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Exhibit 3b.6.1

ON-SITE SUPERVISOR’S HANDBOOK

COUNSELOR EDUCATION

PRACTICUM

1

TABLE OF CONTENTS

ON-SITE SUPERVISOR’S HANDBOOK …………………………………………………… 3

PRACTICUM PLACEMENT AGREEMENT ………………………………………………... 4

ON-SITE SUPERVISOR’S INFORMATION FORM ..……………………………………… 5

ON-SITE SUPERVISOR MIDTERM EVALUATION QUESTIONNAIRE ………….. 6

ON-SITE END OF SEMESTER EVALUATION FORM………………………………… 8
ON-SITE SUPERVISOR’S HANDBOOK

The practicum will be under the supervision of a practicing school counselor who is certified by the Maryland State Department of Education and endorsed by the Guidance Supervisor of the local educational agency (school counseling) or a practicing professional counselor credentialed by Maryland State Department of Health and Mental Hygiene (community counseling). The on-site supervisor is expected to:

  1. Provide the student with an orientation to the school, the faculty, and the guidance program or to the agency and staff.
  2. Inform student of all activities that a professional counselor is expected to perform.
  3. Develop, with the student's assistance, a format, including duties and responsibilities for the semester.
  4. Meet at least weekly with student to plan appropriate professional activities and to discuss progress or any problems or concerns of either of the two.
  5. Provide the student with clients, and facilities for the counseling sessions.
  6. Review weekly logs on a regular basis to determine effectiveness of activities.
  7. Meet with the university supervisor on scheduled visits to review student's progress.
  8. Aid the practicum student in receiving permission for audiotaping.
  9. Complete the evaluation forms and discuss observations with the student.

The practicum will have sufficient duration and continuity to assure optimum professional development (minimum 400-500 hours). Students are expected to:

1. Be involved with two practica experiences.

  1. Participate in all relative experiences of the counseling setting.
  2. Have regular meetings with the on-site supervisor.

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  1. Attend practicum seminar meetings under the University's Counselor Education faculty.
  2. Be available for individual supervision with the University's supervisor.
  3. Keep accurate documentation of all practicum activities on the specified forms.
  4. Provide audio/video recordings of individual and/or group counseling sessions.

The University supervisor is a counselor education faculty member who is competent and has experience in the counseling field. The University supervisor is expected to:

  1. Facilitate placement of the counselor education students who have met the program's pre-requisites for practicum.
  2. Advise students of the practicum requirements.
  3. Establish the competencies and performance criteria for the field experience.
  4. Provide individual and group supervision in the practicum seminar.
  5. Maintain liaison with the on-site supervisor via and schedule at least three on-site visits.
  6. Evaluate the student's performance and assign a grade.

PRACTICUM PLACEMENT AGREEMENT

This agreement details an arrangement among these individuals: a master's student (trainee), a faculty member of the Counselor Education program, and an on-site supervisor from aschool/agency. The school/agency, through its on-site supervisor, agrees to provide suitable practicum experiences for the trainee, who will be trained and additionally supervised by the faculty member. The duration of this agreement is from the beginning of the Fall/Spring semester to the end of the semester of a given academic year, as detailed by University of Maryland Eastern Shore's annual calendar.

Details of the agreement:

  1. The Counseling program will provide the school with a candidate(s) for field placement. The school/agence may institute its own acceptance procedures.
  2. It is expected that the trainee's experiences and responsibilities will closely parallel and reflect those of a staff member.
  3. A trainee will be expected to maintain the same work schedule as the school/agency in terms of holidays, vacations, and working hours.
  4. A trainee shall not be allowed to work after normal school/agency working hours without the nearby presence of a professional member of the school's staff.
  5. All reports which are to become parts of a client's or student's permanent record and generated by the trainee must be co-signed by the on-site supervisor.
  6. Trainees are expected to conduct their professional behavior in accordance with the following codes of ethics: American Counseling Association.
  7. Placements will terminate at the close of the University Fall/Spring semester.
  8. The school/agency agrees to the following:

a)To provide the trainee with a field supervisor who has achieved the Master's Degree in Counseling or a related field, and is certified by the Maryland State Department of Education/Maryland Department of Health and Mental Hygiene.

b)Consistent with ethical responsibilities of informed consent, trainees must be allowed to audio or videotape for the purpose of school/agency and university supervision.

c)The trainee shall be afforded an appropriate workspace commensurate with school /agency practices.

d)The trainee and field supervisor must formally meet for a minimum of l hour on a weekly basis for the purpose of supervision.

  1. On-site supervisors and school/agency hold ultimate responsibility for the client’s welfare.
  2. A trainee may be terminated and removed from a placement site by either or both the on-site or university supervisor.
  3. In the event that premature termination is necessary by either party it is expected that an advanced notice will be given to all involved.

On-Site SupervisorDate

Faculty MemberDate

Student (Trainee)Date

ON-SITE SUPERVISOR'S INFORMATION FORM

Name:

LastFirstMiddle

Title:

School/Agency

Address:

Phone:

Home Address:

Education:

Number of years counseling experience:

Degree held:

Specialty area:

Supervisee:

LastFirstMiddle

ON-SITE SUPERVISOR MIDTERM EVALUATION QUESTIONNAIRE

Student:
Supervisor:
Practicum Site:

Address:

Semester:
Date:

Directions: This questionnaire follows an open-ended format It allows for considerable flexibility, but it will be of greatest functional value if you will attempt to state your comments in relatively specific terms. If you think a student was easy or difficult to supervise, try to explain by example what you mean.

  1. Strengths: List those duties and/or functions that the practicum student has performed well, which have contributed to the overall operation of your institution or agency. Be specific.
  1. Areas for Improvement: List those duties and/or functions in which the practicum student could improve her or his practicum performance. Be specific.
  1. Student Development: Is the practicum student's development to be progressing at an above average ( ), average ( ), or below average ( ) rate? Please explain.
  1. Student Potential: Does this practicum student, with appropriate supervision and training, have adequate potential to become an effective counselor? Please explain.

Additional Comments: (optional)

ON-SITE END OF SEMESTER EVALUATION FORM

Conceptual Framework -PRIDE

The University of Maryland Eastern Shore Professional Education Unit prepares professionals who are reflective, innovative, value diversity and are effective (PRIDE). Our candidates are professionals who are dedicated and committed to excellence and have specialized knowledge and intensive academic preparation. They continuously reflect on and evaluate their practices and demonstrate a willingness to make changes that enhance student growth and learning. Moreover, candidates are innovative in employing the best contemporary practices using creative problem-solving techniques and connections to real world experiences. Our paradigm for valuing diversity centers around understanding and interacting with individuals in various education, social and cultural environments. Finally, our candidates demonstrate the knowledge, skills and dispositions that support effective student learning outcomes

Practicum Student Name:

Supervisor:

Place of Practicum:

Date:

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Judge the intern's professionalism using the following characteristics

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A. Professional Identity (Professional roles, functions, dispositions and relationships) (PROFESSIONAL, CACREP Standard I: Professional Identity, CACREP Standard II: Cultural Diversity)

1. Ability to work professionally with other service providers including administrators, other counselors, and support personnel.

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

2. Dependability

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

3. Use of suggestions and/or constructive criticism

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

4. Promptness

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

5. Ability to work independently

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

6. Willingness to assume responsibility

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

1

7. Initiative

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

8. Enthusiasm

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

9. Intern's respect for others' professional skills and competencies

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

General comments on professional identity:

B. Social and Cultural Diversity (understanding the context of culture, ethnicity, nationality, age, gender, sexual orientation, abilities) (value DIVERSITY,REFLECTIVE, CACREP Standard II: Social and Cultural Identity)

1. Knowledge of issues related to counseling diverse clients.

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

2. Evidence of reflective practice.

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

3. Counselor’s role in social justice and advocacy.

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

4. Counselor’s ability to reflect on own biases.

12345No opportunity

to observe

poorbelowaverageaboveexcellent

average

General comments on social and cultural diversity:

C.Helping Relationships (effectively demonstrates communication skills, the ability to establish positive relationships, and an understanding of the counseling and consultative processes). (PROFESSIONAL, EFFECTIVE, INNOVATIVE, CACREP Standard II: Human Growth and Development, CACREP Standard IV: Career Development, CACREP Standard VI: Group Work)

  1. Application of ethical and legal considerations in the professional counseling setting.

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

2. Implementation of individual counseling techniques

1234 5 No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

3. Implementation of group counseling techniques.

1234 5 No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

4. Ability to implement appropriate developmental activities for clients.

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

5. Ability to implement consultation relationships

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

6. Understanding and implementation of career and educational planning, placement, follow-up, and evaluation

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

General comments on helping relationships:

D. Other Professional Counseling Knowledge, Skills, and Dispositions (knowledge and skills that impact counseling outcomes). (EFFECTIVE, INNOVATIVE, value DIVERSITY, CACREP Standard VI: Group Work, CACREP Standard VII: Assessment, CACREP Standard VIII: Research and Program Evaluation)

1. Readiness to coordinate student assessment programs (Ex. High Stakes Testing, SAT Testing, and Standardized Achievement Testing)

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12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

2. Readiness to analyze and interpret school/agency data.

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

3. Readiness to create programmatic interventions (Ex.Afterschool programs, high-risk populations, mentoring programs, parent support groups, and incentive programs).

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

4. Ability to create positive environments for student learning.

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

5. Ability to assess counseling outcomes.

12345No opportunity

to observe

poorbelowaverageaboveexcellent

averageaverage

E. Other comments:

Supervisor Signature:

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