Supervision Training for School Counseling Internship Site Supervisors

1. Supervision Training forSchool CounselingInternship Site Supervisors Counseling and Human Services Roosevelt University

2. By the time they are interns… • Roosevelt UniversityStudents have • Completed 18 different classes • Read approximately 35 academic texts (and many more articles) • Written at 30 least papers • Learned at least 20 different theories • Conducted multiple statistical tests and research methodology reviews • Spent hundreds of hours practicing counseling skills ……And spent a few hours in schools

3. The Transition from Learning to Practice • Interns benefit from a framework in which they can place their knowledge in order to effectively apply it • School Counseling students are familiar with the ASCA National Model • The ASCA model provides a helpful framework for application

4. ASCA Model Diagram

5. Interns Can Benefit From • Applying their knowledge • In an ASCA model framework • Through planned, directed activities that address the elements of comprehensive school counseling programs • Supervisors can ask: • “What cultural and developmental factors are involved in the situation?” • “What theory explains this situation or is likely to be effective in this situation?” • “What skills or techniques can you use here?” • “What does the data tell us/What data do we need?”

6. An ASCA based program is • “Comprehensive in Scope” • “Preventive in design” • “Developmental in nature” So… • Interns benefit from participating in all areas of the school counseling program to address all three domains • Interns benefit from participation in program elements that are preventative • Interns work with student at different developmental levels, and benefit greatly from explicit discussions of the developmental factors affecting student behavior, teacher behavior, and program design

7. A Comprehensive Program • School Counseling Program benefits every student • School Counseling Program is Data driven So…… • Interns benefit form the chance to work with an intentionally selected cross section of the student body, if not all students • Interns benefit from the chance to use their research and assessment knowledge to help schools gather useful data

8. ASCA Standards • The standards are part of the “foundation” • The national standards define what students will gain from their interaction with the school counseling program include three domains • Academic, Career, Personal/Social So… Interns can benefit from linking their activities to the standards

9. ASCA Standards- Academic • Academic: • A: Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the life span • B: Students will complete school with academic preparation essential to choose from a wide range of substantial post secondary options, including college • C: Students will understand the relationship of academics to the world of work and to life at home and in the community

10. ASCA Standards- Career • Career: • A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make in formed career decisions • B: Students will use strategies to achieve future career goals with success and satisfaction • C: Students will understand the relationship among personal qualities education, training, and the world of work

11. ASCA Standards- Personal/Social • Personal/Social: • A: Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others • B: Students will make decisions set goals and take the necessary action to achieve goals • C: Students will understand safety and survival skills

12. Interns Can Benefit From • Applying their knowledge • In an ASCA model framework • To help students achieve in the three domains

13. So… • Interns can “crosswalk” counseling activities to state academic standards • Interns can review your program to see which standards are being met and how • Interns can review your program to see how resources are distributed in the various domains • Interns can design elements of your school counseling program to address the unmet standards

14. Interns Learning to implement ASCA model elements in your school • Collaboration, leadership, advocacy, systemic change What promotes and hinders these activities? • “What cultural and developmental factors are involved in the situation?” • “What theory explains this situation or is likely to be effective in this situation?” • “What skills or techniques can you use here?” • “What does the data tell us/What data do we need?”

15. Interns Learning to implement ASCA model elements in your school • Foundation: Beliefs and philosophy, mission statement, standards • “What cultural and developmental factors are involved in the situation?” • “What theory explains this situation or is likely to be effective in this situation?” • “What skills or techniques can you use here?” • “What does the data tell us/What data do we need?”

16. Interns Learning to implement ASCA model elements in your school • Delivery system: Guidance curriculum, Individual student planning, responsive services, system support • “What cultural and developmental factors are involved in the situation?” • “What theory explains this situation or is likely to be effective in this situation?” • “What skills or techniques can you use here?” • “What does the data tell us/What data do we need?”

17. Interns Learning to implement ASCA model elements in your school • Management system: Agreements, Advisory Council, use of data, action plans, use of time calendars • Begins day one with detailed record keeping that includes how time is spent in each of the 4 areas of the delivery system • Framework of tracking hours and evaluation allows for practice in this area

18. Interns Learning to implement ASCA model elements in your school • Accountability: Results reports, performance standards, program audit • Interns can use their knowledge and skills to help gather data, audit your program • Interns can gather data about the work that they and others are doing • Interns can mine and review existing data

19. Roosevelt UniversitySupervisor Orientation • Roosevelt University Counseling and Human Services program provides orientation information for site supervisors when our students begin their practicum and internship experience.

20. Questions? • If you have any questions, please feel free to contact the university instructor or Field Placement Liaison for your student’s campus: • Chicago: Dr. Kristina Peterson, kpeterson@roosevelt.edu; 312-853-4779 • Schaumburg: Dr. Bruce Dykeman, bdykeman@roosevelt.edu; 847-619-8822

21. Citations American School Counselor Association (2005). The ASCA National Model: A Framework for School Counseling Programs (2nd ed.). Alexandria, VA: Author. Gysbers, N. & Henderson, P. (2006). Developing and Managing Your School Guidance and Counseling Program (4th ed.). Alexandria, VA: American Counseling Association. Stone, C.B., Dahir, C.A. (2011)School Counselor Accountability: A MEASURE of student success. (3rd ed.). Pearson