Skip Navigation
 
 

EDUC691 - Internship I

Course Details

Course Code: EDUC691 Course ID: 4649 Credit Hours: 3 Level: Graduate

This course is Part I of the current internship and requires completion of 300 hours of direct on-site experience 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 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. Candidates must enroll in both Internship I and Internship II in order to meet graduate requirements. (Prerequisite: All courses in program including EDUC696)





Course Schedule

Registration Dates Course Dates Session Weeks
02/25/19 - 08/02/19 08/05/19 - 11/24/19 Summer 2019 Session K 16 Week session
03/25/19 - 08/30/19 09/02/19 - 12/22/19 Summer 2019 Session C 16 Week session
04/29/19 - 10/04/19 10/07/19 - 01/26/20 Fall 2019 Session A 16 Week session

Current Syllabi

After successful completion of EDUC691 candidates will be able to:

  1. Analyze 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. Implement individual and group counseling that is developmentally and culturally appropriate for a diverse group of K-12 students.
  6. Evaluate the role of the school counselor within the educational system.
  7. Demonstrate effective leadership that enhances the learning environment.
  8. Create classroom guidance unit to meet academic, career, and/or personal/social needs of students.
  9. Evaluate ethical and legal considerations associated with school counseling practice.

Recorded Individual Counseling Sessions and Response Papers

During your internship, (EDUC691 and EDUC692) 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 12 of EDUC691. Your second recorded session and response paper are due by 11:55PM, EST on Sunday of Week 8 of EDUC692.

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, and 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:

  • lesson topic
  • 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).

The School Counseling Core Curriculum Unit is due by 11:55PM, EST on Sunday of Week 4 of EDUC692.

Culminating Reflection (e-portfolio & oral defense)

Throughout these courses (EDUC691 & 692), 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 in EDUC692. 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.
  • 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.

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

Upload following documents or alternate documents that meet the same curriculum domains (please seek assistance from instructor to identify appropriate work) 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

Scoring Part Two: Oral Defense Evaluation

Bi-weekly Journal and Activities Log

You will make bi-weekly 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 notebook that will contain the following tabbed 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 discussion board 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 or parents. 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 EST every other 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!

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 692. The Self-Evaluation Assessment is due by 11:55PM, EST on Sunday of Week 16 of EDUC692.

Crisis Team Participation

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.

This is not a graded assignment, rather an expectation that you must meet to pass EDUC691 and EDUC 692.

Group Supervision

During your internship, you will be required to attend and participate in group supervision for 1 1/2 hours every two weeks with your faculty supervisor. At the end of the term, you will be assigned a grade for your participation and attendance by him or her. You must be in attendance for all group sessions unless given permission from your faculty supervisor. Missing group supervision sessions can result in failing the course. Note: In the event of an emergency, you will be required to attend an alternate group, or to complete an alternate assignment.

Field Experience

This is a field experience internship course, and as such, grades are heavily based on skills and attitude displayed during field experience. Students must receive a grade of “B” or better to successfully complete this internship.

NameGrade %
Forum 23.00 %
Forum 1: Introductions & Internship Site Information 4.60 %
Forum 2: School Counseling Program Assessment 4.60 %
Forum 4: Consultation and Community Resource Referral 4.60 %
Forum 3: Classroom Management and Lesson Plan Peer Feedback 4.60 %
Forum 5: Crisis Planning 4.60 %
Journal 23.00 %
Bi-weekly Journal and Activities Log 1 2.88 %
Bi-weekly Journal and Activities Log 2 2.88 %
Bi-weekly Journal and Activities Log 3 2.88 %
Bi-weekly Journal and Activities Log 4 2.88 %
Bi-weekly Journal and Activities Log 5 2.88 %
Bi-weekly Journal and Activities Log 6 2.88 %
Bi-weekly Journal and Activities Log 7 2.88 %
Bi-weekly Journal and Activities Log 8 2.88 %
Direct Supervision 54.00 %
Recorded Individual Counseling Session and Response Paper 1 18.00 %
Group Supervision 18.00 %
Site Supervisor Evaluation 18.00 %

American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs (3rd ed.). Alexandria, VA: Author.

Additional Readings:

Dollarhide, C.T. (2003). School counselors as program leaders: Applying leadership contexts to school counseling. Professional School Counseling, 6(5), 304-310.

Leadership through consultation within the school:

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.

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

*Articles are available in the Online Library through EBSCOhost.

Book Title:ASCA National Model: A Framework for School Counseling Programs (3rd edition)
ISBN:9781929289325
Publication Info:American School Counselor Association
Author: No Author Specified
Unit Cost:$63.25

Previous Syllabi

Not current for future courses.