American Public University System · Understands the important role of the school counselor as a...

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American Public University System

The ultimate advantage is an educated mind.

School of Education EDUC699

Counseling Internship Credit Hours - 6

Length of Course - 16 weeks CACREP REQUIREMENT = 600 CLOCK HOURS

Prerequisite - This is an internship capstone course required for graduation. Students must complete the

entire M.Ed. in Guidance and Counseling course curriculum, including EDUC 696 Practicum, prior to their internship. A background check is required, as is proof of

liability insurance.

Instructor's Information

Please refer to the Syllabus tab for your instructor’s contact

information and biography.

Course Description

During this 600-hour internship course, the counselor candidate will work in

either an elementary and/or secondary school setting (K-12) to develop professional skills related to counseling and demonstrate mastery of the

essential skills required by school counselors as identified by CACREP

standards. This experience will provide an opportunity for candidates to apply knowledge and skills while working under the supervision of an

approved, experienced, and certified/licensed school counselor. Candidates are also required to meet weekly with their university supervisor for group

supervision and engage in weekly individual/triadic supervision. Candidates are placed in settings which align with career goals and interests and

provide services in alignment with the ASCA National Model including individual counseling, group counseling, consultation, collaboration,

advocacy, and other activities typical in that setting. This course is offered


when school is in active session in order to ensure that candidates have an authentic experience. A Readiness Audit is required prior to admission to

this course. The audit requires documentation of an acceptable placement for the internship, including supervision; documentation of completed

Practicum hours; and verification of successful completion of the Practicum course or eligibility for successful completion of the Practicum. The

Readiness Audit must be completed no later than 30 days prior to the Internship start. NOTE: Internship courses are not offered in the following

months: April, May, June, and July. Internship courses are NOT included in the university retake policy. All grades for any attempts will appear on

transcript and will be calculated in GPA. NO LATE REGISTRATIONS ALLOWED. (Prerequisite: EDUC696)

Course Scope

The first week of the class will be spent as an orientation in the APUS

online classroom experience in conjunction with your APUS supervisor to include dialog with your site supervisor(s). You should also begin your field

experience during the first week of the course. As a part of this course the student is required to accept genuine responsibility for leading, facilitating,

and making decisions typical of those made by school counselors, actively participate in the full range of school functions, and to keep a journal of

counseling-related activities.

Note: Students are encouraged to initiate the process of locating an internship site early on in their program. While APUS is available to assist

the student, the responsibility for locating a suitable internship site ultimately rests with the student.

Standards

State and national standards are covered in this course as listed below. The sets of standards are based on the following organizations:

CACREP - Council for the Accreditation of Counseling and Related

Educational Programs

Praxis II – Standards for School Counselors (Test #0421) West Virginia Professional School Counselor Standards (WVDE Policy

5100, Appendix A-6)


CACREP – Council for the Accreditation of Counseling and Related Educational Programs

This course meets the following General Standards for Counseling Programs:

II.G.1 – Professional Orientation and Ethical Practice – studies that provide an understanding of all of the following aspects of

professional functioning:

b. counselors’ roles and responsibilities as members of an interdisciplinary emergency management response team during a

local, regional, or national crisis, disaster or other trauma-causing

event d. self-care strategies appropriate to the counselor role

II.G.5 – Helping Relationships – studies that provide an

understanding of the counseling process in a multicultural society, including all of the following:

c. essential interviewing and counseling skills

II.G.6 – Group Work – studies that provide both theoretical and experiential understandings of group purpose, development,

dynamics, theories, methods, skills, and other group approaches in a multicultural society, including all of the following:

d. group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and

methods of evaluation of effectiveness

The course assignments also require each student to demonstrate that he/she meets the following School Counseling Program

Standards:

Foundations

A. Knowledge


3. Knows roles, functions, settings,and professional identity of the

school counselor in relationto the roles of other professional and

support personnel in the school. 7. Understands the operation of the school emergency management

plan and the roles and responsibilities of the school counselor during crises, disasters, and other trauma-causing events.

Counseling, Prevention and Interventions

C. Knowledge

6. Understands the potential impact of crises, emergencies, and

disasters on students, educators, and schools, and knows the skills

needed for crisis intervention.

D. Skills/Practices

1. Demonstrates self-awareness, sensitivity to others, and the skills

needed to relate to diverse individuals, groups, and classrooms. 2. Provides individual and group counseling and classroom guidance to

promote the academic, career, and personal/social development of students.

5. Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when

appropriate.

Academic Development

K. Knowledge

3. Understands curriculum design, lesson plan development, classroom

management strategies, and differentiated instructional strategies for

teaching counseling- and guidance-related material.

L. Skills/Practice

1. Conducts programs designed to enhance student academic

development. 3. Implements differentiated instructional strategies that draw on

subject matter and pedagogical content knowledge and skills to promote student achievement.


Collaboration and Consultation

M. Knowledge

2. Knows strategies to promote, develop, and enhance effective teamwork within the school and the largercommunity.

3. Knows how to build effective working teams of school staff, parents,

and community members to promote the academic, career, and personal/social development of students.

7. Knows school and community collaboration models for crisis/disaster preparedness and response.

N. Skills/Practice

3. Consults with teachers, staff, and community-based organizations

to promote student academic, career, and personal/social

development.

Leadership

O. Knowledge

1. Knows the qualities, principles, skills, and styles of effective

leadership. 2. Knows strategies of leadership designed to enhance the learning

environment of schools. 3. Knows how to design, implement, manage, and evaluate a

comprehensive school counseling program. 4. Understands the important role of the school counselor as a system

change agent. 5. Understands the school counselor’s role in student assistance

programs, school leadership, curriculum, and advisory meetings.

P. Skills/Practice

1. Participates in the design, implementation, management, and

evaluation of a comprehensive developmental school counseling program.

2. Plans and presents school-counseling-related educational programs

for use with parents and teachers (e.g., parent education programs,


materials used in classroom guidance and advisor/advisee programs for teachers).

PRAXIS II – Standards for School Counselors (Test #0421 and 5421)

These standards will be addressed:

I. Foundations

A. History and Role of School Counselor

B. Human Growth and Development

C. Ethics

D. Legal Issues

II. Delivery of Services

A. Guidance and Counseling

B. Consultation and Collaboration

III. Management

IV. Accountability

West Virginia Professional School Counselor Standards (WVDE Policy 5100, Appendix A-6)

These standards will be addressed:

Standard 1: Program Planning, Design and Management

The professional school counselor plans, designs and manages a comprehensive, developmental school counseling program aligned with the

West Virginia Model.

Function 1A: PROGRAM PLANNING

The professional school counselor plans a comprehensive, developmental program that is balanced between delivery systems and

the academic, career and personal social domains.


Function 1B: PROGRAM DESIGN The professional school counselor designs a balanced comprehensive

School Counseling Program. Function 1C: PROGRAM MANAGEMENT

The professional school counselor manages a comprehensive School Counseling Program.

Function 1D: STAKEHOLDER COLLABORATION The professional school counselor collaborates with stakeholders to

plan and manage the School Counseling Program.

Standard 2: Program Delivery

The professional school counselor facilitates delivery of the WV

Comprehensive Developmental School Counseling Program for all students.

Function 2A: PROGRAM DELIVERY The professional school counselor ensures the delivery of the

comprehensive, developmental School Counseling Program aligned

with West Virginia Board of Education Policy. Function 2B: RESEARCHED BEST PRACTICES

The professional school counselor utilizes research-based best practices to deliver individual and group counseling and classroom

guidance curriculum. Function 2C: GUIDANCE CURRICULUM

The professional school counselor facilitates delivery of a comprehensive guidance curriculum to meet the developmental needs

of all students. Function 2D: INDIVIDUAL STUDENT PLANNING

The professional school counselor coordinates an ongoing systemic approach to assist individual students in establishing personal goals

and developing future plans. Function 2E: – RESPONSIVE SERVICES

The professional school counselor provides a continuum of

interventions in response to student needs. Function 2F: STUDENT SUPPORTS

The professional school counselor assists in developing comprehensive student supports within the school and community to support

academic, career, and personal/social development of all students. Function 2G: SUCCESSFUL TRANSITIONS

The professional school counselor establishes student supports for successful transitioning through programmatic levels and from school


to school, school to work, or school to post-secondary, or career and technical training.

Standard 3: Data Driven Accountability and Program Evaluation

The professional school counselor examines school, student, and program

data to annually evaluate school counseling program results and to assure

program completeness.

Function 3A: PROGRAM RESULTS

The professional school counselor uses data to measure the results

and impact of the School Counseling Program. Function 3B: PROGRAM COMPLETENESS

The professional school counselor evaluates the degree to which the School Counseling Program is implemented and aligns to West Virginia

Board of Education Policy.

Standard 4: Leadership and Advocacy

The professional school counselor assumes a leadership role in advocating

for student and program success.

Function 4A: STUDENT ADVOCACY

The professional school counselor advocates for the success of ALL students.

Function 4B: FACILITATES TRAINING The professional school counselor facilitates appropriate training for

stakeholders and staff related to the School Counseling Program mission.

Function 4C: PROGRAM ADVOCACY The professional school counselor advocates for and promotes the

comprehensive School Counseling Program.

Standard 5: Professional Growth and Responsibilities

The professional school counselor assumes responsibilities for his/her

professional growth and the growth of the school counseling profession.

Function 5A: KNOWLEDGE AND SKILLS

The professional school counselor enhances knowledge and skills to advance professional practice.


Function 5B: LEGAL AND ETHICAL PRACTICES The professional school counselor adheres to professional ethical

standards policies and laws in conduct and practices. Function 5C: GROWTH OF THE PROFESSION

The professional school counselor contributes to growth of the school counseling profession.

Course Objectives

Upon successful completion of this course, candidates will be able to:

1. Establish role and limitations as a school counseling intern. 2. Develop consultation and collaboration skills at internship placement

and in group supervision. 3. Use theories, techniques, interventions and assessment skills to

address academic, career, and personal/social needs of K-12 students. 4. Analyze data to enhance the effectiveness of school counseling

program activities, interventions, and programs. 5. Conduct individual and group counseling that is developmentally and

culturally appropriate for a diverse group of K-12 students. 6. Analyze the role of the school counselor within the educational system

and demonstrate effective leadership that enhances the learning environment.

7. Create classroom guidance unit to meet academic, career, and/or

personal/social needs of students. 8. Weigh ethical and legal considerations associated with school

counseling practice. 9. Demonstrate proper ethics in relation to making decisions and

providing services (including the appropriate application of confidentiality, rights of privacy, and informed consent in daily

actions). 10. Demonstrate punctuality, dependability, a sincere work ethic,

and professional behavior.

Course Requirements

NOTE: This is an overview of the requirements to be met during your

internship. You should download and carefully read the Internship

Handbook for specific requirements.


Candidates in the M.Ed. program in School Counseling will have taken part in various activities in a local K-12 school setting throughout the degree

program. Specific requirements from the Council for Accreditation of Counseling and Related Educational Programs (CACREP) are listed below.

INTERNSHIP

The program requires completion of a supervised internship in the student’s designated program area of 600 clock hours , begun after successful

completion of the practicum. The internship is intended to reflect the comprehensive work experience of a professional counselor appropriate to

the designated program area. Each student’s internship includes all of the

following:

1. At least 240 clock hours of direct service, including experience leading

groups.

2. Weekly interaction that averages one hour per week of individual and/or triadic supervision throughout the internship, usually performed

by the onsite supervisor. 3. An average of 1 1/2 hours per week of group supervision provided on

a regular schedule throughout the internship and performed by a program faculty member.

4. The opportunity for the student to become familiar with a variety of

professional activities and resources in addition to direct service (e.g., record keeping, assessment instruments, supervision, information and

referral, in-service and staff meetings). 5. The opportunity for the student to develop program-appropriate

audio/video recordings for use in supervision or to receive live supervision of his or her interactions with clients.

6. Evaluation of the student’s counseling performance throughout the internship, including documentation of a formal evaluation after the

student completes the internship by a program faculty member in consultation with the site supervisor.

The specific timeline and the assumption of responsibilities should be determined jointly by the site supervisor, the APUS supervisor, and the

student intern. Typically, the candidate will begin assuming responsibilities by the start of the second week of placement, and gradually assume more

responsibilities. This may vary depending on the circumstances. A variety of substantial school counseling experiences should be performed by the

student intern.


Student intern responsibilities before and during the internship:

1. Obtain liability insurance and have a background check performed. Present proof of these with your Application for Internship.

2. Select a K-12 setting for the internship and seek a mentor in that setting; the mentor must be a certified school counselor with at least

three years of experience and training in supervision. 3. Share with the counselor the expectations for mentoring from him or

her, to include: o assistance with completing the course objectives

o assistance with identifying other educational professionals as

appropriate with whom the student intern may want to work o assistance throughout the internship to assure valid and

meaningful experiences that lead to greater and greater responsibility in the school.

4. Record all experiences during the internship in a formal journal and activities log.

5. Participate in all online seminars and activities provided through EDUC699.

6. Arrange a conference with the mentor to assess performance and discuss outcomes.

7. Display proper attendance, punctuality, and dress/grooming suitable for a school counselor.

8. Adhere to professional standards. 9. Complete at least 240 hours of direct service (including experience

with groups) out of the 600 total hours required and document the

time in your activity log . CACREP defines direct service as “interaction with clients that includes the application of counseling, consultation, or

human development skills. In general, the term is used in these standards to refer to time spent by practicum or internship students

working directly with clients. 10. Participate in crisis team meetings for the school and/or school

district. 11. Facilitate counseling groups, lead classroom lessons, and provide

individual counseling. 12. Complete an e-portfolio and successful oral presentation at the

end of the course demonstrating your knowledge and skills in school counseling.

Program & Policy


School of Education Handbook

Plagiarism

Plagiarism is a serious violation of APUS’s code of academic conduct. The

Student Handbook explains specific policies and penalties.

Additionally, the School of Education offers further clarification. Specifically, all students in this course are to follow these guidelines:

Do not quote or paraphrase published sources, including assigned

readings and Web-based sources, without explicit reference to the original work. Credit the source using APA style. Cutting and pasting

from a website without citing the electronic source is plagiarism, as is taking phrases, sentences and/or paragraphs from textbooks without

referencing the source.

Do not insert parts of class lectures, online Lessons, or tutorials, including examples, into your own work, without permission or

citation. These are published by the instructors, who properly cite the sources of any externally published sources.

Do not insert parts of previous students’ work or current students’ work into your own work, without permission and/or citation.

You are expected to use your own words to demonstrate your

understanding of the content of this course. While it is appropriate to reference experts and outside resources, students should do so judiciously

to avoid simply summarizing and paraphrasing what all other sources have

stated about a given topic. Remember to always cite any work that is not your own intellectual property. Failure to do so may result in failing an

assignment and/or course; and ultimately may result in being removed from the program due to a violation of professional dispositions.

Course Delivery Method

This course is delivered in a field setting under the supervision of a site supervisor and an APUS university supervisor. Components of this course

are delivered via distance learning and will enable students to complete academic work in a flexible manner online; however, additional

components are synchronous in this course and require attendance at particular times. Course materials and access to an online learning

management system will be made available to each student. Students

https://edge.apus.edu/access/content/group/education-common/School%20of%20Education/SoE_Handbook/SoE_Handbook_Rev_06-2013_2nd_quarter.pdf

http://www.apus.edu/student-handbook/writing-standards/index.htm#Academic_Dishonesty


should respond to Forum questions (accomplished in groups through a threaded forum board) by Thursday of the week as noted. Online

assignments are due by Sunday evening of the week as noted (submitted for review by the Faculty Member). Assigned faculty will support the

students throughout this sixteen-week course.

Course Materials

Required Text for this degree program:

Candidates are expected to adhere to APA style throughout the program. The Publication Manual of the American Psychological Association (6th ed.)

should be purchased and used in all courses.

American School Counselor Association. (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA:

Author.

Additional Readings:

Baggerly, J., & Osborn, D. (2006). School counselor’s career satisfaction and commitment: Correlates and predictors. Professional School Counseling,

9(3), 197-205.

Baker, S. B., Robichaud, T. A., Westforth-Dietrich, V. C., Well, S. C., Schreck,

R. E. (2009). School counselor consultation: A pathway to advocacy, collaboration, and leadership. Professional School Counseling, 12(3), 200-

206.

Dollarhide, C. T. (2003). School counselors as program leaders: Applying leadership contexts to school counseling. Professional School Counseling,

6(5), 304-310.

Dollarhide, C. T., & Lemberger, M. E. (2006). “No Child Left Behind”: Implications for school counselors. Professional School Counseling, 9(4),

295-304.

Lieberman, A. (2004). Confusion regarding school counselor functions: School

leadership impacts role clarity. Education, 124(3), 552-558.

*Articles are available in the Online Library through EBSCOhost.

Course Guidance


Assigned Reading & Resources:

Each week in addition to the Required Reading, additional resources may

be provided to offer you background information or further understanding the terminology as well as the material for the week. Each week you will be

expected to read the Required Reading and review the additional resources.

Library:

Please take a moment to explore the online library. Here you will find

helpful information for forums and assignments. If you have any questions on using the library you can find tutorials on the library website or you can

contact a university librarian.

Websites:

Feel free to explore other websites that may be helpful to getting your point across in the forums. However, please remember to properly cite

each source. Remember that Wikipedia (or any other Wiki site) is not an appropriate resource.

Documents/Files:

Save all documents and files with your last name and the name of the

assignment prior to uploading work to the assignments area or forums area of the course.

PowerPoints:

Save all documents and files with your last name and the name of the assignment prior to uploading work to the assignments area or forums area

of the course.

Media:

You can link directly to media sources inside each lesson. If you choose to submit an assignment in a different media resource than indicated above

you can embed the media into the text box in the assignment or forum,or you can provide a link.

http://www.apus.edu/Online-Library/index.htm?sso=7cfddb87ced1ec414524468b6b37ba12


Resources:

Outside resources are encouraged to support your discussions and

assignments. Please make sure you are evaluating your resources for appropriateness and validity prior to using them.

Forum

Please join the forums each week. Replies must be posted in the week due and replies after the end of the each week will not be graded. The Forums

are for student interaction and input should be submitted before the week ends in order to fully participate in the discussions. Students should

demonstrate their own knowledge in the forums and avoid copying and pasting from websites.

Guidelines:

Post the initial response to each forum by 11:55pm, ET, Wednesday.

Initial responses should be no less than 300 words. Initial responses are to be original in content and demonstrate a

thorough analysis of the topic. Reply to at least 2 of your classmates in each forum by 11:55pm, ET,

Sunday. Replies to classmates should be no less than 150 words.

Responses to classmates are significant to advance the forum. All forums can be accessed in the Forums section of the course.

Forum Grading Rubric

Assignments

Group Supervision

During your internship, you will be required to attend and participate in group supervision for approximately 1.5 hours weekly with your faculty

supervisor. At the end of the term, you will be assigned a grade for your participation and attendance. You must be in attendance for all group

sessions unless given permission from your university supervisor. Missing

group supervision sessions can result in failing the course. Note: you will be

https://edge.apus.edu/access/content/group/education-common/School%20of%20Education/RUBRIC/Ratliff_Forum_Grading_Rubric.pdf


required to attend an alternate group or to complete an alternate assignment.

Recorded Individual Counseling Sessions and Response Papers

During your internship, you are required to videotape two counseling sessions with students at your site. You may record one student in two

separate sessions, or two different students. These recordings will be submitted to your APUS supervisor for the purpose of providing feedback

on your counseling skills. Each recorded session should be 15-30 minutes in length. You will also submit a 2-page response and SELF- EVALUATION

FORM (located in the assignment) describing the counseling experience for each recording (due at the same time as the video). Your response should

discuss your use of counseling skills and techniques during the session, whether you adhered to a theoretical orientation(s) in your counseling,

what you would do differently, your “next steps” with the student, and your

comfort level when providing counseling.

You must have a signed permission form to record BEFORE taping

the student. Return a copy of this form with the recording and

response.

The first recorded session and response paper are due by 11:55PM,

EST on Sunday of Week 6. The second recorded session and response paper are due by 11:55PM, EST on Sunday of Week 12.

School Counseling Core Curriculum Unit

You will create two lesson plans and present these lessons at your internship site. These lessons can be on any topics of your choice, but

should be developmentally appropriate and suited to your student population. You may create two different lessons on the same topic (e.g., a

two-lesson unit on a topic) OR two lessons on different topics. Examples of lesson topics include conflict resolution, bullying, understanding/managing

emotions, career awareness, friendship skills, study skills, character traits

(e.g., responsibility, respect, honesty, citizenship), etc. You should discuss potential topics with your site supervisor and ask him/her to help locate

classrooms for teaching these lessons. At a minimum you must teach each


lesson once. Include in one lesson the use of technology as one element of your lesson plan design. Each lesson plan should include:

learning objectives

ASCA standards and competencies met materials needed

descriptions of activities a means of assessing that objectives were met

a plan for follow-up

The elements of a complete lesson plan will be covered in detail in the first

Instructional Seminar. Along with each lesson plan, you will submit a 2-3 page reflection about:

the lesson topic

the teaching methods you chose student engagement during the lesson

what you would expand and improve

your thoughts about the effectiveness of the lesson use of technology that enhance the lesson (in at least one lesson)

In total, your paper will include two lesson plans (one that includes use of

technology) and two 2-3 page reflections. Your paper should be presented in APA format with a title page (no abstract required).

Guidance Unit Grading Rubric

Self-Evaluation Assessment

During your internship, you will develop and strengthen your school counseling skills. At the end of internship, you will complete a self-

evaluation of your skills, which will clarify your areas of strength and areas for improvement. You should use this assessment as a tool for planning

your continued professional development; it will also assist you in writing

your Culminating Reflection.

This is not a graded assignment; however, you must complete the

assessment in order to pass EDUC 699. The Self-Evaluation Assessment is due by 11:55PM, EST on Sunday of Week 16 with your Culminating

Reflection.

Crisis Team Participation

https://edge.apus.edu/access/content/group/education-common/EDUC/EDUC699/EDUC699_Guidance_Unit_RUBRIC.docx


During your internship, you will participate in the crisis team for your school or school district. School counselors are often members of these

teams and help plan courses of action in case of a student or teacher death (or other school/community crisis). Time at crisis team meetings should

appear in your activities log and weekly journals should reflect your participation. If your district does not have a plan in place, use prior

learning to create a crisis plan to demonstrate your understanding of the process and the school counselor’s role in crisis prevention/intervention.

This is not a graded assignment, rather an expectation that you must meet

to pass EDUC699.

Weekly Reflective Journal and Activities Log

You will make weekly reflective journal entries about your practicum

experience, noting behavioral observations, activities, examples of counseling and leadership, and effective responses. The journal must be up

to date and available for review by the university supervisor as requested. This journal will be part of your field experience portfolio that will contain

the following sections:

General school information

Site supervisor information (name, phone number, etc.) Daily activities log where you document all activities (community

contacts, group work, guidance curriculum, individual counseling, supervision, indirect services, etc.).

Your logs will require you to note any experiences with diverse populations (e.g., minority racial/ethnic groups, students of lower socio-economic

status, exceptional learners, and English language learners). You will also have forum prompts asking you to describe some of these experiences. You

will need to also note your direct and indirect service time. Direct service is time spent in contact with students. Indirect service includes time on site

not in direct contact with students or parents, staff or other school meetings, weekly supervision from the site supervisor and APUS

supervisor, and time spent planning services.

Logs and journal entries will be uploaded into your APUS online

classroom for review by your APUS supervisor by 11:55PM each Sunday.


NOTE: It is crucial that you protect the identities of persons you describe or to whom you refer. Confidentiality is a keystone of the

school counseling profession and you should honor it at all times. Do NOT use real names of anyone other than yourself or your host

supervisor in your postings; use pseudonyms! In addition, do not provide sufficient information such that any individual (other than

yourself or your host supervisor) may be specifically identified through the information you post!

Journal Grading Rubric

Field Experience

This is a field experience internship course, and as such, grades are heavily

based on skills and professional dispositions/behaviors displayed during field experience. Students must receive a grade of “B” or better to

successfully complete this internship.

Culminating Reflection: e-portfolio and Oral Presentation

Throughout this course, you will be expected to upload various documents to your e-portfolio located in the Sakai classroom. This portfolio includes

items from throughout your program that demonstrate your mastery of West Virginia Department of Education School Counseling Standards and

CACREP Standards. In addition to uploading written documents, you will create a Power Point Presentation and present to the class during the final

weeks of group supervision. The following items need to be discussed in that presentation:

Self-evaluation of your knowledge/skills (identify strengths/areas of

improvement)

Self-evaluation of your professional dispositions and behaviors, both strengths and areas of improvement. Be sure to address how you will

address ethical dilemmas in the school setting. Cultural Immersion Project: reflect on multicultural competencies and

personal growth during this experience from EDUC628. Summarize personal model of counseling that includes your theoretical

orientation and approach to counseling. Reflect upon group counseling experience during internship experience

and compare/contrast to experience as group participant in EDUC627.

https://edge.apus.edu/access/content/group/education-common/EDUC/EDUC699/EDUC699_Journal_Rubric


Role of the school counselor and how you plan to advocate and support a professional school counselor identity that is aligned with

ASCA National Model.

Throughout your presentation, be sure to cite some research that influenced your perspectives and aided in your growth as an emerging

professional school counselor.

Course Grading Outline

Grading Instrument Percentage of Final

Grade

Direct Site Supervisor Observation (Coordinated with the APUS supervisor; includes APUS

supervisor observations' from video recordings and responses.) 30%

Group Supervision 10%

School Counseling Core Curriculum Unit 10%

Culminating Reflection through e-Portfolio and Oral Defense

25%

Journal 15%

Forums 10%

TOTAL 100%

Citation and Reference Style

Publication Manual of the American Psychological Association, Sixth Edition

The American Psychological Association states, "The Publication Manual of

the American Psychological Association is the style manual of choice for writers, editors, students, and educators in the social and behavioral

sciences. It provides invaluable guidance on all aspects of the writing process, from the ethics of authorship to the word choice that best reduces

bias in language. Well-known for its authoritative and easy-to-use reference and citation system, the Publication Manual also offers guidance

on choosing the headings, tables, figures, and tone that will result in

strong, simple, and elegant scientific communication."

Click here to see how to set up APA Sixth Edition Publication Manual

formatting in all of your Microsoft Word documents.

The Five-Paragraph Essay: Three Formulas for Writing the Basic Academic Essay

http://apastyle.org/index.aspx

http://www.youtube.com/watch?v=9pbUoNa5tyY

http://www.youtube.com/watch?v=GwjmMtTVO1g

http://www.youtube.com/watch?v=GwjmMtTVO1g


APA - APUS epress

Late Assignments

Students are expected to submit classroom assignments by the posted due

date and to complete the course according to the published class schedule. As adults, students, and working professionals, I understand you must

manage competing demands on your time. If you find that you need additional time to complete an assignment, please contact me before the

due date so we can discuss the situation and determine an acceptable resolution. Routine submission of late assignments is unacceptable and

may result in points deducted from your final course grade.

Disability Accommodations

Students are encouraged to email [email protected] to discuss potential academic accommodations and begin the review process.

Leadership through consultation within the school

Course Calendar

Week

Objectives Reading Assignment(s) Forum(s)

1-2

1. Understand key aspects

of the internship.

2. Understand the

requirements to

complete the school

internship. 3. Describe the

structure and

demographic

s of the placement

site school.

Internship

Handbook

Journal 1

Journal 2

Forum 1:

Introductions

Forum 2: School

Counseling Program

Assessment

http://apus.campusguides.com/content.php?pid=205954&sid=3202561#11507859

mailto:[email protected]?subject=Disability%20Accommodations


4. Understand

the expectations

of the site supervisor

and the school site

procedures. 5. Observe the

daily responsibiliti

es and tasks performed

by school

counselors. 6. Develop

knowledge of the school

climate and culture.

7. Describe responsibiliti

es and experiences

at the internship

site in weekly

journal

entries. 8. Discuss

school counseling

experiences and

professional development

through site supervision

and university


supervision.

3-4

1. Develop insight into

the operation of

a school counseling

program through

experiential

learning. 2. Begin

assuming responsibiliti

es at the internship

site. 3. Explain the

importance of classroom

guidance for students at

the elementary,

middle, or

high school level.

4. Understand the process

of planning a classroom

guidance lesson.


es and experiences

at the internship

site in

ASCA

National Model

pages 102-

121 View all

links embedded

in Lesson 2

Journal 3

Journal 4

Wk 3: Teleconfer

ence

Forum 3:

Advocacy

and Consultati

on


weekly

journal entries.

6. Discuss school

counseling experiences

and professional

development through site

supervision and

university

supervision.

5-6

1. Observe and

participate in the full

range of duties of the

school counselor.

2. Understand the role

classroom

management plays in

the learning process.

3. Identify an effective

classroom managemen

t strategy appropriate

for elementary,

middle, or high school.

4. Discuss the

View all

links embedded

in Lesson 3

Journal 5

Journal 6 Wk 6:

Recorded

Individual Counseling

Sessions and

Response Papers

Forum 4:

Classroom Managem

ent


advantages

and disadvantag

es of various classroom

management techniques.


es and experiences

at the internship

site in

weekly journal

entries. 6. Discuss

school counseling

experiences and



and university

supervision.

7-8

1. Participate in the full


school counselor.

2. Discuss the ways school

counselors support

school

Baggerly, J., &

Osborn, D. (2006). School

counselor’s career

satisfaction and commitment:

Correlates and predictors.

Professional

Journal 7

Journal 8

Forum 5: Administr

ative Support

Forum 6: Cultural

Considerations


administrati

on. 3. Explore

appropriate school

counselor duties.


school counselors

may play in standardized

testing.


es and experiences

at the internship

site in weekly

journal entries.

6. Discuss school


and



and university

supervision.

School

Counseling, 9(3), 197-205.

Dollarhide, C.T., & Lemberger, M.E.

(2006). “No

Child Left Behind”:

Implications for school

counselors. Professional

School Counseling,

9(4), 295-304.

Lieberman, A. (2004).

Confusion regarding school

counselor functions:

School leadership

impacts role clarity.

Education, 124(3), 552-

558.

9-10

1. Participate

in the full range of

duties of the

View all

links embedded

Journal 9

Journal 10 Wk 10:

School

Forum 7:

Daily Tasks

Forum 8:


school

counselor. 2. Understand

the various duties at the

elementary, middle, and

high school levels.

3. Discuss the regular

tasks of a school

counselor at

the elementary,

middle, and high school

levels. 4. Instruct

students about

relevant topics

through classroom

guidance lessons.

5. Develop

clearly organized

lesson plans for

classroom guidance

lessons. 6. Describe

responsibilities and

experiences at the

in Lesson 5 Counseling

Core Curriculum

Unit

School

Counseling Core

Curriculum Lessons


internship

site in weekly

journal entries.

7. Discuss school


and professional


supervision

and university

supervision.

11-

12

1. Participate


duties of the school

counselor. 2. Understand

the role that

school counselors

play in the IEP process.

3. Discuss how school

counselors can meet

the needs of special

education students.


es and

View all links

embedded in Lesson 6

Journal 11 Journal 12

Wk 12:

Recorded Individual

Counseling Sessions

and Response

Papers

Forum 9:

IEP Process


experiences

at the internship

site in weekly

journal entries.

5. Discuss school


and professional

development


and university

supervision.

13-14

1. Participate


duties of the school

counselor.


school counselors

may play in providing


within the school

setting. 3. Explore

ways school counselors

can be

Dollarhide, C.T.

(2003). School counselors as

program leaders:

Applying leadership

contexts to school

counseling. Professional

School

Counseling, 6(5), 304-310.

Baker, S. B., Robichaud, T.

A., Westforth-Dietrich, V. C.,

Well, S. C., &

Schreck, R. E.

Journal 13

Journal 14 Week 14:

Teleconference

Eportfolio Oral and

Written Defense

Forum

10: Profession

al Developm

ent Forum

11: Audit Follow-up


leaders

within their schools.


es and experiences

at the internship

site in weekly

journal entries.

5. Discuss

school counseling

experiences and



and university

supervision.

(2009). School

counselor consultation: A

pathway to advocacy,

collaboration, and leadership.

Professional School

Counseling, 12(3), 200-206.

15-16

1. Participate in the full


school counselor.


es and experiences

at the internship

site in weekly

journal

No Reading

this lesson.

Journal 15 Wk 15:

Site Supervisor

Evaluation Journal 16

Wk 16: Culminatin

g Reflection

Wk 16: Self-

Evaluation Assessmen

t

Forum 12:

Culminating

Reflection


entries.

3. Discuss school


and professional


supervision and

university supervision.

4. Evaluate

one’s overall skills as a

school counselor,

including areas of

strength and areas for

improvement.

5. Review end-of-internship

evaluation with one’s

site

supervisor.

Wk 16:

Have site supervisor

complete end-of-

internship evaluation

and review his/her

evaluation with you.

Also, participate

in

concluding phone

conference with site

supervisor and

university supervisor.

Wk 16: Evaluation

of Internship

Eportfolio Oral and

Written

Defense

** E-portfolio written and

oral requirements

must be completed by

the final week of the course.


Disclaimer Statement

Course content may vary from the outline to meet the needs of this

particular group.

American Public University System M.Ed. School Counseling E-portfolio Rubric

Upload following documents in e-portfolio:

Curriculum Domain

Course Evidence

Professional

Documents ---

Resume, Certificates from Professional Development Activities, Membership

Certificates from Organizations WVDE Standard 5; CACREP G.1.f, g

Professional

Orientation and Ethical Practice

EDUC507

Final Case Study

WVDE Standard 5; CACREP II.G.1; SC.A & B

Social and Cultural

Diversity EDUC628

Cultural Immersion Project

WVDE Standard 2; CACREP II.G.2;

SC.E & F

EDUC696

Change Agent Project

WVDE Standard 2; CACREP II.G.2; SC.E & F

Human Growth and

Development EDUC501

Research Analysis & Internship Journal Reflection

WVDE Standard 2; CACREP II.G.3; SC C & D

Career Development EDUC645

Case Study & Internship Journal Reflection

WVDE Standard 2; CACREP II.G.4;

SC C.4; SC D.2


Helping

Relationships EDUC535

Personal Model of Counseling WVDE Standard 2; CACREP II.G.5;

SC C.1

Group Work EDUC627

Small Group Lesson Plans

WVDE Standard 2; CACREP II.G.6; SC C & D

Assessment and

Testing EDUC530

Data Reports & Journal Reflection of

Assessment Use WVDE Standard 3; CACREP II.G.7;

SC I & J

Research and Program Evaluation

EDUC530

Needs Assessment Project

WVDE Standard 3; CACREP II.G.8; SC. G & H

School Counseling

Foundations EDUC505

ASCA National Model Presentation

WVDE Standard 1 & Standard 4;

CACREP SC. K, L, O & P

School Counseling

Contextual Dimensions

EDUC655

Consultation Case Study Paper

WVDE Standard 2; CACREP SC.M. & N

School Counseling

Practice EDUC699

Individual Counseling Reflection & Evaluation

WVDE Standard 2; CACREP SC.D

EDUC699 Guidance Unit

WVDE Standard 2; CACREP SC.D

EDUC696 Counselor Competency Scale (CCS)

WVDE Standard 5; CACREP III.F

EDUC696

& 699

Supervisor Evaluations

WVDE Standard 5; CACREP III.F

and III.G

EDUC 696

& 699

Log of Hours

WVDE Standard 5; CACREP III.F and III.G


Scoring Part One: Written Documentation

Areas of

Competency/Proficiency

Exemplary 3

Accomplish

ed 2

Developing 1

No

Evidence 0

Sc

ore X

Professional

Documents

WVDE Standard 5

(Assessed

based on e-portfolio

evidence)

Demonstrates

clear understanding

of professional identity

through professional

resume

development and

participation/membership in

professional counseling

organizations

Demonstrate

s some understandin

g of professional

identity through

professional resume

development

, but lacks participation

/ membership

in professional

counseling organization

s.

Demonstrates limited

understanding of

professional identity in

professional resume and

has no

memberships/

participation in

professional counseling

organizations.

Does not demonstrat

e professiona

l identity in professiona

l resume and has no

membershi

ps/ participatio

n in professiona

l counseling

organizations.

Human Growth

and

Development

WVDE Standard 2

(PO: Explain human growth,

development, and wellness

across the life span.)

Demonstrates proficient

explanations and

interpretations

of human growth and

development during

Internship course through

appropriate written

evidence uploaded to e-

Demonstrates

satisfactory explanations

and

interpretations of human

growth and development

through appropriate

written evidence is

uploaded to e-portfolio.


explanations and

interpretations of human

growth and development

through appropriate

written evidence is

uploaded to

e-portfolio.

Does not

reflect on human

growth and

development.

Incorrect evidence or

no evidence is

uploaded to e-

portfolio.


portfolio.

Career

Development

WVDE

Standard 2

(PO: Assess the academic,

career, and personal/social

needs of students.)

Proficient analysis of

career case study through

written evidence

uploaded to e-portfolio. Jour

nal reflection on career

counseling in current field

placement

setting is included.

Appraises fit of career choices

based on a holistic view of

student needs.

Satisfactory

analysis of career case

study through

written evidence upl

oaded to e-portfolio.

Limited

analysis of career case

study in oral presentation

through written

evidence


Incorrect evidence or

no evidence is

uploaded to e-

portfolio.

Assessment

and Testing

WVDE Standard 3

(PO: Assess

the academic, career, and

personal/social needs of

students.)

Proficient in selecting

appropriate assessments

used in school counseling

practice and journal

reflection

indicates understanding

of use of assessments to

inform practice. Dem

onstrates ability to

modify choice of assessments

Satisfactory

selection of appropriate

assessments used in

school

counseling practice. Ap

propriate written

evidence is uploaded to

e-portfolio.

Limited

selection of appropriate

assessments used in

school

counseling practice. Ap

propriate written

evidence is uploaded to

e-portfolio.

Does not select

appropriate assessmen

ts used in school

counseling

practice. Incorrect

evidence or no

evidence is uploaded

to e-portfolio.


based on data-driven review.

Appropriate written

evidence is uploaded to e-

portfolio.

Scoring Part Two: Oral Defense Evaluation

Areas of

Competency /

Proficiency

Exemplary

3

Accomplished

2

Developing

1

No Evidence

0

Scor

e X

Professi

onal Orientati

on and Ethical

Practice

WVDE Standar

d 5

(PO: Demons

trate professi

onal dispositi

ons in accorda

nce with ethical

and legal

foundati

ons of

Demonstrates

self-reflection of personal

growth related to professional

dispositions and behaviors

expected of counseling

profession.

Meta-cognition is frequently

present. Proficient

understanding of ethical

decision-making and

ethical/legal issues in

school counseling. A

ppropriate written

Demonstrates

satisfactory self-reflection of

personal growth related to

professional dispositions and

behaviors expected of the

counseling

profession. Meta-cognition

is occassionally present.

Satisfactory understanding

of ethical decision-making

and ethical/legal issues in

school counseling. Ap

propriate written

Demonstrates

limited self-reflection of

personal growth related

to professional dispositions

and behaviors expected of

the counseling

profession. Meta-cognition

is infrequently present.

Limited understanding

of ethical-decision-

making and ethical/legal

issues in school

counseling. Appropriate

Does not

demonstrate understanding

or provide any evidence

of self-reflection of

personal growth

related to

professional dispositions

and behaviors expected of

the counseling

profession. Does not use

ethical decision-

making or lacks

knowledge of ethical/legal


the counseli

ng professi

on as it relates

to practice

in a K-12

setting.)


portfolio.


portfolio.

written evidence is


issues in school

counseling. Incorrect

evidence or no evidence is


Social

and Cultural

Diversity

WVDE Standar

d 2

(PO:

Use self-

awareness,

knowledge, and

skills in working

with diverse

populations in a

K-12 setting;

PO: Employ

leadersh

ip, advocac

y,

Demonstrates proficiency in

multicultural

competencies including

awareness, knowledge,

and skills during oral

reflection of cultural

immersion project and

change agent project. Appro

priate written evidence is

uploaded to e-

portfolio.

Demonstrates

satisfactory

multicultural competence

(awareness, knowledge, and

skills) during oral reflection

of cultural immersion

project and change agent

project. Appropriate written


portfolio.


multicultural competence

(awareness, knowledge,

and skills) during oral

reflection of

cultural immersion


project. Appropriate written


portfolio.

Demonstrates no

multicultural

competence (awareness,

knowledge, and skills )

during oral reflection of

cultural immersion


project. Incorrect evidence

or no evidence is

uploaded to

e-portfolio.


consultation,

and collabor

ation skills to

promote student

success and

effect systemic

change.)

Helping

Relation

ships

WVDE

Standard 2

(PO:

Use develop

mentally appropri

ate individu

al and group

counseli

ng theories

and techniqu

es to address

the academi

c, career,

Presents

comprehensive and coherent

summary of

personal model of

counseling that is

integrated with personal

and professional

growth throughout the

clinical experience

during oral presentation.

Appropriate

written evidence is


Presents

satisfactory summary of

personal model of counseling

and reflects on growth

throughout clinical

experience during oral

presentation. Appropriate

written evidence is

uploaded to e-

portfolio.

Presents

limited summary of

personal model of

counseling and reflects on

growth

throughout clinical

experience during oral


written evidence is


Presents no summary of

personal model of

counseling and does not

reflect on

growth throughout

clinical experience. I

ncorrect evidence or

no evidence is uploaded to

e-portfolio.


and personal

/social needs of

K-12 students

.)

Group

Work

WVDE Standar

d 2

(PO:

Use

developmentally

appropriate

individual and

group counseli

ng theories

and techniqu

es to address

the

academic,

career, and

personal/social

needs of K-12

students.)

Demonstrates

proficient self-evaluation of

group work practice from

clinical experience

and insight

from group work

participation during oral


written evidence is


Demonstrates satisfactory

self-evaluation of group work

practice from clinical

experience and satisfactory

insight from group work


presentation. Demonstrates

Appropriate

written evidence is


Demonstrates

limited self-evaluation of


clinical experience

and insight

from group work



written evidence is


Does not demonstrate

self-evaluation of


clinical experience

and no insight from group

work participation

during oral presentation.

Incorrect




Research and

Program Evaluati

on

WVDE Standar

d 3

(PO: Demons

trate how to

analyze current

research, design

research studies,

use statistic

al

methods, and

interpret results

accurately.)

Proficient understanding

of the use of research and

program evaluation in

counseling is included

throughout oral

presentation.

Discerns and justifies

choices of applied

research. Appropriate

written evidence is


Satisfactory

understanding of the use of

research and program

evaluation in counseling is

included

throughout oral presentation. A

ppropriate written


portfolio.

Limited

understanding

of the use of research and

program evaluation in

counseling is included

throughout oral


written evidence is


Does not

present

information on use of

research and program

evaluation in counseling

practice during oral

presentation. Incorrect



School

Counseli

ng Foundati

ons, Context

ual Dimensi

ons, and

Practice

WVDE

Standar

Demonstrates proficiency of

knowledge and skills related

to all themes and elements

of the ASCA National Model

role of the

school counselor

during oral

Demonstrates satisfactory

knowledge and skills related to

the themes and elements of the

ASCA National Model role of

the school

counselor during oral

presentation. A


knowledge and skills related

to the themes and elements

of the ASCA National Model

role of the

school counselor

during oral

Does not demonstrate

knowledge or skills related

to the themes and elements

of the ASCA National

Model role of

the school counselor

during oral


ds 1, 2, 4, 5

(PO: Describe

the roles,

function

s, and professi

onal identity

of school

counselors as an

integral part of

the educatio

nal system;

PO:

Demonstrate

how to plan,

design, manage,

and evaluate

a compreh

ensive school

counseling

program

that is responsi

ve to all

presentation. Generates

articulate integration

plan to follow the model in

daily practice. Appropriate

written evidence is


ppropriate written


portfolio.


written evidence is


presentation. Incorrect




students.)

Online Library

The Online Library is available to enrolled students and faculty from inside the electronic campus. This is your starting point for access to online

books, subscription periodicals, and Web resources that are designed to support your classes and generally not available through search engines on

the open Web. In addition, the Online Library provides access to special learning resources, which the University has contracted to assist with your

studies. Questions can be directed to [email protected].

Charles Town Library and Inter Library Loan: The University maintains a

special library with a limited number of supporting volumes, collection

of our professors’ publication, and services to search and borrow research books and articles from other libraries.

Electronic Books: You can use the online library to uncover and download

over 50,000 titles, which have been scanned and made available in electronic format.

Electronic Journals: The University provides access to over 12,000

journals, which are available in electronic form and only through

limited subscription services. Tutor.com: AMU and APU Civilian & Coast Guard students are eligible for

10 free hours of tutoring provided by APUS. Tutor.com connects you

with a professional tutor online 24/7 to provide help with assignments,

studying, test prep, resume writing, and more. Tutor.com is tutoring

the way it was meant to be. You get expert tutoring whenever you need help, and you work one-to-one with your tutor in your online

classroom on your specific problem until it is done.

Request a Library Guide for your course (http://apus.libguides.com/index.php). The AMU/APU Library Guides

provide access to collections of trusted sites on the Open Web and licensed resources on the Deep Web. The following are specially tailored for

academic research at APUS:

Program Portals contain topical and methodological resources to help

launch general research in the degree program. To locate, search by department name, or navigate by school.

mailto:[email protected]

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http://apus.libguides.com/index.php


Course Lib-Guides narrow the focus to relevant resources for the corresponding course. To locate, search by class code (e.g., SOCI111),

or class name.

If a guide you need is not available yet, please email the APUS Library: [email protected]

Selected Bibliography

Baird, B. N. (2002). The internship, practicum, and field placement handbook:

A guide for the helping professions (3rd ed.). Upper Saddle River, NJ: Pearson.

King, M. A., & Sweitzer, H. F. (1999). The successful internship. Pacific Grove, CA: Brooks/Cole Publishing Company.

Thomas, A., & Grimes, J. (Eds.) (2002). Best practices in school psychology -

IV. National Association of School Psychologists: Bethesda, MD

Acronyms and Initializations for Educators

ADA American with Disabilities

Act LEA Local Education Agency

ADD Attention Deficit Disorder LEP Limited English Proficient

ADHD Attention Deficit

Hyperactivity Disorder LRE Least Restrictive Environment

AFT American Federation of Teachers

MI Mentally Impaired

APA American Psychological

Association MMI Mild Mentally Impaired

ASCA American School Counselor Association

NAESP National Association of Elementary School Principals

ASCD

Association for

Supervision and

Curriculum Development NAME

National Association for

Multicultural Education

AYP Adequate Yearly Progress NASSP National Association of

Secondary School Principals

http://online.apus.edu/educator/temp/ls1850/nsec501b002sum10/[email protected]


BD Behavior Disorder NBPTS National Board of Professional Teaching Standards

BOE Board of Education NCATE

National Counsel for

Accreditation of Teacher Education

CE Continuing Education NEA National Education Association

CPD

Center for Professional

Development (West

Virginia) NETS

National Education Technology

Plan

CSO Content Standards and

Objectives for WV OSEP

Office of Special Education

Programs

CWS Child Welfare Services OT Occupational Therapy

DCIS

Division of Curriculum

and Instructional Services

PBL Problem Based Learning

DDS Disability Determination

Services PD Professional Development

DI Direct Instruction PDK Phi Delta Kappa

DOC Department of Corrections

PT Physical Therapy

DRS Division of Rehabilitation

Services PTO/PTA

Parent Teacher

Organization/Association

DSSS Division of Student

Support Services S&P Severe & Profound

ED Emotionally Disturbed SAT Standard Assessment Test

ESL English as a Second

Language SEMS

Substitute Employee

Management System

G&T Gifted and Talented SIP School Improvement Plan

HI Hearing Impaired TBI Traumatic Brain Injury

ID Indirect Instruction UNESCO

United Nations Education,

Scientific, and Cultural Organization


IDEA Individuals with Disabilities Act

VI Visually Impaired

IEP Individual Educational

Plan VLE Virtual Learning Environment

IS Instructional Support WBL Work Based Learning

ISTE International Society for

Technology in Education WVBE

West Virginia Board of

Education

KDP

Kappa Delta Pi -

International Honor

Society in Education WVDE

West Virginia Department of

Education

LD Learning

Disability/Disabled WVEA

West Virginia Education

Association

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