School Counseling Intern Supervisor Evaluation Results

Spring 2010

The school counseling faculty asked the supervisors of interns for help in their efforts to improve the quality of graduate education in school counseling. The results of this survey will afford us objective and anonymous feed-back that will be useful in addressing areasof the program (n=18).

Theinternship was designed to ensure that the student has sufficient field and university-based supervised experiences to provide an early exposure and identification with the professional practice of school counseling. In addition, theinternship experiences are coordinated with coursework to allow students ample opportunity to combine their theoretical knowledge in a closely supervised situation. Further, the structure of theinternship allows the student to acquire and exercise newly learned skills in a protective and supportive environment that provides graduated experiences and responsibilities as well as frequent feedback on the quality of performance. Depending on the extant skill or experience level, the student moves from an initial role of observer to that of an increasingly active participant in client-related services. Assessment of student competence during theinternship occurs continuously throughout theexperience afforded by evaluative feedback meetings with both university and field-based supervisors.

The following scale was used:

1: Requires close supervision in this area
2: Functions adequately and/or requires occasional supervision
3: Functions extremely well and/or independently
NA: Not applicable to this training experience
1. Counseling
1 / 2 / 3 / NA
Demonstrate knowledge of theory, practice, and ethical standards relative to individual and group counseling. / 0 / (0.00%)
/ 2 / (11.11%)
/ 15 / (83.33%)
/ 1 / (5.56%)
Articulate the theoretical basis for one’s own counseling practice. / 0 / (0.00%)
/ 3 / (16.67%)
/ 13 / (72.22%)
/ 2 / (11.11%)
Demonstrate appropriate counseling techniques and interventions to use within the academic, career, and personal/social domains. / 0 / (0.00%)
/ 3 / (16.67%)
/ 15 / (83.33%)
/ 0 / (0.00%)
Demonstrate the ability to provide individual and group counseling services that are appropriate to the interests, needs, and developmental levels of diverse populations and cultures. / 0 / (0.00%)
/ 1 / (5.56%)
/ 17 / (94.44%)
/ 0 / (0.00%)
Demonstrate the ability to evaluate and assess the effectiveness of one’s counseling interventions and to modify accordingly. / 0 / (0.00%)
/ 4 / (22.22%)
/ 14 / (77.78%)
/ 0 / (0.00%)
Demonstrate the ability to interpret tests, student data and other appraisal results appropriately in the counseling environment. / 1 / (5.56%)
/ 4 / (22.22%)
/ 13 / (72.22%)
/ 0 / (0.00%)
2. Consultation
1 / 2 / 3 / NA
Demonstrate knowledge of the theory and practice of school-based consultation. / 0 / (0.00%)
/ 3 / (16.67%)
/ 15 / (83.33%)
/ 0 / (0.00%)
Demonstrate the ability to consult and collaborate with teachers, staff, administrators and community-based organizations in understanding and meeting the needs of all students. / 0 / (0.00%)
/ 5 / (27.78%)
/ 13 / (72.22%)
/ 0 / (0.00%)
Make appropriate referrals to school and community support personnel. / 0 / (0.00%)
/ 3 / (16.67%)
/ 14 / (77.78%)
/ 1 / (5.56%)
Demonstrate knowledge of a wide variety of appraisal instruments and techniques to enhance decision-making and planning. / 0 / (0.00%)
/ 8 / (44.44%)
/ 8 / (44.44%)
/ 2 / (11.11%)
3. Coordinating
1 / 2 / 3 / NA
Demonstrate knowledge of the school and community resources that complement the provision of counseling services. / 0 / (0.00%)
/ 5 / (27.78%)
/ 13 / (72.22%)
/ 0 / (0.00%)
Initiate and maintain productive working relationships with students, staff, parents, administration and community-based organizations. / 0 / (0.00%)
/ 5 / (27.78%)
/ 13 / (72.22%)
/ 0 / (0.00%)
4. Curriculum Management
1 / 2 / 3 / NA
Demonstrate the ability to design and implement a planned, sequential and developmentally appropriate school counseling curriculum. / 0 / (0.00%)
/ 3 / (16.67%)
/ 12 / (66.67%)
/ 3 / (16.67%)
Demonstrate the ability to deliver the curriculum using systematic approaches. / 0 / (0.00%)
/ 4 / (22.22%)
/ 11 / (61.11%)
/ 3 / (16.67%)
Promote understanding and appreciation for diverse populations and cultures. / 0 / (0.00%)
/ 2 / (11.11%)
/ 14 / (77.78%)
/ 2 / (11.11%)
Demonstrate the ability to evaluate the impact of instruction. / 0 / (0.00%)
/ 4 / (22.22%)
/ 12 / (66.67%)
/ 2 / (11.11%)
Demonstrate the ability to modify teaching methods based on feedback and evaluation. / 0 / (0.00%)
/ 2 / (11.11%)
/ 13 / (72.22%)
/ 3 / (16.67%)
5. Individual Planning
1 / 2 / 3 / NA
Demonstrate the ability to assist students in establishing personal goals and developing future plans. / 1 / (5.56%)
/ 1 / (5.56%)
/ 16 / (88.89%)
/ 0 / (0.00%)
Articulate a method of systematic delivery of individual planning to all students appropriate to their age and grade level. / 1 / (5.56%)
/ 2 / (11.11%)
/ 14 / (77.78%)
/ 0 / (0.00%)
6. Managing
1 / 2 / 3 / NA
Manage time, space, materials, and equipment for the provision of the counseling program. / 1 / (5.56%)
/ 5 / (27.78%)
/ 12 / (66.67%)
/ 0 / (0.00%)
Understand, organize and facilitate the use of technology. / 0 / (0.00%)
/ 3 / (16.67%)
/ 15 / (83.33%)
/ 0 / (0.00%)
Conduct periodic evaluations of the counseling program. / 0 / (0.00%)
/ 6 / (33.33%)
/ 11 / (61.11%)
/ 1 / (5.56%)
Use evaluations of the counseling program to modify programs and activities. / 1 / (5.56%)
/ 4 / (22.22%)
/ 12 / (66.67%)
/ 1 / (5.56%)
7. Professionalism
1 / 2 / 3 / NA
Demonstrate knowledge of the ethical standard of the American School Counselor Association (ASCA). / 0 / (0.00%)
/ 1 / (5.56%)
/ 17 / (94.44%)
/ 0 / (0.00%)
Demonstrate knowledge of the ethical standards of the American Counseling Association (ACA). / 0 / (0.00%)
/ 2 / (11.11%)
/ 15 / (83.33%)
/ 1 / (5.56%)
Demonstrate knowledge of state and national program standards. / 0 / (0.00%)
/ 5 / (27.78%)
/ 12 / (66.67%)
/ 1 / (5.56%)
Demonstrate knowledge of the Federal and state laws pertinent to the role, function and services of the school counselor. / 0 / (0.00%)
/ 5 / (27.78%)
/ 13 / (72.22%)
/ 0 / (0.00%)
Participate in professional development activities. / 0 / (0.00%)
/ 5 / (27.78%)
/ 11 / (61.11%)
/ 2 / (11.11%)
Additional comments.
She is an outstanding school counseling intern. She deserves the highest possible rating of excellence in all areas of counseling.
He is a valued member of our counseling department. He has been able to quickly build and establish good rapport with our students and staff, and they seek him as a resource within the school. He began his internship in more of a shadowing role, and has transitioned nicely to a level of independence - both with individual counseling and classroom guidance. He takes feedback well, and makes any necessary adjustments readily. The opportunities for professional growth that he is still seeking is with parent contacts; oftentimes a concern of interns as phone and email contacts with parents are not as prevalent for them. He does very well in his face-face discussions and contacts with parents, however, observed in meetings or the occasional "drop-in". I will make every effort to help create/encourage the phone or email communications, for him to gain greater confidence in this area before the end of this school year. I see the middle school population as one he is very comfortable working with, and a "good fit". Bobby looks forward to continuing his internship in the fall at the high school level. Upon completion, he will have had a wide range of experiences that will enable him to seek job opportunities, and comfortably present himself, at any level.
Her knowledge of the college admission process is especially valuable. Her open personality attracts the trust and interest of students. Her knowledge of technology and especially excel was very useful to our counseling program. We were very happy to have her and wish her the best of luck.
She is a very capable, intelligent and motivated professional. She has learned a lot this year and has taught me quite a bit as well! Her energy and willingness to take on challenges is remarkable and to be commended. I will miss her assistance and wisdom next year. My very best to her as she begins her career as a school counseling professional. I have no doubt that she will make an incredibly positive impact!
She has been a great asset to me this year. She has been more than a student, she has been like a partner. I will miss her help, insight, and ability to form relationships with students of different ages and abilities.
He had demonstrated his keen ability to relate well with students, faculty, and the administrative staff in the short time he has spent here. He is very approachable and eager to work with and support our students, both academically and emotionally. He attends and participates in our weekly Team, Department and SAT Team meetings, and is always willing to assist those students that are struggling with issues which impact their academic performance. He takes advantage of opportunities that broaden his knowledge in the counseling arena, by consulting with other members of our Support Services Department, such as our School Social Worker, School Assistance Counselor. He helps to co-facilitate lunch groups with these professionals, as a means for learning new techniques and strategies, which makes them more effective and constructive to each student's needs. He seems to truly enjoy working with this age-group and is always welcoming to their concerns. He has been exposed to a variety of job-related duties, such as teaching classroom Guidance lessons, attending PPTs, 504's, on-line course registration, and team scheduling. He is a very capable and motivated individual, who I am confident will find personal growth and success as a School Counselor.
She is an individual with high personal standards who strives for excellence in every arena. A most conscientious guidance counselor, she is organized, self-motivated, and mature. She works well with both fellow professionals and students, and brings to every interaction significant listening skills and a sense of perseverance that leads to success. She has proven to be an outstanding intern, and any school system could be proud to claim her among its counseling staff.
She is a very nice person who tries hard to follow through on very specific activities that we request. She is pleasant and gentle when working with students. We have not had the opportunity to assess her performance in self-directed counselor related activities that would impact directly on students. We were hoping that over the course of the year we would have a chance to learn about new developments in the training of school counselors. We were also hoping that she could take a project and run with it -- whether it was to develop a lesson or follow up with students that we had "given" her to work with. Maybe she was able to do these things at the elementary or high school level. She was at the middle school for three days/week and spent one day each at the high school and one of our elementary schools. She participated in our Student Study Team, assisted in the front office, did some substituting if requested by the principal. She helped with tech school applications, our Student Spotlight, developed a powerpoint for our Transition Night, and organize for CMT's. We feel uncomfortable giving her a "grade" for the time she has spent with us and are hopeful that you can do that with the information that you have on her performance in classes. She has a wonderful background in social services that should be useful to her when she finds a job in the school counseling field.
It has been a joy to watch Heather grow and develop throughout her internship. I couldn't have asked for more! I appreciate her quiet and calm strength and confidence. She is ALWAYS willing to take on a task! In fact, I find great peace in knowing she is developing a lesson, presenting in a classroom or consulting with a parent. The job will be well executed and handled with a high level of professionalism. She utilizes a creative approach and looks for new ways to enhance current programs. She takes great initiative and she knows when to 'check in' with me or other members of the department. She has found a nice balance. I am confident that she is well prepared and well suited for a full-time professional position as a school counselor. I would be proud to be her peer!
He has been a hard-working addition to our department. His somewhat introverted demeanor can sometimes be misconstrued as lack of interest, but it is clear that he truly cares about the students and about his work overall. He shows strength when working with groups of students, and continues to improve upon his initiative and ability to communicate with other staff/faculty and parents.
She has been a wonderful addition to our department. She is eager to learn and often seeks consultation asking appropriate and focused questions. She is a quick learner. She has gone above and beyond in her one on one counseling with students and is great at developing and adapting guidance lessons to suit the needs of our students.
A highly capable and valuable counselor, she has made a great impression on Hall High School and the counseling department. Even while not being here on a full-time basis, she has been able to make a great impression on everyone here and has made contributions that are lasting. She is confident and open, and demonstrates daily that we can give her a task that will not only be successfully completed but will also show much promise. She has been a pleasure to work with and I am confident that she will make her mark wherever she goes!