforts.

EVALUATION

The Clinical Faculty Supervisor will discuss the graduate students’ work with the Cooperating Counselor as part of the final evaluation process. However, the Clinical Faculty Supervisor has the responsibility for determining the final

evaluation of the candidate. This evaluation will consider all practicum/internship reports and projects submitted by or presented by the

candidate; the candidate’s demonstration of professional guidance skills; and the candidate’s demonstrated commitment to provide quality guidance services for students.

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Appendices

COLLEGE OF EDUCATION

Master of Education in School Counseling (MEC)

Practicum/Internship Daily Log

Date Time Activity/Topic Description Code Minutes Outcome/Reaction

Cooperating Counselor Initials: Total Minutes: Total Hours:

Appendix A



Practicum/Internship

Monthly Reporting Form

Name

(Last) (First)

Monthly Report For:

I. Hours of Experience This Month

A. Academic Counseling (AC)

B. Career Counseling (CC)

C. Personal/Social Counseling (PSC)

D. Classroom Guidance (CG)

E. Group Counseling (GC)

F. Planning Activities (PA)

G. Record Keeping (RK)

H. Crisis Intervention (CI)

I. IEP (Individual Education Plan)/504 Meetings

II. Other Activities

(Include any other appropriate activities.)

A.

B.

C.

D.

Total Hours:

Cooperating Counselor: Date:

Candidate: Date:

Appendix B

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Group/Individual Counseling Session

Observation & Evaluation

Candidate Name:

Topic:

Skills/Artifacts Comments Knowledge/Evidence of planning 1 2 3 4 5

Rapport/Trust 1 2 3 4 5

Seeks to Understand/Reflection Listening 1 2 3 4 5

Structuring/Flexibility 1 2 3 4 5

Appropriate Self Disclosure 1 2 3 4 5

Confronting/Questioning/Clarification 1 2 3 4 5 Process/Time 1 2 3 4 5

Closure 1 2 3 4 5

Follow-up 1 2 3 4 5

Professional Appearance 1 2 3 4 5

Voice/Grammar 1 2 3 4 5

Reaction to constructive criticism 1 2 3 4 5

Adherence to ethical standards and

professional practice

1

2

3

4

5

Level of Performance: 5 - Demonstrates high level of competence

4 – Demonstrates competence, consistently

3 – Demonstrates some competence, needs improvement

2 – Demonstrates low level competence

1 – Demonstrates no competence

Commendations/Recommendations:

Evaluator’s Signature Date

Candidate’s Signature Date

Appendix C

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Master of Education in School Counseling


Classroom Guidance Lesson

Observation & Evaluation

Candidate Name:

Topic:

Skills/Artifacts Comments Introduction—purpose 1 2 3 4 5 Evidence of Planning 1 2 3 4 5 Development of

Lesson

1

2

3

4

5

Learning Activities 1 2 3 4 5 Classroom

Management/rapport 1 2 3 4

5

Summary/Closure 1 2 3 4 5 Assessment pre and

post test 1 2 3 4

5

Adherence to ethical

standards and

professional practice 1 2 3 4

5

Level of Performance: 5 - Demonstrates high level of competence

4 – Demonstrates competence, consistently

3 – Demonstrates some competence, needs improvement

2 – Demonstrates low level competence

1 – Demonstrates no competence

Commendation/Recommendations:

Evaluator’s Signature Date


Appendix D

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Master of Education in School Counseling


Clinical Faculty Supervisor Final Course Evaluation

Name of Candidate

Cooperating School

Building Principal

Cooperating Counselor

Clinical Faculty Supervisor

The above Wilmington University Graduate Student has participated in a Practicum/Internship

Experience as part of the requirements for the Master of Education in School Counseling Program.

Independent Project Title:

The experience also required participation in counseling activities under the supervision of a certified

school counselor, graduate seminars, completion of monthly logs, and development of a portfolio.

Area of Counseling: Elementary Secondary Total Hours Reported:

The following criteria were used to determine the final evaluation for the practicum/internship.

Seminars 10

Cooperating Counselor Evaluation 15

University Supervisor Evaluations 20

Monthly Report/Log 10

Project Report – Written Report 15

Project Report – Oral Report 10

Portfolio 20

Total 100

Grade

Wilmington University Clinical Faculty Supervisor Date

Appendix E

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Practicum/Internship INDEPENDENT PROJECT PROPOSAL

Purpose: To provide a service to the school with recommendation/approval from the principal

and Cooperating Counselor.

Tentative title

Introduction of the situation or problem

Strategy of method to address project

Results/Expectations of method used

Additional Comments

Signatures:

Building Principal Date

Cooperating Counselor Date

Graduate Student Counselor Date

Clinical Faculty Supervisor Date

Appendix F

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Wilmington University College of Education

ELECTRONIC PORTFOLIO

What is an Electronic Portfolio?

There are three main focuses of electronic portfolios

developmental (e.g., working),

reflective (e.g., learning), and

representation (e.g., showcase).

A developmental electronic portfolio (housed on TaskStream) is a record of things that the

candidate has accomplished during their time at Wilmington University, and is directly tied to

learner outcomes, graduation competencies and program competencies or rubrics. A reflective

aspect of the electronic portfolio includes personal reflection on the content and what it means

for the candidate’s development. A representational electronic portfolio shows the candidate’s

achievements in relation to academic and clinical experiences or developmental goals and is,

therefore, selective. The final intention of the electronic portfolio is to use for job application or a

Career portfolio.

A professional electronic portfolio is a deliberate, carefully designed and integrated selection of

documents, examples and reflections representing a counseling candidate’s professional

experiences, competencies and growth over a period of time. Your Wilmington University

electronic portfolio will show the degree to which you have acquired the College of Education’s

program competencies and will show how you are progressing toward meeting the program and

graduation competencies.

An effective electronic portfolio is not simply a listing of course projects or a scrapbook of

practicum and student counseling memorabilia. An effective electronic portfolio is a collection

of documents and reflections that demonstrates the wide range of knowledge and skills that you

have acquired, and that demonstrates how your knowledge and skills have changed over time.

Your electronic portfolio should be a very personal and intensive self-assessment. It should

encapsulate your development as an individual and a school counselor, and should provide the

reviewer a clear picture of how your beliefs and values influence your decisions, methodologies

and counseling strategies. It should also cause the reviewer to understand that you have unique,

important and valuable assets to contribute to school counseling.

What should the electronic portfolio look like?

There is no standard “look” for an electronic portfolio. . . and there is no standard way that it

should be organized. You don’t want a “cookie cutter” electronic portfolio (and neither does

anyone else). Remember that the electronic portfolio is a reflection of YOU, and you are unique!

Appendix G

http://en.wikipedia.org/wiki/Rubric_(academic)

http://en.wikipedia.org/wiki/Career_portfolio

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There are, however, some common-sense standards that should be observed and some basic

items that must be included.

The electronic portfolio should be organized around a clearly expressed central theme of meeting

program and graduation competencies.

Electronic portfolio sections should mark or divide for easy identification and access by the

reviewer.

All typewritten sections should use a standard “non-fancy” font. 11 or 12 point Times New

Roman is recommended. (This document is written in 11 and 12 point TNR) Margins should be

no wider than 1.25 inch. Pages should be numbered at the top right. Single or 1.5 spacing is

recommended.

The electronic portfolio should be visually attractive (but avoid “cute”). Be as creative as you

need to be, but remember that creativity has more to do with quality of thinking than quality of

decorating.

The electronic portfolio should begin with a letter to the reader that explains the portfolio’s

purpose. The letter can also alert the reader to special sections and/or information that you want

to highlight.

An early entry in the electronic portfolio should be your Philosophy of Counseling. One page is

enough. A reflective piece could explain how your philosophy might have grown and changed

over time, and why it might continue to do so. You could include an early “philosophy” written

during Theories course as a way to document how your ideas might have changed over time.

Include a carefully composed resume (also known as a curriculum vitae), one page only. Check

the internet for samples.

The electronic portfolio must provide evidence that you have acquired the Wilmington

University identified program and graduation competencies (see rubrics). This is the

most important part of the portfolio. You might also want to show how your progress

relates to proficiency in the ASCA National Standards for Students.

Make sure that charts, photos, illustrations, work samples, etc., have captions with explanations.

Interact with your peers during the process of creating your electronic portfolio. Share ideas, ask

for help and insights. (Collaboration produces a better portfolio.)

Be absolutely certain that your entries are grammatically correct and error-free (structure,

grammar, spelling, punctuation, pronoun agreement, etc.). Again, collaboration, sharing, editing

and revising with the help of your peers is the way to go.

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Who will see the electronic portfolio?

The audience for your electronic portfolio could include some or all of the following:

Yourself (most important, since the focus is on reflection;

Instructors and faculty in your counselor preparation program;

Your peers, now and later;

A Portfolio Review Committee;

Program reviewers (from accrediting agencies such as NCATE or NASDTEC);

A prospective employer

When is the electronic portfolio due?

Your electronic portfolio must be ready for review by your Clinical Faculty Supervisor no later

than the last day of your student counseling assignment. Your electronic portfolio will be graded

and feedback will be posted within TaskStream.

How will the electronic portfolio be evaluated?

Full-time faculty, adjunct faculty and/or school practitioners review portfolios. Reviewers rate in

terms of overall organization and appeal; Writing mechanics (style, correct grammar, spelling,

etc.); theme, required entries; documentation of program competencies, counseling standards and

professional growth; quality of reflections, creativity of visuals, etc. electronic portfolios are

rated as Unsatisfactory, Basic, Proficient, or Distinguished. A rating of Basic or higher is

required for program completion.

An unsatisfactory rating means that electronic portfolio components (one or more) are

incomplete or judged to be substandard. Candidates must revise and resubmit satisfactory

electronic portfolios in order to receive a passing grade for clinical course work and to be eligible

for program completion and graduation. Candidates whose electronic portfolios have been rated

as unsatisfactory will receive the grade of I (Incomplete) for clinical course work. The grade of

Incomplete automatically changes to a failure after 60 calendar days. A basic rating means that

all required components are included and all work is of acceptable quality. A proficient rating

means that all required components are included and all work is of consistently high quality. A

distinguished rating means that the portfolio exceeds expectations and is of clearly superior

quality, especially in terms of standards-related reflections and documents accomplishments.

What are some examples of “documented accomplishments?”

There are literally hundreds of items that could be included to document your accomplishments

and demonstrate competency. You must carefully consider the kinds of evidence you have, how

understandable it will be to the reader (who won’t have the context knowledge that you have),

how cumbersome it might be, etc. Examples could include (but are not limited to) the following:

Research papers

Examples of your writing proficiency

Awards, recognition, honors

Professors’ recommendations, comments

Important decision you made during student counseling

Details of in service training sessions

Details of professional development sessions

8

Details from professional conferences

Documents from presentations you made in classroom

Techniques you use to learn about your students’ background knowledge, skills

Techniques you use to facilitate counseling session

Techniques you use to learn about your students’ cultural heritage

Counseling arrangements, why, with what outcomes, and who made the decision

Strategies, planning, scheduling for student service

Examples of your expertise with educational technology (your web site, etc.)

Individual counseling—counseling notes, progress reports

Group session plans that are of some unique or special interest or application

Letters to parents

Public relations material

Speeches or presentations you have given

Newsletters describing your work

Publications about you

Cooperating Counselor or supervisor observations, evaluations

Self-assessments

Photographs of bulletin boards, student products, activities

Photographs of you participating with students in classroom guidance activities

Photographs of you with students in non-traditional settings

Descriptions of school interventions

Assessments and how you use them

Audio or videotapes (approval may be needed)

PRAXIS I or II test scores

9



Electronic Portfolio Components 1. Introductory letter/state purpose of portfolio

2. Table of contents

3. Resume

4. Formal evaluations, clinical supervisor/cooperating counselor

a. Individual counseling b. Group counseling c. Classroom guidance d. Independent project 5. Philosophies (2 to 3 pages) a. Counseling Theory b. Multicultural counseling reflection

6. Letters of recommendation

7. Program Competencies and Graduation Competencies (See MEC course syllabus, Rubric I, II, and III)

a. Complete Clinical Course Rubric I and II (Self-Assessments with Reflections)

1. REFLECT ON THE AREAS OF STRENGTH MEETING COUNSELING COMPETENCIES. 2. REFLECT ON THE AREAS NEEDING FURTHER DEVELOPOMENT. WHAT IS THE PLAN

FOR DEVELOPMENT? b. Complete Clinical Course Rubric III (Clinical Faculty Assessment of portfolio)

8. Examples of documents demonstrating accomplishments

Appendix H

10

AMERICAN SCHOOL COUNSELOR ASSOCIATION

(ASCA)

ETHICAL STANDARDS FOR SCHOOL COUNSELORS

REVISED 2010

Appendix I

18



PRACTICUM/INTERNSHIP

CANDIDATE ETHICS POLICY

I hereby attest that I have read and understand the American School Counselor

Association Code of Ethics as stated in ASCA Ethical Standards For School

Counselors, and will practice my counseling in accordance with these standards.

Any breach of these ethics or any unethical behavior on my part could result in my

removal from practicum/internship and a failing grade.

I agree to adhere to the administrative policies, rules, standards and practices of

the practicum/internship site.

I understand that my responsibilities include keeping my practicum/internship

supervisor(s) informed regarding my practicum/internship experiences.

I understand that I will not be issued a passing grade in Practicum/Internship

unless I demonstrate the specified minimal level of counseling skill, knowledge,

and competence and complete course requirements as required.

CANDIDATE NAME:

CANDIDATE SIGNATURE: DATE:

Appendix J

19

Reduction of Clinical Hours Eligibility Packet

Appendix K

20



Reduction of Clinical Hours Eligibility Packet

Submit Information To:

Patricia A. Ramone, Ed.D

Wilmington University

Wilson Graduate Center

31 Read’s Way

New Castle, DE 19720

Please READ entire packet and submit ALL requested information.

If information is incomplete, packet will be returned to student and may delay

evaluation

Submit packet AT LEAST 3 months prior to electronic, TaskStream, clinical

application. Expect to receive a verification of reduction notification by

Wilmington University email one month after submission.

Evaluation of Reduction Packet is completed:

Fall Block I (Spring Clinical)

Spring Block II (Fall Clinical)

Summer Block I (Fall Clinical)

Summer Block II (Spring Clinical)

21




Delaware Department of Education and Wilmington University collaboration

Experience Required Clinical

Hours

Course Credits

Teaching

Lead Teacher

Elementary/Secondary level

Public, Private, Alternative, School for children with special needs

3 years or more (full time) Minimum of 100 Practicum 6

Less than 3 years (full time) 2 years- 300

1 year- 500

Practicum 6

Adult Education/Post Secondary Education

Boys and Girls Club

Teaching, not administration

800

700 counseling activities

100 teaching activities

Internship I & II 12

Substitute Teacher with at least a BA degree and teacher certification

3 years or more (full time) Minimum of 100 Practicum 6


1 year- 500

Practicum 6

3 years or more (part time) 300 Practicum 6

Less than 3 years (part time) 2 years- 500

1 year- 800



Practicum

Internship I & II

6

12

Paraprofessionals with at least a BA degree

Teachers Aid/Assistant

3years or more (full time)




Teachers Aid/Assistant

Less than 3years (full time or part time)

Tutor/Mentor/Trainers

1,000




Note: Maryland school counselor certification requires a minimum of 500 hours for non-certified teachers

Counseling Must be in the school environment

School Based Programs/provided by non-school agency

Behavioral Specialist/Interventionist/Family Crisis

Therapist/Social Worker, Elementary/Secondary level

Public, Private, Alternative, School for children with special needs

3 years or more (full time) 200

Practicum 6


Practicum 6

Less than 3 years (full time) 1 year- 500 Practicum 6

22

Community Agency Setting/Not school Based

Family Specialist, Mental Health Specialist, Social Worker

3 years or more (full time)

5 years or more (part time)

600




Less than 3 years (full time)

Less than 5 years (part time)

800




Current School Counseling Position

Public, Private, Alternative, School for children with special needs, employed by school, emergency certified

1 year with teaching experience (full time) 50 Practicum 6

Less than 1 year with teaching experience (full

time)

100 Practicum 6

No teaching or counseling experiences in schools

or counseling in community agencies

1,000




In order to be eligible for a reduction of clinical hours, you must meet the following criteria:

1. A Matriculated Student to the Master of Education in School Counseling program and

be fully admitted by meeting all admissions criteria.

2. A Degree Candidate which occurs at the completion of 12 credits or four courses and in

good academic standing with a grade point average of 3.0 or above.

3. Submit the following

a. Completed Candidate Verification Packet that includes Education Verification

Form, and Employment Verification Form. Only professional employment

experience will be considered; internships at the undergraduate level or volunteer

experiences will not be counted.

b. Include updated Resume and if possible job descriptions.

c. Please submit entire completed packet

The following do not count towards a reduction of clinical hours: (State of Delaware

Guidelines for certification eligibility, professional position with a BS requirement)

Employment as an administrator

Student practica or counseling internship at the undergraduate level

Employment as tutor, mentor, athletic coach or trainer

Volunteer positions in a school setting

23



Baccalaureate Education Verification

Student Name:

Address: Student ID#:

Phone Contact:

Email:

University / College (undergraduate):

Street Address:

City: State: Zip Code:

Previous Last/Maiden Name Year of Graduation

Years of Attendance Degree/ major

By my signature, I hereby authorize Wilmington University or their designated

representative to verify information regarding my educational background as

indicated on my application.

Signature Date

Name (print)

24



Employment Verification

For each position to be considered for reducing required clinical hours complete the

following:

1. Employment Verification

2. Position Questionnaire. (May make copies of forms)

Position:

Job title:

Supervisor: Contact Number:

School/Agency Name:

Street Address:

City: State: Zip Code:

Start Date: End Date:

By my signature, I hereby authorize Wilmington University to verify information regarding my

employment background as indicated on my application.

Signature Date

Full Name (Print)

25

Position Questionnaire Please complete for EACH POSITION to be considered for hour reduction.

1. Is this facility an early childhood, elementary, middle, secondary, or post-secondary school?

__ yes

__ no

2. Is this facility a community agency?

__ yes

__ No

1. If you are employed by a community agency but your job responsibilities take you into the school

environment, please identify the number of hours per week you are in schools.

__ 20 hours or more per week

__ 15 to 20 hours per week

__ less than 15 hours per week

2. Please fill in the box that corresponds to the type of employment.

(37 hours per week or more) ( less than 37 hours per week)

__ full time/3 years or more __ emit trap/3 years or more

__ full time/2 years __ part time/2 years

__ full time/1 year __ part time/1 year

__ full time/less than 1 year __ part time/less than 1 year

4. Do you hold a valid state mental health license?

__ yes

__ no

If yes, what type? ______________________________

5. Is the applicant required to hold a baccalaureate degree to hold this position?

__ yes

__ no

List the essential functions of this position. Please include any child or adolescent responsibilities in the

school system (Must be completed):

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

4. _____________________________________________________________________

5. _____________________________________________________________________

6. _____________________________________________________________________

7. _____________________________________________________________________

26

In the position did you provide the following services?

Type of Teaching Experience

Lead Teacher yes __________ no ___________

Teaching Assessment yes __________ no ___________

Classroom Management yes __________ no ___________

Parent/Teacher Conference yes __________ no ___________

Type of Direct Services Provided

Individual Counseling yes __________ no ___________

Group Counseling yes __________ no ___________

Classroom guidance yes __________ no ___________

Adaptive programs yes __________ no ___________

Career counseling yes __________ no ___________

Psychological services yes __________ no ___________

Social services yes __________ no ___________

Administrative Experience

Intake interviewing yes __________ no ___________

Testing yes __________ no ___________

Scoring yes __________ no ___________

Interpreting yes __________ no ___________

Report writing yes __________ no ___________

Treatment planning yes __________ no ___________

Consultation yes __________ no ___________

Referral yes __________ no ___________

Case summaries yes __________ no ___________

SAP program yes __________ no ___________

Staff meetings yes __________ no ___________

Scheduling yes __________ no ___________

Parent Conferencing yes __________ no ___________

By my signature, I hereby state that the information provided is accurate.

______________________________ ___________________________

Signature Date

27

College of Education


I certify that the information presented in this application is complete and

accurate. I understand that misrepresentation of facts can result in

denial/revocation of approvals necessary for clinical experience and for continued

participation in Wilmington University programs leading to school counseling

certification.

I further understand that the information contained in this application will be

shared with school district officials, school principals, University faculty, and

school-based practitioners.

Applicant’s Signature: _____________________________________ Date: _____________

28


MASTER OF EDUCATION IN SCHOOL COUNSELING (MEC)

STUDENT RELEASE FORM

I, _________________________________, agree to have _______________________________

counseled by a practicum/internship student in the College of Education at Wilmington

University.

I further understand that the counseling interviews that will be audio taped, videotaped, and/or

viewed by practicum/internship students and University faculty are to be used for educational

purposes only.

I understand that counseling session will be with a graduate student who has completed

advanced coursework in counseling/therapy.

I understand that the graduate student will practice in accordance with the ASCA Code of Ethics

and maintain strict confidentiality.

I understand that the student will be supervised by a faculty member or site supervisor.

Child/Adolescent Age

Parent/Guardian Signature Date


Cooperating Counselor’s Signature Date

Parent/Guardian Child/Adolescent

Appendix L

clinical program manual

Documents

clinical program requirements

clinical setting

clinical field experience

dear clinical program

clinical experience

clinical field work

clinical seminar information

appendices appendix