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STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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)
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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,
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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 WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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.
5. Describe responsibiliti
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
advantages
and disadvantag
es of various classroom
management techniques.
5. Describe responsibiliti
es and experiences
at the internship
site in
weekly journal
entries. 6. Discuss
school counseling
experiences and
professional development
through site supervision
and university
supervision.
7-8
1. Participate in the full
range of duties of the
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
administrati
on. 3. Explore
appropriate school
counselor duties.
4. Understand the role
school counselors
may play in standardized
testing.
5. Describe responsibiliti
es and experiences
at the internship
site in weekly
journal entries.
6. Discuss school
counseling experiences
and
professional development
through site supervision
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:
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
internship
site in weekly
journal entries.
7. Discuss school
counseling experiences
and professional
development through site
supervision
and university
supervision.
11-
12
1. Participate
in the full range of
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.
4. Describe responsibiliti
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
experiences
at the internship
site in weekly
journal entries.
5. Discuss school
counseling experiences
and professional
development
through site supervision
and university
supervision.
13-14
1. Participate
in the full range of
duties of the school
counselor.
2. Understand the role
school counselors
may play in providing
professional development
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
leaders
within their schools.
4. Describe responsibiliti
es and experiences
at the internship
site in weekly
journal entries.
5. Discuss
school counseling
experiences and
professional development
through site supervision
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
range of duties of the
school counselor.
2. Describe responsibiliti
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
entries.
3. Discuss school
counseling experiences
and professional
development through site
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.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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.
Demonstrates limited
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.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
uploaded to e-portfolio.
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.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
the counseli
ng professi
on as it relates
to practice
in a K-12
setting.)
evidence is uploaded to e-
portfolio.
evidence is uploaded to e-
portfolio.
written evidence is
uploaded to e-portfolio.
issues in school
counseling. Incorrect
evidence or no evidence is
uploaded to e-portfolio.
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
evidence is uploaded to e-
portfolio.
Demonstrates limited
multicultural competence
(awareness, knowledge,
and skills) during oral
reflection of
cultural immersion
project and change agent
project. Appropriate written
evidence is uploaded to e-
portfolio.
Demonstrates no
multicultural
competence (awareness,
knowledge, and skills )
during oral reflection of
cultural immersion
project and change agent
project. Incorrect evidence
or no evidence is
uploaded to
e-portfolio.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
uploaded to e-portfolio.
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
presentation. Appropriate
written evidence is
uploaded to e-portfolio.
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.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
presentation. Appropriate
written evidence is
uploaded to e-portfolio.
Demonstrates satisfactory
self-evaluation of group work
practice from clinical
experience and satisfactory
insight from group work
participation during oral
presentation. Demonstrates
Appropriate
written evidence is
uploaded to e-portfolio.
Demonstrates
limited self-evaluation of
group work practice from
clinical experience
and insight
from group work
participation during oral
presentation. Appropriate
written evidence is
uploaded to e-portfolio.
Does not demonstrate
self-evaluation of
group work practice from
clinical experience
and no insight from group
work participation
during oral presentation.
Incorrect
evidence or no evidence is
uploaded to e-portfolio.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
uploaded to e-portfolio.
Satisfactory
understanding of the use of
research and program
evaluation in counseling is
included
throughout oral presentation. A
ppropriate written
evidence is uploaded to e-
portfolio.
Limited
understanding
of the use of research and
program evaluation in
counseling is included
throughout oral
presentation. Appropriate
written evidence is
uploaded to e-portfolio.
Does not
present
information on use of
research and program
evaluation in counseling
practice during oral
presentation. Incorrect
evidence or no evidence is
uploaded to e-portfolio.
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
Demonstrates limited
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
uploaded to e-portfolio.
ppropriate written
evidence is uploaded to e-
portfolio.
presentation. Appropriate
written evidence is
uploaded to e-portfolio.
presentation. Incorrect
evidence or no evidence is
uploaded to e-portfolio.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.
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