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SCHOOL COUNSELOR PREPARATION PROGRAM

FIELD EXPERIENCE MANUAL

A Guide to Practicum GED6087P and Supervised Fieldwork GED6087 F-1,2,3

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TABLE OF CONTENTS

• Welcome and Congratulations!

• CTC Requirements for a Pupil Personnel Services Credential

• Individual Responsibilities: Who Does What?

• Practicum Experience Information

• First Steps Toward the Field Experience Placement

• Field Experience Logs

• On Site Responsibilities of the Candidate

• Professional Dress Code

• Professional Expectations of the Site Supervisor

• Professional Expectations of the Candidate at the School Site

• Appropriate Field Experience Activities: The ASCA Model

APPENDICES

Appendix A Reference Application to Enroll in Directed Fieldwork Experience Appendix B Making Most of the First Week: Hitting the Ground Running Appendix C Outline of Planned Activities (“THE PLAN”) Appendix D Weekly Field Experience Log Appendix E Summary Field Experience Log Appendix F Candidate Evaluation of Site Supervisor Appendix G Candidate Evaluation of Field Experience Appendix H Candidate Self-Evaluation and Reflection Appendix I Site Supervisor Summative Assessment of Professional

Competencies & Dispositions of Noble Character Appendix J University Supervisor Visitation Report Appendix K Completion Checklist Appendix L University Supervisor Guidelines Appendix M Counseling Improvement Action Plan Appendix N Removal/ Failure to Successfully Complete Field Experience Appendix O Welcome Letter (Sent to Site Supervisor) Appendix P Professional Development Log of Activities

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Congratulations on reaching this point in your preparation for a career in school counseling! You have worked very hard and your academic coursework and practicum experience have provided you with the foundational beginnings of your professional preparation. The field experience represents your opportunity to develop your skills and identity as a professional counselor in an intensive and practical setting under the supervision of an experienced school counselor. Point Loma Nazarene University faculty are pleased that you are embarking on this exciting and challenging phase of your career known as the Field Experience. We know that it will meet many of your professional needs and personal goals.

This manual will serve as your guide throughout your field experience. Please read it carefully, ask questions, take notes and use the forms provided. This manual is an evolving document and we welcome your suggestions for improvement. However, please do not adapt the documentation forms without prior consent. You will need to work closely with your University Supervisor to make the most of this once in a lifetime experience

This experience is also an excellent opportunity to make employment contacts and to obtain letters of reference, so remember to put forth your best professional effort at all times. As faculty, our efforts have been directed toward preparing you to be a knowledgeable and competent professional school counselor who: (1) advocates care and support for all students, (2) provides leadership in helping all students reach high expectations, (3) collaborates with others in and beyond their school communities to ensure opportunities for meaningful participation for all students, (4) commits to lifelong professional development.

Again, welcome to what we hope will be a rich, rewarding, and passionate experience for you. Remember…tough times don't last, tough people do!

Sincerely,

Point Loma Faculty

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CTC Requirements for a Pupil Personnel Services Credential The following minimum requirements are set forth by the Commission on Teacher Credentialing (CTC): 1. A total of six hundred (600) clock hours of supervised field experience is required. 2. A minimum of four hundred (400) pupil contact hours must be within public school settings with PK-12 students. Of those 400 hours, a minimum of two hundred (200) pupil contact hours must be completed in two of the following three levels:

• Elementary • Intermediate/Middle/Junior High • High School

3. Candidates must be supervised by a Site Supervisor who holds a California Pupil Personnel Services Credential and has a minimum of two (2) years’ experience counseling students in a California PK-12 public school setting. 4. In special circumstances and with approval of the School of Education Field Experience Coordinator, two hundred (200) of the six hundred (600) clock hours may be completed in other than PK-12 public schools (e.g., adult schools, community colleges, and public or private community service agencies). The placement site must provide an experienced professional, preferably one with a master’s degree in a counseling related field, to serve as the Site Supervisor. 5. A minimum of one hundred fifty (150) clock hours shall be devoted to issues of diversity. This requirement may be met by:

• Up to one hundred (100) clock hours in a diversity program or with the development and implementation of a program that addresses diversity issues

• At least fifty (50) clock hours working with at least ten (10) students (individually or in a

group) of an ethnic background different from that of the Candidate.

• OR all one hundred fifty (150) clock hours working with students of a racial or ethnic background different from that of the counselor trainee. (This is verified by the Site Supervisor on the Plan-Appendix C.)

6. A minimum of twenty-five (25) clock hours of group counseling.

7. A maximum of forty-five (45) clock hours may be met through University Supervisor

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approved attendance at professional seminars, workshops, or conferences. (These hours will be entered on the log sheet) 8. A maximum of twenty-five (25) hours of personal counseling (over both Practicum and

Field Experience) with a licensed therapist, licensed clinical counselor or ministerial pastor will be allowable and documented as “personal counseling” on the log sheet.

INDIVIDUAL RESPONSIBILITIES

• SOE PPS PROGRAM DIRECTOR: Oversees the entire PPS program including implementation of policy and all CTC program standards across the university. Assists in conducting professional development for supervisors and assigns University Supervisors.

• FIELDWORK COORDINATOR: Monitors all fieldwork placements, responds to site- supervisor, Candidate, and school site concerns, monitors and reviews fieldwork evidence. Manages and coordinates placements for Candidates in all credential programs. Formal confirmation of placement is generated from this person once the application has been submitted to Taskstream (Appendix A). The coordinator also confirms that the Candidate has the required Certificate of Clearance (COC) and a negative TB test on file.

• PRACTICUM PROFESSOR: Monitors Practicum students; ensures all pre-requisites have been met (Fingerprint, Certificate of Clearance (COC), negative TB test, Liability insurance, Taskstream account set up) prior to practicum hours being obtained; assigns University Supervisors and works closely with those supervisors to monitor Candidates.

• UNIVERSITY SUPERVISOR: When the school site for field experience is selected, the University Supervisor verifies that a memorandum of understanding (MOU) exists for the selected site. Formal confirmation of placement is generated from this person once the application has been submitted to Taskstream (Appendix A). Observes Candidates at schools in a direct service experience a minimum of two times for every section of field experience (6 visits minimum over 600 hours). Reviews and approves The Outline of Planned Experiences “The Plan (Appendix C),” with Candidate and Site Supervisor at the beginning of each placement. Once the Candidate has an approved Plan by the University Supervisor, the candidate should be instructed to complete the plan on Taskstream and upload the signature page. Reviews Candidate logs and promotes effective communication between PLNU and the school site. Stays apprised of each Candidate and

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encourages and monitors the Candidate’s use of Taskstream as it relates to field experience documentation.

• SITE SUPERVISOR:PK-12 Site Supervisors must have a Pupil Personnel Services Credential (in School Counseling) and at least two years of experience. This person shall develop The Outline of Planned Experiences “The Plan” (Appendix C) sign weekly and summary logs, provide a minimum of 1 hour direct biweekly mentoring and supervision with the Candidate. The Site Supervisor will complete the written evaluation on Taskstream at the end of the field experience.

• CANDIDATE: The PLNU student who is enrolled in the PPS School Counseling Program and has completed practicum (GE6087P) within one semester. The Candidate will obtain and maintain liability insurance during field experience, available through ASCA, CASC or ACA. He or she will optimally log a minimum of 200 hours each segment. Candidates may sometimes have to extend the field experience due to work schedule conflicts and the Field Experience Coordinator should be notified of any problem with regard to completion of fieldwork hours. The Candidate maintains accurate & legible documentation logs (Weekly and Summary – Appendices D & E) and obtains Site Supervisor signature on all documents. All duties should be conducted in accordance with the ASCA Code of Ethics and duties.

• TASKSTREAM COORDINATOR: Rana Kalasho is the Taskstream Coordinator and you may

contact her at (619) 563-2871 ranakalasho@pointloma.edu) for assistance on the web-based assessment system adopted by the PLNU School of Education, which is used to submit most required field experience and prerequisite documents for evaluation.

Candidates are strongly encouraged to view the Graduate Catalog for program information and policies: https://www.pointloma.edu/graduate-studies/programs/pupil-personnel-services-credential

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Practicum Experience

Within one semester, the candidate must complete 100 Practicum hours prior to beginning Field Experience. The following items are pre-requisites needed in order for candidates to be present on any school site (even if you are an employee of a school district) and are required to pass the Practicum class. These items include: (A) a clear (negative) TB test not more than 2-years old (B) a Certificate of Clearance from the Commission on Teacher Credentialing (CTC) (C) Liability Insurance (available through professional counseling associations such as ASCA, CASC or ACA). Please submit these items directly to www.soecredentials@pointloma.edu.

PRACTICUM EXPERIENCE HOURS 100 hours must be logged for you to receive credit for Practicum GED6087P. Practicum Logs, Shadowing Logs and the Classroom Observation Report all must be uploaded to Taskstream at the same time. Be advised you should make additional copies of the logs for your use.

MANDATORY: Observe a general education teacher in a classroom setting and complete the Classroom Observation Report. (1-2 hours)

PRACTICUM EXPERIENCE SUGGESTIONS LIST § Administer personal and/or career assessments (up to 2 hours) § Attend Camp Lead - An Experiential Residential High School Camp (up to 24 hours) § Attend Career Fairs (up to 10 hours) § Attend a Common Core meeting (up to 4 hours) § Attend a PTSA meeting (up to 4 hours) § Attend a School Board meeting (up to 8 hours) § Attend a School Safety meeting (up to 4 hours) § Attend a School Site Council meeting (up to 4 hours) § Attend a Site and/or District Counselor meeting (up to 6 hours) § Attend a Title I meeting (up to 4 hours) § Attend an ELL/ELAC meeting (up to 4 hours) § Attend an IEP meeting (up to 4 hours) § Attend an SST meeting (up to 4 hours)

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§ Attend career fairs (up to 10 hours) § Attend school-related trainings (up to 24 hours) § Become aware of and/or visit community-based programs and resources serving children/fami-

lies (up to 4 hours) § Meet with a school psychologist (up to 2 hours) § Meet with a speech therapist (up to 2 hours) § Participate in personal counseling for self (up to a total of 25 hours within the Practicum and

Fieldwork experience) § Provide academic assistance and/or tutoring with students (up to 20 hours) § Review school district services and programs offered to students and/or parents (up to 4 hours) § Review school-based programs and resources serving families and parents (up to 6 hours) § Shadow a school counselor, general education teacher, special education teacher, elective

teacher and/or administrator (up to 16 hours) § Watch counseling-related Webinars (up to 8 hours) § Attend seminars and/or workshops related to education and/or school counseling

(up to 45 hours – as noted below): Visit the Safe Schools Office at S.D. County Office of Education (up to 1 hour) Visit the Ninth District PTA Office at S.D. County Office of Education (up to 1 hour) Participate in college or university tours (up to 10 hours) Attend Ernie Mendez seminars (up to 15 hours) Participate in Collegeboard.org and/or ASCA.org webinars (up to 8 hours) CALSOAP (trainings and professional development – up to 10 hours)

NOTE: Log onto www.sdcoe.net and click on Educators; then click on Professional Learning and Support; then click on SDCOE Calendar of Events for a listing of workshops. NOTE: If you are seeking to gain hours from any opportunity that is not on the Practicum Experience Suggestions List, you must receive prior approval from your University Supervisor for the hours to count.

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Upload to Taskstream

GED6087P

PracticumLogSheet

CandidateName_____________________CircleQuad:Fall SpringSummerYear:________

Description Date(s) Hours(loggedas.25;.50;.75and1hourincrements)

Administerpersonaland/orcareerassessments(upto2hours)

AttendCampLead-AnExperientialResidentialHighSchoolCamp(upto24hours)

AttendCareerFairs(upto10hours)

AttendaCommonCoreMeeting(upto4hours)

AttendaPTA/PTSAMeeting(upto4hours)

AttendaSchoolBoardMeeting(upto8hours)

AttendaSchoolSafetyMeeting(upto4hours)

AttendaSiteand/orDistrictCounselorMeeting(upto6hours)

AttendaTitleIMeeting(upto4hours)

AttendanELL/ELACMeeting(upto4hours)

AttendanIEPMeeting(upto4hours)

AttendanSSTMeeting(upto4hours)

AttendSchoolRelatedTrainings(upto24hours)

Becomeawareofand/orvisitcommunitybasedprogramsandresourcesservingchildren/families(upto4hours)

MeetwithaSchoolPsychologist(upto2hours)

MeetwithaSpeechTherapist(upto2hours)

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MANDATORYObserveageneraleducationteacherinaclassroomsettingandcompletetheClassroomObservationReport(upto2hours)

Participateinpersonalcounselingforself(uptoatotalof25hourswithinthePracticumandFieldworkexperience)

Provideacademicassistanceand/ortutoringwithstudents(upto20hours)

ReviewSchoolDistrictservicesandprogramsofferedtostudentsand/orparents(upto4hours)

ReviewSchool-Basedresourcesandprogramsservingfamiliesandparents(upto6hours)

Shadowaschoolcounselor,specialeducationteacher,electiveteacherand/oradministrator(upto16hours)RecordthesehoursonthePracticumShadowingLogSheet

Watchcounseling-relatedwebinars(upto8hours)

OtherUniversitySupervisorapprovedPracticumopportunitiesnotlistedabove

OtherUniversitySupervisorapprovedPracticumopportunitiesnotlistedabove

OtherUniversitySupervisorapprovedPracticumopportunitiesnotlistedabove

NumberofHoursThisPage_______________________

TotalCumulativeHours___________________________

100totalhoursrequiredforPracticum

IMPORTANT NOTE: WHEN YOU REACH 50 HOURS, contact your University Supervisor to discuss your plans for fieldwork experience.

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Upload to Taskstream

PRACTICUMSHADOWINGLOG

(Upto16hoursareallowableinthiscategoryinclusiveofthemandatoryClassroomObservationReport)

MANDATORY:ObserveageneraleducationteacherinaclassroomsettingandcompletetheClassroomObservationReport(upto2hours)

Suggestionsforotherallowablehours:Observeacounselor,specialeducationteacher,electiveteacherand/oradministrator

DATE NAMEOFPERSONOBSERVED

POSITIONPERSONHOLDSATSCHOOL

SITE

NAMEOFSCHOOL #OFHOURS

(loggedas.25;.50;.75and1hourincrements

)

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TOTALNUMBEROFHOURSTHISPAGE_________

Upload to Taskstream

Classroom Observation Report

(MANDATORY)

After observation of a general education teacher in a classroom setting, please write a one to two page summary in response to the following prompts.

1. Staff present at time of observation

2. Day, Time of class

3. Number of students in the classroom

4. Subject being taught

5. General overall perceptions and feelings

6. Behavior management techniques observed

7. What did you see working in the classroom for the students?

8. What did you feel was not working in the classroom for the

students?

9. Suggested strategies for specific student(s) or teacher

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FIRST STEPS TOWARD the FIELD EXPERIENCE PLACEMENT

This is the final and most comprehensive field-based experience in the School Counselor Education Program. The policy of the PLNU School of Education (SOE) is that field experience sites are chosen by the program to meet both the requirements of the approved program by the California Commission on Teacher Credentialing (CTC). This means that Candidates do not make their own arrangements for field experience with exceptions as stated on the District Contact Information sheet, but instead works with the University Supervisor to discuss options and ensure there is a Memorandum of Understanding (MOU) for the school district under consideration. Candidates may not be placed at a site where their children attend, a close friend or family member is employed or where there is a dual supervisory relationship. The goal is to have a totally objective field experience. Thus, dual relationships in supervision may be defined as any relationship in addition to the professional one. Field experience occurs after successful completion of core coursework and 100 hours practicum (GED 6087P). Fieldwork is optimally completed sequentially over three semesters (GED 6087 F1, F2 & F3) of enrollment. Each section is 200 hours and there are two case studies required; one for each educational level. The faculty member teaching the Seminar Courses (GED 6087S1 and GED 6087S2) assign and grade the two case studies. Typically, candidates are registered for GED 6087S1 while concurrently enrolled in GED 6087F1 and they co-enroll in GED 6087F3 and GED 6087S2. It is essential that each section of field experience have a passing grade (courses are graded Credit/No Credit) before enrolling in the next session. Prior to enrolling in each course, the Candidate is responsible for submitting a new PPS Credential Fieldwork Placement Application (Appendix A) on Taskstream as well as supporting documents.

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1. In order not to miss deadlines and reveal more quality opportunities, Candidates should begin the steps of planning where they will conduct their field experience and under whose supervision at least one semester prior to registering for GED 6087F1.

2. FIELDWORK PREREQUISITES In order for PLNU PPS candidates to be on a school site (even if an employee of the school district) the following items are prerequisites. Failure to submit these documents could limit your options for hours during Practicum, prevent you from enrolling in a fieldwork course, or cause you to be dropped from a fieldwork course. Prerequisites must be submitted PRIOR TO the start of the semester in which fieldwork hours will be accrued.

3. HEALTH CLEARANCE – NEGATIVE TB TEST

Evidence must be presented that the candidate is free from tuberculosis. In some cases, a lung X-ray may be required. Risk assessments completed through a district and signed by a school nurse can also be accepted. Regardless of district policies, PLNU’s policy is that a negative TB test is valid for two years.

4. CERTIFICATE OF CLEARANCE

Evidence of a valid Certificate of Clearance must be presented. A valid state-issued permit or credential also meets this requirement, including:

• 30 –day substitute teaching permit• University intern credential• Provisional intern permit (PIP)• Short-term staff permit (STP)• Valid teaching credential

Fingerprinting alone does not qualify as a valid Certificate of Clearance. Students must apply for a Certificate of Clearance or other valid permit once fingerprints have been completed. The normal clearance process may take 2-3 weeks. For LIVESCAN locations, please visit https://oag.ca.gov/fingerprints/locations Apply for your document using the Web Application Process at the CTC website www.ctc.ca.gov

5. LIABILITY INSURANCE Evidence of personal liability insurance must be presented. Liability insurance is NOT health insurance or car insurance. Liability insurance is protective coverage for students provided by an organization. Affordable liability insurance can be purchased via student membership in one of the following organizations:

• American School Counselor Association (schoolcounselor.org) • California Association of School Counselors (schoolcounselor-ca.org) • American Counseling Association (counseling.org)

6. PASSING CBEST SCORE

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A passing CBEST score or equivalent must be on file with SOE before clearance for fieldwork will be granted.

7. SUBMISSION OF DOCUMENTS

ALL PREREQUISITES MUST BE SUBMITTED TO: soecredentials@pointloma.edu

8. TASKSTREAM

Your account must be kept active throughout Practicum and Fieldwork.

9. Fieldwork sites must have a current Memorandum of Understanding (MOU) with PLNU. Consult your University Supervisor to verify if your selected school district has an MOU with PLNU.

10. Candidates should meet with the University Supervisor for the purpose of discussing options, expectations, special accommodations and goals regarding the field experience.

11. Once a viable option has been identified, and an MOU with the district has been verified, and the Candidate has identified an employee as a prospective Site Supervisor, by verifying that he or she has been a PK-12 school counselor for two or more years and holds a valid California Pupil Personnel Services Credential, fieldwork may begin.

12. Certain of the placement, Candidates are required to complete and upload the PPS Credential Fieldwork Placement Application (Appendix A) and other pertinent documents on Taskstream.

13. The PPS Program Director will assign a University Supervisor who will contact the Candidate to

obtain pertinent information and establish dates and times for the required two observations on site and will use the Visitation Report (Appendix J) to record the visit.

14. On-site hours are arranged between the Candidate and the Site Supervisor. These hours should then be provided to the University Supervisor for visitation purposes.

15. The University Supervisor will send a letter of appreciation to the approved Site Supervisor, copying the Candidate and confirming placement. The University Supervisor will make an appointment early in the experience to approve the plan that was developed between the Site Supervisor and the Candidate.

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FIELD EXPERIENCE HOURS A total of 600 hours must be accumulated for credit during the three sections of fieldwork. Candidates must earn a minimum of 200 pupil contact hours at two of three public school grade levels: elementary, middle school (junior high), and/or high school

(400 hours).

The remaining 200 hours may be completed through: PK-12 or college/university placements, agency placements approved by the SOE Field Experience Coordinator. Candidates must conscientiously and accurately maintain a signed Weekly Log (Appendix D) of the hours accumulated at each site. These hours are to be recorded on a weekly basis, and such logs and records are to be maintained in a notebook and shared with the University Supervisor during visitation/observation at the school site. Case Study requirements are found in the Seminar syllabus and may be completed during any enrolled section of fieldwork, however it is suggested that case studies are written during either F1 and F3. Upon successfully reaching the following milestones, credit will be granted.

ü GED 6087F1= 200 hours + Case Study (educational level 1) ü GED 6087F2= 200 hours ü GED 6087F3= 200 hours + Case Study (educational level 2)

The 600-hour requirement is a minimum. In extreme cases, aCounseling Improvement Plan: Action Plan may be implemented. A Candidate may be required to complete additional hours (beyond 600) if s/he, in the opinion of PLNU faculty, is not demonstrating the PLNU Dispositions and Indicators of Noble Character in the field and/or has unacceptable Site Supervisor evaluations.

Each fieldwork course is considered complete when 200 hours of fieldwork are attained AND all required documents have been uploaded to Taskstream. An “IP” (in progress) will be issued at the end of the course for those who do not complete all 200 hours of fieldwork. Candidates have a maximum of one semester to complete each 200-hour segment and are permitted to continue collecting hours between segments while on an IP, if the Site Supervisor is willing to continue supervision. All forms and documents are required for EACH school site in which fieldwork hours are attained. Candidates register for GED 6087F1, GED 6087F2, and GED 6087F3 sequentially, once the previous units are completed and a grade is received.

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On-Site Responsibilities of the Candidate

• Candidates shall conform to, and operate within, the standards, procedures, and policies of the hosting school district or agency.

• Candidates will conduct her/him self in a professional manner and adhere to the code of

ethics of the counseling profession, the SOE Dispositions of Noble Character and as a Christian.

• Candidates shall seek assistance from Site Supervisors and/or University Supervisor when dealing with unfamiliar, difficult, or high-risk situations or cases.

• All PK-12 student records must always be treated with the highest standard regarding

legal and ethical concerns. This includes the generation, maintenance, sharing, transfer and destruction of counseling records.

• Record keeping is an integral component of professional counseling and good habits should be developed in the field experience. It is the Candidate’s responsibility to keep copies of all documents related to fieldwork as well as upload documents in a timely manner into Taskstream. Failure to do so can result in delays or other problems related to obtaining the credential.

• The Weekly Field Experience Log (Appendix D) is the Candidate’s record of the hours and activities completed at the school site. The log is to be reviewed and signed each week by the Site Supervisor. At the end of each segment of 200 hours, Candidates must submit the following documents, by uploading into Taskstream, to receive a grade:

ü Application to Enroll in Directed Field Experience

ü Demographics Form

ü Weekly Field Experience Logs (Signed by Site Supervisor)

ü Summary Field Experience Log Signed by Site Supervisor (Appendix E)

ü Candidate Evaluation of Site Supervisor (Appendix F)

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ü Candidate Evaluation of Field Experience (Appendix G)

ü Candidate Self-Evaluation and Reflection (Appendix H)

• The Site Supervisor will complete an evaluation for approximately every 200 hours logged at the end of the field experience. The University Supervisor should be alerted when completion is near so that he or she can contact the Fieldwork Coordinator to electronically send an evaluation via the Site Supervisor’s email, which will be uploaded into Taskstream.

• Fieldwork days and hours are arranged between the Candidate and the Site Supervisor. The calendar should be provided to the University Supervisor for visitation purposes. The Candidate and the University Supervisor will agree on a mutually convenient time for all observations to take place.

• Candidates are to follow the calendar of the school district for vacations, even when different from the PLNU schedule. This may mean the Candidate may have no official break, especially during the spring semester when PLNU classes may meet during the district’s spring break. Field Experience candidates do not follow PLNU’s calendar for days off.

NOTE: COMMUNICATION WITH YOUR UNIVERSITY SUPERVISOR WILL BE THROUGH YOUR PLNU E-MAIL ACCOUNT. PLEASE CHECK THIS ACCOUNT REGULARLY (OR HAVE PLNU E-MAIL FORWARDED TO YOUR SMART PHONE) AND RESPOND TO E-MAIL AND PHONE CONTACTS IN A TIMELY MANNER.

• Candidates will receive the University Supervisor Visitation/Observation Report from the University Supervisor and upload to Taskstream after each site visit.

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Professional Dress Code

School of Education Candidates represent Point Loma Nazarene University during their clinical field experiences and as such, the expected attire differs from that of an undergraduate college student. As guests, professional dress is required for Candidates whenever they are present in the host schools. Attire for all Candidates should be modest, neat, clean, and in good taste. (If in doubt, don’t wear it.) Casual business attire is appropriate for all experiences, regardless of the attire of the school employees. These guidelines are designed to help you present yourself in a professional, modest way that reflects your desire to become a professional school counselor. This list is not all-inclusive but gives you an idea of the expected attire. We want to please God, not ourselves (II Corinthians 5:15), so we want to clothe our bodies in a way that pleases God. Please see the following guidelines:

J Men:

• Slacks – dress or khaki • Button down shirts with collars • Ties optional • Closed-toe dress shoes (not gym shoes)

J Women:

• Skirt or dress of modest length • Slacks — dress or khaki (not Capri shorts) • Shoes should be dress (not gym or flip-flops) • Blouse should be with modest neckline (no cleavage)

The following attire is not acceptable:

• Shorts or T-Shirts (except on designated Spirit Days) • Sweatshirts (except on designated Spirit Days) or tank tops • Jogging suits, workout clothing or leggings • Short skirts • Provocative, revealing, or tight clothing • Beach clothing or footwear, flip-flops • Clothing with holes/ragged or cut off edges • Denim jeans or skirts (except on field trips if necessary for mud/dirt)

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• Athletic footwear (gym shoes)

Professional Expectations of the SITE SUPERVISOR

Site Supervisors should meet in the first week with the Candidate to develop The Plan for an optimal field experience. Most importantly, Site Supervisors should plan on providing how to provide Candidates a minimum of at least one hour of face-to-face individual supervision bi-weekly. During this time, Candidates may present cases for feedback, solicit explanation on guidance and counseling curriculums and materials, provide direction or discuss any other concerns. It is the Candidate's responsibility to have questions and cases ready for these sessions. The Site Supervisor does not necessarily plan activities for this hour of supervision but the expectation is for the Site Supervisor to provide feedback, answer questions and share insights and any concerns, if applicable.

Site Supervisors are encouraged to provide adequate orientation to the comprehensive counseling program. Candidates must have opportunities to perform all functions of a school counselor to gain competency in the 32 Commission on Teacher Credentialing (CTC) State Standards under site supervision. Gradually the Candidate is to be assigned individuals and groups as well as appropriate counselor duties. Professional legal and ethical codes of professional conduct must be upheld (based on ASCA and CASC guidelines). It is expected, toward the end of the experience, that the Candidate is functioning as independently as possible.

Site Supervisors should review and sign weekly log records provided by the Candidate, which document the field experience. Please communicate early with the University Supervisor and/or the Field Experience Coordinator of any problems, which may arise in connection with the Candidate.

There are many activities to round out the Candidate’s experience and a suggested list is offered below. Observations will naturally transition into participation upon the readiness of the Candidate and at the discretion of the Site Supervisor. Following are just a few suggestions:

• Visit a special education class or a special program • Observe in the Resource Specialist Program • Observe a parent conference • Observe a counselor’s home visit

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• Attend a faculty meeting, school board meeting, PTA meeting, school site council meeting, curriculum meeting, etc.

• Observe or work in a career development class/center/program • Interview other school professionals to learn about their job, programs; populations

served School Nurse, Psychologist, Principal, Reading Specialist, Speech Language Specialist, etc.)

• Learn about special placements (home instruction, alternative schools, private schools, mainstreamed special education students, etc.)

• Learn about community agencies and possible referral sources • Start a growth group or preventive group • Observe a team consultation meeting, IEP meeting, staffing • Learn about scheduling, advising, college planning • Review grade level expectations, group testing instruments, and procedures • Visit the Instructional Media Center • Review guidance films, videos, books, etc., that are available at the site or through the

district resource library • Read some cumulative records • Practice classroom observation techniques • Observe at lunch, on the playground or courtyard, at school functions (games, dances,

assemblies, clubs, etc.) • Observe a conference in which a translator is used • Observes the counselor in crisis intervention, conflict resolution, etc. • Develop a thorough case study for a child (two different educational levels are required

for our Candidate) • Develop an intervention plan for a student • Learn about the school’s discipline plan, guidance plan, school site objectives, etc. • Learn about the demographics of the student body

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Professional Expectations of the Candidate at the School Site

Initiative: Initiates activities when appropriate; does not wait to be asked or told when to begin an anticipated task. Dependability: follows through on tasks and completes assignments in a timely manner. Time Management/Work Organization: Organizes work and manages time effectively. Problem-Solving/Critical Thinking: Thinks critically; effectively analyzes problem situations and conceptualizes alternative approaches/solutions. Respect for Human Diversity: Respects all aspects of human differences; demonstrates the sensitivity and skills needed to work with diverse populations. Oral & Written Communication: Expresses self orally and writes in an organized, clear fashion. Attending/Listening Skills: Attends to important communications; listens attentively. Effective Interpersonal Relations: Relates effectively to all colleagues Teamwork/Independence: Works well with others; collaborates effectively on assignments/projects and functions with minimal supervision when appropriate. Adaptability/Flexibility: Adapts effectively to the demands of a situation; is sufficiently flexible to deal with change. Responsiveness to Supervision/Feedback: Is open to supervision/feedback and responds to such appropriately. Self-Awareness: Shows realistic awareness of strengths and weaknesses and impact this has on professional functioning and relationships with others.

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Professional/Ethical Behavior: Follows ethical guidelines; concerned with own professional growth.

APPROPRIATE FIELD EXPERIENCE ACTIVITIES: The ASCA Model

Candidates should not enter the experience with the question: "What do school counselors do?" because the more important question is, "How are students different as a result of working with the school counselor?" To help answer this question, the American School Counselor Association (ASCA) created the ASCA National Model, which is a framework for a comprehensive, data-driven school counseling program. The framework has three core domains (Academic, Career, Social/Emotional), nine standards, and specific competencies and indicators for PK-12 students. Your ASCA Folio, your culminating project for PLNU, will require artifacts around the three domains. Following are some the activities that Candidates should be thoroughly engaged in throughout the 600 hours aligned to the respective ASCA domain.

Academic Development

• Academic Contract – Develop or Review

• Academic Planning Review/Transcript Review e.g. Senior Review or CAHSEE Review

• At-Risk Contract – Develop or Review

• Attendance Contracts – Develop or Review

• Behavioral/Attitudinal Contract – Develop or Review

• CAHSEE – Assist with administration or information session

• Classroom Presentation on requirements for next level (e.g. elementary to middle; middle to high; high to college)

• Goal Setting Contract – Develop or Review

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• Group Counseling – Goals or Specific topics

• Group Lesson Plan for knowledge/skills attainment

• High School Articulation – Assist in orienting students/parents

• Homework – Provide tips and study skills

• Homework Chart – Develop or Review

• Individual Counseling

• Individual student educational plan - Develop / Deliver / Evaluate

• Meet with D/F students to determine at-risk areas and develop plan for remediation

• Parent Conference

• Parent Orientation – Preparation for next grade level

• Progress Report - Review with student

• PSAT - Assist with administration or information session

• Registration – New students and orientation to campus

• SART or SARB – Participate in writing referral to SART/SARB and/or attend meeting

• SAT - Assist with administration or information session

• Tests – Familiarize and interpret data

• Transcript – Review for graduation

Career Development

• Administer a career interest inventory to each student that is reviewed with the student and used for planning purposes

• Career Chats – Talk with students about their plans for the future

• Career Night – Support and attend

• Career Options - Research online with student

• Classroom Lessons on Careers

• Classroom Lessons on goals

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• COIN - Assist with administration or information session

• Employment Application – Assist student in completing

• FAFSA - Provide information and assist with application

• Guest Speakers – Organize for classroom presentations

• Information and Guidance on schools and colleges

• ROP – Become informed on this program and how to refer

• Scholarships – Provide information and assist with application

Social/Emotional Development

• Behavior Support Plan – Develop or Review

• Case Study on (topic)

• Classroom presentations – Social issues subjects e.g. bullying, sexual harassment; respect; dating; social skill development, conflict resolution, family issues decision-making skills and strategies; dangers of tobacco, alcohol, and other drugs and making healthy choices

• Confidentiality statement – Become familiar with limits of confidentiality to students

• Conflict resolution and mediation – Participate and counsel as needed

• Child Protective Services (CPS) Report – Review forms and process for reporting; report as mandated

• Functional Behavioral Analysis - Develop or Review

• Group lesson on IEP Goals

• Observations – Observe student in classroom and in other areas on campus

• Peer Mediation – Develop or Review

• Provides information to staff/parents to assist them in understanding and supporting student development

• Student Assistance – Participate in meetings related to drug and alcohol interventions and work closely students who are at-risk

• Student Referral - appropriate specialists, special programs, social service agencies, private therapist

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• Suicide Presentation on Prevention & Action Plan

Other Activities

• ASB – Participate in school activities

• Board of Education – Attend a meeting

• Consultation – Teachers, classified personnel (e.g. nurse, assistance principal, principal, parent, outside agencies, behavior specialist…)

• Counseling – Parents of students

• Outside Agencies – Work cooperatively with agencies per school district guidelines

• Record Keeping – Familiarized with student data systems; documentation of visitations and observations

• School Meetings – IEP, Faculty, Instructional Team, Individual Assistance Teams, Special Education, Case Consultations, In-services, Professional Growth

• Special Education – Observe and work with students in special education classes as well as those from different cultural and ethnic backgrounds

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APPENDICES

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Appendix A

APPLICATION TO ENROLL IN DIRECTED FIELD EXPERIENCE

GED6087 FIELD EXPERIENCE PLACEMENT FI, F2, F3 This is a reference and the form(s) must be completed in Taskstream

I. Candidate Information:

Name_________________________________________________________________________ Date__________________________________________________________________________

Address _______________________________________________ Zip _____________ Phones (___) __________________________ Email: ___________________________________

List Teaching Experience: School Position Subjects Years ____________________________________________________________________________________________________________________________________________________________ Describe prior Counseling Experience: ____________________________________________________________________________________________________________________________________________________________ Current Employment Employer______________________________________________________________________

Address_____________________________________ (Zip)___________Phone_______________ Present Position_________________________________________________________________

II. Field Experience School Information: Name of school (include level; elementary, middle or high school) ____________________________ District ________________________________________________________________________

Address_____________________________(Zip)____________ Phone________________ Name of Principal _______________________________________________________________

Name of Site Supervisor (Must hold PPS credential/2 years school counseling experience) ____________________________________________________________________Contact information: phone_____________________ e-mail____________________________

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Field Experience Schedule:

DAY HOURS

Monday Tuesday Wednesday Thursday Friday

III. Verification of the following:

Fingerprint Clearance ____________________________________________________________

Completion of GED6087 Practica Hours _______________________________________________

By submitting this application, I affirm that the facts set forth in it are true and complete.

CANDIDATE SIGNATURE __________________________________________________________

DATE SUBMITTED _______________________________________________________________

Site Supervisor must be identified who has:

• A valid California PPS Credential and be working in a school counseling position serving PK-12 students over the past two years.

• Willingness to provide face-to-face, individual supervision a minimum of one-hour bi- weekly.

Site Supervisor’s Name: _________________________________________________________________

School and School District:_______________________________________________________________

School Address: ________________________________________________________________________

Site Supervisor E-mail: _________________________________________________________________

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Appendix B MAKING MOST OF THE FIRST WEEK: Hitting the Ground Running

DONE Task Description

Obtain your staff name tag

Introduce yourself to the office personnel: principal, secretary, and other staff.

Introduce yourself to all guidance counselors, social workers, deans, speech pathologist, occupational therapists, and other support staff.

Introduce yourself to the special education and regular education teachers

With permission, find location of student records (cumulative files, special education files). Some schools deny interns access due to FERPA regulations.

Obtain a parking sticker and/or location of staff parking spaces

E-mail: how to log on, orientation to computer network to access student schedules, discipline, attendance information, announcements, etc.

Obtain information on how to set-up your computer, if one is assigned, including password, and use of printer.

Obtain campus map or layout of building, location of schools in district, tour school and locate pertinent offices.

Review documents: parent-student manual (e.g., student rules), phone directory, emergency phone tree.

Review staff manual (school calendar, dress code, discipline procedures, sick day policy, expected working hours, transportation reimbursement).

Inquire about procedures for sending for students (passes needed)

Review lunch options and costs

Obtain access to your own file drawer(s) bookshelf for your personal/professional items

Inquire about access to professional books in office

Inquire about available rooms to conduct groups

Block out conference dates, school holidays, department meetings, team meetings on your personal planner

Notify the secretary about your planned schedule to be on On-Site and give your contact information

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Inquire how to obtain office supplies (paper, post-its, etc.)

Plan a relaxed time, without distractions to talk with your On-Site Supervisor to cover all expectations

Appendix C Upload into Taskstream Outline of Planned Activities (The PLAN)

PLNU Candidate: ______________________________________________________________________

PLNU Candidate’s phone/email___________________________________________________________

Site Supervisor’s Name __________________________________________________________________

Site Supervisor’s phone /email____________________________________________________________

Fieldwork District ___________________________ School Site: ___________________________

Date fieldwork started ____________________Date fieldwork will end______________________

Planned Weekly Schedule: (List days/times you have scheduled your fieldwork):

The Plan is to be completed in the first week of field placement with the assistance of the Site Supervisor. Many of the activities performed at a school site are multi-faceted and can fit into more than one of the categories. Sites are not required to provide activities in all categories. This Plan should be individually tailored to each site and describe objectives that can be easily accomplished. Working together, the Site Supervisor and the Candidate should identify and list three activities. Once those objectives have been identified, the Site Supervisor and the University Supervisor will sign off on them. This PLAN must be uploaded to Taskstream as well. The Signature Sheet on this document is scanned and uploaded separately.

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Educational Assessment (Standard 24 Learning, Achievement and Instruction)Each Candidate demonstrates the ability to be familiar with a variety of assessment data. This will include the ability to identify a wide variety of assessment procedures including appropriate standardized tests for individual and group assessment.

1.

2

3.

Individual & Group Counseling (Standards 25 & 26: Individual & Group Counseling and Facilitation)Each Candidate demonstrates knowledge of the concepts and processes contributing to effective counseling and intervention programs for individuals and groups as related to personal and social development. 1.

2

3.

Academic and Career Counseling (Standards 19 & 20: Academic & Career Development)Each Candidate demonstrates knowledge of career, developmental and life planning processes as well as the skills needed to provide individual counseling, assessment and other training to facilitate decision-making as related to academic and career development.

1.

2

3.

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Program Development (Standard 28: Organizational and System Development, Standard 29: Prevention Education and Training) Each Candidate demonstrates knowledge and skill in planning, developing, implementing, and evaluating comprehensive counseling and guidance programs.

1.

2

3.

Technology (Standard 30: Research, Program Evaluation and Technology) Each Candidate demonstrates knowledge and skill in utilizing technological resources in professional practice, including use of student data systems, and to understand the application of ethical practice in the use of Web-based counseling, assessment, information and management tools.

1.

2

3.

Consultation Services to School (Standard 27: Collaboration, Coordination and Team Building)Each Candidate demonstrates knowledge and skill necessary to professional consultation to a variety of client population on ways to address pupil needs. Each Candidate will be able to identify specific community members, school and/or community resources who can be of assistance to pupils and their families.

1.

2

3.

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Legal/Ethical (Standard 18: Professionalism, Ethics & Legal Mandates) Each Candidate demonstrates knowledge of the laws and regulations impacting school counselors and pupils and the ethical guidelines, standards and practices relevant to their professional organization and demonstrates skill in applying these legal and ethical standards in specific counseling situations.

1.

2

3.

Diversity (Standard 29: Prevention Education and Training)Each Candidate demonstrates ability to provide effective counseling and developmental services to clients diverse in age, gender, race, ethnicity, and socioeconomic status.

1.

2

3.

Professional Identity (Standards 17 &21: Professional Identity & Personal/ Social Development)Each Candidate demonstrates involvement in professional conferences, workshops and/or in-services. Student membership in professional associations (ASCA & CASC) is required.

1.

2

3.

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PLAN APPROVAL SIGNATURES

Upload to Taskstream after appropriate signatures are obtained.

SITE SUPERVISOR

NAME (Print) _________________________________________________________________________

SIGNATURE __________________________________________________________________________

DATE _______________________________________________________________________________

Please initial______ to indicate that the "The field experience candidate at this site will clock 150 hours with pupils of a racial and ethnic background different from that of his or herself."

Would you please provide us with an alternate e-mail: _______________________________

This is due to school district firewalls of the electronic evaluation. It will not be used for any other purposes.

PLNU CANDIDATE

NAME (Print) _________________________________________________________________________

SIGNATURE __________________________________________________________________________

DATE _______________________________________________________________________________

PLNU UNIVERSITY SUPERVISOR APPROVAL

NAME (Print) _________________________________________________________________________

SIGNATURE __________________________________________________________________________

DATE _______________________________________________________________________________

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Appendix D

WEEKLY FIELD EXPERIENCE LOG

• LOGGED HOURS: PLNU organizes time into direct and indirect activities and services. The delivery of services may vary depending on the unique needs of various student populations; however, direct services should take the greatest portion time.

• DIRECT SERVICES: These are the face-to-face hours that are accomplished during field experience. This would include, but not be limited to: individual student contact; consultation with other professionals or parents; case presentations at staff meetings, individual and group counseling; classroom and group guidance; consultation. Generally speaking, if a student, staff or parent is present for the counseling session or meeting, then the hours are considered to be direct.

• INDIRECT SERVICES: Generally speaking, indirect service is anything that supports the direct delivery of services to PK-12 students. This would include, but not be limited to: preparation for student contact such as, attendance at staff, in-service or district meetings, informal assessments and observations, lesson planning, record keeping and review, case conferences, program coordination, meetings with Site and University Supervisors.

• CANDIDATE PERSONAL COUNSELING: The Candidate may count up to 25 hours over Practicum and Fieldwork combined towards seeking professional counseling for him/herself.

• ATTENDANCE AT PROFESSIONAL DEVELOPMENT SEMINARS & WORKSHOPS: The Candidate may choose to attend, at their own cost, professional seminars, workshops and conferences (up to 45 hours).

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WEEKLY FIELD EXPERIENCE LOG Upload to Taskstream Document time in fractions of an hour or by using decimals (e.g., .75 or 1.25 hours). A separate log must be kept for each site. The Site Supervisor must sign the weekly log for the clock hours to be validated. Upload total pages per site into Taskstream once 200 hours or more have been achieved.

Name____________________________________Site __________________ Week of ______________ DIRECT SERVICE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Academic Counseling

Personal/Social Counseling

Career Counseling

Consultation

Assessment or Testing

School Safety/Violence Prevention

Group Counseling

Large Group Presentation/Classroom Guidance

Family/School Interactions

OTHER

TOTAL DIRECT SERVICES

INDIRECT SERVICE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Research, Program Design, Technology

Observation and Informal Assessment

Planning/Program Development

Advocacy, Ethics, Legal Mandates

Supervision, Seminars, Professional Development

OTHER

TOTAL INDIRECT SERVICES

TOTAL CANDIDATE PERSONAL COUNSELING

TOTAL ATTENDANCE AT PROFESSONAL DEVELOPMENT SEMINARS & WORKSHOPS

Total Hours for this week :____________________Candidate’s Signature: ___________________________________________________

Site Supervisor’s Signature: __________________________________________________________________________________________

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Appendix E

SUMMARY FIELD EXPERIENCE LOG Upload to Taskstream

1. The Candidate must tabulate totals from the Weekly Log onto this Summary Log at the end of the each site field experience totaling 200 (or more) hours. 2. The Site Supervisor must sign this Summary Log for the clock hours to be validated. 3. The Candidate will upload original documents with signatures into Taskstream.

Candidate’s Name_______________________________________________________________

Field Experience Site____________________________________________________________

Site Supervisor_________________________________________________________________

University Supervisor __________________________________________________________

Total number of visits by University Supervisor_______________________________________

Course Section _________________________________________________________________

1. Number of DIRECT SERVICE HOURS for this course section: _______________

2. Number of INDIRECT SERVICE HOURS for this course section: _____________

3. Number of PERSONAL COUNSELING HOURS: _______________

4. Number of PROFESSIONAL DEVELOPMENT HOURS: _____________

Total Number of SERVICE HOURS (combine 1,2,3 & 4) for this course section: ______

Total number of HOURS to date: ___________

Total number of GROUP COUNSELING HOURS to date (25 required): _________

REQUIRED SIGNATURES:

STUDENT ___________________________________________ DATE ___________________

SITE SUPERVISOR ____________________________________ DATE ___________________

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Appendix F CANDIDATE EVALUATION OF SITE SUPERVISOR Upload to Taskstream

Point Loma Nazarene Candidate Date

Fieldwork Site District

Site Supervisor

Please rate your supervisor’s competence and commitment in regards to the following statements.

1--I strongly disagree with this statement.

2--I disagree with this statement.

3--I agree with this statement.

4--I strongly agree with this statement.

1. My supervisor helped me to identify and formulate goals and monitored my progress toward those goals. 1 2 3 4

2. My supervisor was accessible to me. 1 2 3 4

3. I was able to contact my supervisor during critical periods or arrange further supervision as needed. 1 2 3 4

4. My supervisor provided ongoing feedback, positive and corrective, in a constructive and supportive manner. 1 2 3 4

5. I was provided with a variety of training experiences within the ASCA national model domains of practice. 1 2 3 4

6. My supervisor modeled best practices by engaging in researched based, informed practice. 1 2 3 4

7. My supervisor helped to create my ethical framework for practice by modeling ethical behavior. 1 2 3 4

8. I was encouraged to learn and use only current, valid and reliable assessment methods. 1 2 3 4

9. My supervisor respected my ideas and encouraged me to share my knowledge and skills. 1 2 3 4

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10. My supervisor had an optimistic view of the school counseling profession 1 2 3 4 11. The overall school setting/culture was conducive to my development as a school counselor.

1 2 3 4

12. The overall experience of this placement was conducive to my development as a school counselor. 1 2 3 4

13. Based on my experiences, I would recommend this supervisor for other Point Loma Nazarene students. 1 2 3 4

Please write any other comments you may have:

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Appendix G CANDIDATE EVALUATION OF FIELD EXPERIENCE Upload to Taskstream

Candidate Name: _______________________________________________________________

Site Supervisor Name: __________________________________________________________

Site Location:__________________________________________________________________

Course:___________ Year: ________________________________________________

Date: __________________________

1. Please describe what was positive about this field experience site.

2. Please describe how this field experience site could have been more helpful in your overall development as a school counselor.

3. Please list any recommendations you may have for improvement at this field experience site.

_____________________________________________ _____________________

Point Loma Nazarene Candidate Signature Date

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Appendix H

CANDIDATE SELF-EVALUATION & REFLECTION Upload to Taskstream

Candidate Name: ______________________________________________________________

Site Supervisor Name: __________________________________________________________

Site Location:__________________________________________________________________

Date field experience started ____________________ and ended __________________

Total Hours completed at end of this field experience: ____________________________

Please use the scale below to evaluate your current knowledge and skills in each of the following areas:

4 – Very confident and shows exceptional skill or knowledge

3 – Confident or functions independently with little or no supervision

2 – Somewhat confident or able to perform competently with moderate supervision

1 – Not confident or requires close supervision

• Educational Assessment: Each Candidate demonstrates the ability to gather, interpret and utilize a variety of assessment data. This will include the ability to select, administer, and interpret a wide variety of assessment procedures including appropriate standardized tests for individual and group assessment of client needs and to complete program evaluations.

Rating __________ and Comments:

• Individual and Group Counseling: Each Candidate demonstrates knowledge of the concepts and processes contributing to effective counseling and intervention programs for individuals and groups as related to personal and social development.

Rating __________ and Comments:

• Academic and Career Counseling: Each Candidate demonstrates knowledge of career, developmental and life planning processes as well as the skills needed to provide individual counseling, assessment and other training to facilitate decision-making as related to academic and career development.

Rating __________ and Comments:

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• Program Development: Each Candidate demonstrates knowledge and skill in planning, developing, implementing, and evaluating comprehensive counseling and guidance programs.

Rating __________ and Comments:

• Technology: Each Candidate demonstrates knowledge and skill in utilizing technological resources in professional

practice, including use of student data systems, and to understand the application of ethical practice in the use of Web-based counseling, assessment, information and management tools.

Rating __________ and Comments:

• Consultation Services to School: Each Candidate demonstrates knowledge and skill necessary to professional consultation to a variety of client population on ways to address pupil needs. Each Candidate will be able to identify specific community members, school and/or community resources who can be of assistance to pupils and their families.

Rating __________ and Comments:

• Legal/Ethical: Each Candidate demonstrates knowledge of the laws and regulations impacting school counselors and

pupils and the ethical guidelines, standards and practices relevant to their professional organization and demonstrates skill in applying these legal and ethical standards in specific counseling situations.

Rating __________ and Comments:

• Professional Identity: Each Candidate demonstrates involvement in professional conferences, workshops and/or in-

services. Student membership in professional associations is encouraged.

Rating __________ and Comments:

Free write: This is your space! Are you feeling a sense of accomplishment? Are you being challenged? Have your attitudes or feelings about school counseling changed? What do you feel like is still missing in your experience that you would like to accomplish? Any worries? How can we support you more in the next experience?

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Appendix I

NOTE: THIS EVALUATION IS FOR YOUR INFORMATION ONLY SO YOU WILL

KNOW HOW YOU WILL BE EVALUATED BY YOUR SITE SUPERVISOR.

THIS FORM WILL BE GENERATED DIRECTLY FROM PLNU AND SENT TO THE SITE

SUPERVISOR WHO WILL COMPLETE AND SUBMIT BACK TO PLNU.

SITE SUPERVISOR SUMMATIVE ASSESSMENT OF PROFESSIONAL

COMPETENCIES GED 6087

Please circle which fieldwork segment the Candidate is enrolled in: F1 F2 F3

SITE SUPERVISOR SUMMATIVE ASSESSMENT OF PROFESSIONAL COMPETENCIES

DIRECTIONS: This FINAL evaluation form is to be completed by the Site Supervisor. When you are nearing 200 hours, alert your University Supervisor that an email should be sent with the electronic evaluation. Make sure you have a printed copy for your files as well.

Name of PLNU Candidate:________________________________________________________________

Name of Site where field experience occurred: ____________________________________________________

Grade Level:___________________________________________________________________________

Site Supervisor Name: _____________________________ Position: ________________________

Dates of Experience Included in this evaluation: _____________________________________________

Please use the scale below to evaluate the Candidate:

4 – Very confident and shows exceptional skill or knowledge

3 – Confident or functions independently with little or no supervision

2 – Somewhat confident or able to perform competently with moderate supervision

1 – Not confident or requires close supervision

0 – Not assessed during this field experience

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Circle the number that best describes your experience of the Candidate.

1. Personal Characteristics• Is sensitive to others 4 3 2 1 0

• Presents a positive professional personal appearance 4 3 2 1 0

• Accepts others' values 4 3 2 1 0

• Is aware of own strengths and weaknesses 4 3 2 1 0

• Is open to growth and learning 4 3 2 1 0

• Conducts self in a professional manner 4 3 2 1 0

• Accepts and appreciates diverse cultures 4 3 2 1 0

2. Communication and Coordination• Communicates with others 4 3 2 1 0 • Works cooperatively with others 4 3 2 1 0

• Conveys clearly information both orally and in 4 3 2 1 0 written form 3. Skills in Counseling

• Follows school and district policies and procedures 4 3 2 1 0

• Is aware of ethical standards and confidentiality 4 3 2 1 0

• Is aware of own personal and professional limitations 4 3 2 1 0

• Understands the youth culture and its implications in areas of sex, drugs, and social concerns 4 3 2 1 0

• Responds at the counselee's level of understanding 4 3 2 1 0

• Assumes leadership 4 3 2 1 0

• Conveys a pleasant mood or relaxed atmosphere 4 3 2 1 0 in interviews

• Gains the confidence of counselees 4 3 2 1 0 • Is able to re-state a counselee's problem in concrete 4 3 2 1 0

terms • Is evaluated as effective by clients 4 3 2 1 0

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4. Information Services, Assessment and Appraisal • Is aware of college/career counseling information 4 3 2 1 0

• Is familiar with the ASCA National Model 4 3 2 1 0

• Is able to collect and analyze data in order to evaluate program and individual student needs 4 3 2 1 0

5. Assessment and Appraisal • Is able to administer tests 4 3 2 1 0

• Is able to interpret tests 4 3 2 1 0

• Is able to utilize assessments to provide guidance to individual and small groups 4 3 2 1 0

Summary Notes

Please describe the strengths of this Candidate:

Please describe any areas in which the Candidate needs improvement:

Has this evaluation been discussed with the Candidate? Yes _________ No _________

If yes, please provide date evaluation was discussed: __________________________________________

General Comments:

Site Supervisor Signature __________________________________________ Date _________________

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PointLomaNazareneUniversity

DispositionsandIndicatorsofNobleCharacter

Candidate:_________________ Date:______________ Course:________

Checkone: Self-assessment Professor/UniversitySupervisor Mentor/CooperatingTeacher

• Usetheparticipationrubrictoindicatetheperformancelevelearnedforeachindicator.• Notebehavioralevidencetosubstantiateratingregardlessofscorelevel.

IndicatorPerf.Level(1-4)

BehavioralEvidencetoLookFor:

1. HonorThecandidatehonorsandrespectstheworthinessofallindividualsinwordanddeedbasedonPLNU’sWesleyanheritage:WeareindividualscreatedintheimageofGod,committedtocivility,respect,hospitality,graceandservice,demonstratingcoherenceinattitudesandactions.

-Treatsallstudentsandadultsequallywithcivilityandgrace

-Retainsanon-judgmentaldemeanor

-Displaysprofessionalismindress,postureandattitude

-Committedtosocialjustice,equityandculturalcompetency

-Consistentinwordandactions

-Practicesforgivenessandloveforoneanother.

-Followsthroughwithcommitments

1. SpiritofHarmonyandCollaborationThecandidateactivelycontributestothelearningcommunitywithcaring,patienceandrespectforthediversityoflearners.Thecandidatetakesresponsibilityforresolvingconflictsorissueswithothers,andteachesstudentsthoseskills,inawaythatsustainsandenhancesahealthyandsafelearningcommunity.Thecandidate’sflexibilityandhumilityassuresthatallstudentshavetheopportunitytoachievetotheirpotential.

-Cooperativeandflexiblewhenworkinginagroup,andeasilymovesbetweenaleadershiproleandaparticipantrole.

-Openlyconsidersthecontributionsofdiverselearners.

-Proactiveratherthanreactivewithclassmates,teachers,parents,staffandstudents.

-Employshealthyconflictresolutionskillsinone-on-oneandgroupsituations.

-Assistsinresolvingconflictandpromotesacceptanceofoneanother.

-Showsinterestandcareforotherclassmatesandtheircontributions,andequalinterestforallstudentsintheirclassrooms.

2. ReflectiveLearnerThecandidateshowsawarenessofareasofstrength,interests,learningstyle,andareasforcontinuinggrowth;generatesandfollowsthroughonpersonalizedgrowthplans.Thecandidatedemonstratesthatservingasaprofessionaleducatorisaconfirmed

-Articulatesandmodelshis/hercallingtotheprofession

-Understandspersonalstrengthsanddemonstratesconsistentperformanceingivenactivities

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callingtoequip,totransformandtoempowereverystudenttofulfillhisorherfullpotential.

-Takesresponsibilityforhis/herownlearning

-Developsandmonitorsaplanthatbalancespersonalandprofessionalgrowth

-Looksatanincident/activitytoanalyzewhatworkedandtargetsareasforimprovement

-Asksquestions,seekssupportandguidance

-Usesjournalsorreflectionstorecordthinkingandimprovepractice

3. ProfessionalandPositivePerseveranceThecandidatedisplayspassionforteachingandlearningbyremainingpositive,engagedandaccountabletothenormsandexpectationsofthelearningcommunity,especiallywhenacademicorprofessionalassignmentsareperceivedaschallenging.Thecandidateisreflectiveandreceptivetoformativefeedback.

-Enthusiastic,energetic,prepared,constantlyreflectingandimproving.

-Seeksfeedbackfromotherprofessionalswithapositivespirit.

-Willinglyparticipatesintheschoolcommunityactivitiesoutsideoftheclassroom.

-Remainsinvolvedintheplanningandinnovationnecessaryofprofessionals.

-Holdshighexpectationsforall,andscaffoldslearningwhenassignmentsarechallenging.

-Remainawareofalltheprofessionrequiresandmakeschangestoownpractice

RUBRICSFORPERFORMANCELEVEL

4–Exceptional-Consistentlyandspontaneouslydemonstratesindicatorwithrelativeease.Demonstratestheabilitytoself-correctordemonstratesresponsivenesstofeedbackfrompeersorteacherifareasforimprovementarediscussed.

3.5-Advanced-Demonstratesindicatorwithrelativeease.Demonstratestheabilitytoself-correctwithoutprompting.

3–Appropriate-Demonstratesindicatorwithminimalprompting.Demonstratesanopennesstoreflectonfeedbackfrompeersorteacher.

2.5-ImprovementNeeded–Lackofthisindicatorhasbeenevidenttopeersorteacher.Demonstratestheabilitytoacceptfeedback,reflectandimprove.

2– AreaofConcern–Demonstrationofthisindicatorisfrequentlymissing.Mayhavesomedifficultyinrespondingopenlytofeedbackfrompeersorteacher.

1–Inappropriate-Demonstratesindicatorinfrequentlyifatall.Noindicationofdesiretoimprove.

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Appendix J Upload to Taskstream (see note below)

UNIVERSITY SUPERVISOR VISITATION/OBSERVATION REPORT

Candidate Name: _______________________________________________________________

Date of Visit: ______________________________________________________________________

School Site: ______________________________________________________________________

Site Supervisor: ______________________________________________________________________

Visit # _____/6

What overall activities were observed or discussed?

Describe activities the Candidate is involved in which are consistent with The Plan:

Please describe any feedback from the Site Supervisor:

Please describe any concerns or recommendations:

Please list any suggestions for the Candidate:

Hours Completed THIS segment: _________

Total Hours Completed TO DATE: __________

Next Meeting Date & Time ______________________________________________

University Supervisor Name: _____________________________________________

University Supervisor Signature: __________________________________________

Candidate Signature: ___________________________________________________

NOTE: Candidates, after you receive your completed Visitation Report from your University Supervisor, please SIGN and upload to Taskstream.

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Appendix K

COMPLETION CHECKLIST

To receive course credit, the Candidate must have attained at least 200 hours and submitted all of the documents to Taskstream, which are listed on this checklist.

Candidate Name: _______________________________________________________________

Today’s Date: ____________________ Circle Current Course Number: GED 6087F 1 2 3

School Site _________________________________________

Hours completed this segment: _____________

Total Hours completed to date: ________________

FORM DATE SUBMITTED

Field Placement Application

Demographics Form for School Site(s)

Outline of Planned Activities “THE PLAN”

Weekly Field Experience Logs

Summary Field Experience Log

Candidate Evaluation of Site Supervisor

Candidate Evaluation of Field Experience

Candidate Self-Evaluation and Reflection

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Appendix L UNIVERSITY SUPERVISOR GUIDELINES

Thank you for participating in the field experience supervision of our PLNU School Counseling candidate! Your mentorship will greatly impact his/her professional preparation. It is our hope that the reciprocal nature of this relationship is a rewarding and beneficial experience for the entire learning community.

1. Upon receiving a list of candidates for supervision, please contact each of them via PLNU e-mail to determine:

a. Site location b. Site Supervisor name c. Site Supervisor’s e-mail addresses (school district & personal) d. An early date to visit in order to approve “The Plan”

2. Upon receiving this information, contact the Site Supervisor via e-mail, introducing yourself and sending the Welcome Letter (Appendix O). You should also electronically attach the Field Experience Manual at this time. The following guidelines should assist you:

• Visit the campus and the candidate at least two times for every 200 hours of field experience.

• Review “THE PLAN” with the candidate at the earliest opportunity to sign and approve the outline of planned duties for this block of 200 hours. Once you sign it, inform the candidate to upload only the signature sheet to Taskstream. The candidate will complete “The Plan” directly on Taskstream.

• For the first observation, plan on meeting with the Site Supervisor to determine if there are any questions or concerns and address accordingly.

• Assist your candidate with collecting the appropriate artifacts for the ASCA Folio as needed and inform the Site Supervisor of the need to align duties around the ASCA domains.

• If possible, directly observe the candidates “in action” and plan on meeting with them to process the experience immediately following the observation. Students love feedback that is concrete and specific. This can be through observing an individual counseling session; group counseling lesson or classroom guidance lesson.

• Reviews the weekly logs to ensure they are signed and contain appropriate and relevant duties. University Supervisors will ensure the documents are complete and uploaded to Taskstream.

• Complete the University Supervisor Visitation/Observation Report for each observation. A copy

of this report should be provided to and reviewed with the candidate then the candidate must SIGN the report and upload to Taskstream.

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• When the candidate nears the 200-hour mark, please alert Fieldwork Coordinator that it is time

to send the electronic link of the Site Supervisor Summative Assessment of Professional Compe-tencies to the Site Supervisor. Please provide the student’s name, the fieldwork section (F1, F2, or F3), and the Site Supervisor’s e-mail. Due to “spamming issues” with district emails, when possible, please provide the personal email address of the Site Supervisor as well.

• Before the end of each month, complete a Mileage Tracking Form and submit the form on Work-

day under Expenses.

• In sum, at the end of each segment or 200 hours, the candidate should be reminded to submit all Taskstream documents in a timely manner in order to receive a grade thereby clearing the way for enrollment in another fieldwork segment.

• Lastly, please give your candidate the appropriate grade in the PLNU Portal.

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Appendix M

Counseling Improvement Plan: Action Plan

The goal of the Point Loma Nazarene University School of Education faculty is to provide school districts with the most qualified Candidates possible. The field experience is an essential part of the program. Sometimes a Candidate struggles and needs extra support and specific help to improve. In rare situations, the role of school counselor does not seem appropriate for a Candidate. In response, PLNU has established the following policy for situations in which a Candidate is struggling. Since PLNU is committed to maintaining quality standards throughout its PPS preparation program, the faculty and staff have established procedures to identify and assist a Candidate who is not meeting with success.

Site Intervention Action Plan

If a Site Supervisor is experiencing any sort of difficulty with a Candidate, the Site Supervisor should immediately share his/her concerns with the University Supervisor. The first level of intervention is implemented within the assigned site of field experience. This site intervention requires a written action plan (with a designated time for the intervention) and plans for providing extra support.

Action Plan

The action plan specifically identifies the area(s) of concern and the methods for collecting performance evidence during the planned intervention. The action plan will be signed by the Candidate, the Site Supervisor and the University Supervisor. After the signed action plan is reviewed, a copy of the action plan will be placed in the Candidate’s PLNU file.

Extra Support

A plan for providing extra support for the Candidate during a site intervention may include (but is not limited to) —

• the Candidate’s written evidence of thorough and careful planning related to improvement in the area(s) of concern,

• additional observations by and conferences with the University Supervisor,

• additional three-way conferences between the Site Supervisor, Candidate and University Supervisor,

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• reviewing of and reflection of performance evidence collected by Site Supervisor and University Supervisor,

• After conferring with the Site Supervisor (and other appropriate administrative personnel at the school site and the PPS Director (School of Education), the University Supervisor will —

• meet with the Candidate and Site Supervisor to identify and discuss the area(s) of concern,

• establish an action plan and a designated time in which to remediate identified areas,

• delineate the method of monitoring by the Site Supervisor and University Supervisor, and

• review the written action plan with the Site Supervisor and the Candidate and obtain their signature.

Counseling Improvement Plan

The following action plan is to be put into effect on . The University Supervisor, Site Supervisor, and Candidate will review this plan each week to determine the amount of progress being made toward the identified goals. Failure to make significant progress toward stated goals will result in modification or termination of the field experience assignment based upon the University Supervisor and/or Site Supervisor’s recommendation.

A. Areas of Concern:

B. Specific Goals for Improvement - To be reviewed in two weeks on:

Signatures & Date signed

Candidate:____________________________________________________________________

Coordinator of Outreach & Clinical Placement:______________________________________________________

Site Supervisor:________________________________________________________________

Program Director:_______________________________________________________________

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Appendix N

Removal from Placement or Failure to Successfully Complete the Field Experience In extreme circumstances, a Candidate may be removed from a placement and/or receive a failing grade if—

§ areas of concern are not corrected within the time span identified in the action plan, and/or

§ the host school or University Supervisor recommends in writing that the Candidate be removed from his/her placement, or

§ a Site Supervisor and University Supervisor identify a Candidate who needs supplemental academic, professional, and/or personal assistance to meet with success in field experiences to be a credentialed school counselor, or

§ the Candidate does not successfully complete the phase(s) of Field Experience. If any of the above occurs, the Program Director, and the University Supervisor will meet to determine the next action. Based on the circumstances and the assessment of the Candidate’s potential for success, one of the following possibilities may occur:

The Candidate will meet with the Program Director to outline a remediation plan.

The Candidate will receive a grade of no credit and the Candidate may be dismissed from the program. The Candidate may appeal in writing to the Dean of the School of Education. Process for Appeals If dismissal from the program becomes necessary, students may appeal once and one level higher than the body responsible for initial dismissal action; this appeal must be to the Dean School of Education or his/her designee. Timeline for Appeals In the event a student has reason to appeal the decision to dismiss, the appeal must be filed in writing and submitted to the Dean of School of Education or his/her designate within 48 hours of notification of the dismissal. Ombudsman Students may request an ombudsman to assist and advise them while he/she is involved in the appeals process as outlined.

If the appeal is granted, after successfully completing a specified remediation plan and one-unit course (GED 6091) developed by the Program Director, the Candidate repeats the course in which the no credit grade was earned and the following may occur:

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• The Candidate will complete one-unit remediation course (GED 6091) developed by the University Supervisor and Program Director. Once the remediation plan is successfully completed, the Candidate is given a different field experience assignment and repeats the course.

• The Candidate will receive a grade of in-progress. In addition, the Candidate continues in the program and has a specified period of time to complete a remediation plan (GED 6091). Once the remediation plan is successfully completed, the Candidate receives credit for the in-progress field experience course.

References

California Commission on Teacher Credentialing (2000, October). Standards of Quality and Effectiveness for Pupil Personnel Services Credentials. [On-line]. Available at: http://www.ctc.ca.gov/educator-prep/standards/pps.pdf

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Appendix O

Welcome Letter (to be sent to Site Supervisor)

Date

Dear Ms. /Mr. XXXXX:

Thank you for taking time to mentor our Point Loma Nazarene University graduate field experience candidate PLNU candidate’s full name here and accept the associated responsibilities of site supervision at name of school here. It is our goal that these pre-service counselors receive leadership and guidance from professional school counselors who can provide examples of a wide range of counseling services including student advocacy, current best practices, individual and group counseling, academic, career, and social/emotional advisement as indicated in the National Standards for School Counseling within a diverse school environment.

In addition to providing an invaluable experience for PLNU candidate first name here, this field experience is also of reciprocating benefit to you and your school. Undoubtedly, your school will appreciate help from willing and eager graduate candidates who embody great enthusiasm, new ideas and a special zeal for the profession of school counseling. As a site-supervisor, you will contribute to the professional growth and development of a new generation of counseling professionals.

You are encouraged to provide continuous supervision and guidance to the fieldwork experience candidate as well as direct and focused feedback on performance objectives, student interactions, and workplace dispositions. In general, the more feedback received, the better the learning experience.

I thank you for your prompt attention to “The Plan.” This document needs to be turned in as soon as possible. Submission of a candidate evaluation will be due at the end of the term. You will receive an email with a link so you can complete it electronically. PLNU candidate’s first name here will inform their PLNU University Supervisor when he/she is nearing completion of his/her hours.

We know that your time is valuable and extend our deep appreciation once again for this partnership. We trust that our field experience candidate will provide services and support that meet the needs of your students, parents and staff and will enhance your school counseling program. Please do not hesitate to contact the PLNU University Supervisor or me to address any concerns or questions you may have. Thank you.

Dione Taylor, Ed.D. PLNU, PPS Director (619) 563-2817 dionetaylor@pointloma.edu

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Appendix P

Professional Development Log of Activities The Candidate should keep a log of attendance at professional seminars, workshops and conferences. A total of 45 hours may be accrued. This Log may also be used in Section 5 (Professional Development) of The ASCA Folio. Student Name ____________________________________________________

DATE OF ATTENDANCE

NAME OF SEMINAR, WORKSHOP, CONFERENCE / SPONSORED BY

HOURS ACCRUED

TotalHours____________________________

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AcknowledgementofReceiptbyStudent

IhavereviewedtheFieldExperienceManualandacceptand understand the Mission of Point Loma NazareneUniversity.

Iagree toadhere to theSchoolofEducation’spoliciesand procedures and will refer to them through theentireperiodIamaCandidateintheSchoolCounselingProgram in the School of Education at Point LomaNazareneUniversity.

Name:_________________________________________________

Signature:____________________________________________

Date:_________________________________________________