Master of Science in Educational Counseling Pupil Personnel Services Credential with a Specialization in School Counseling

2019-2020 (Updated 8/19/2019)

EDUCATIONAL COUNSELING PROGRAM

STUDENT FIELDWORK HANDBOOK

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Welcome to Fieldwork. This handbook was designed to familiarize students in the Educational

Counseling Program with the program’s fieldwork expectations. The intent is to provide

students with information on course requirements, suggest ways to ensure reliable

communication between students and their supervisors, and share information related to

professional standards. Please take time to read the entire handbook before beginning

fieldwork and keep it as a reference.

The California Commission on Teacher Credentialing (CCTC) and the National Council for

Accreditation of Teacher Educators (NCATE) accredited the Educational Counseling Program.

Our carefully structured field-based component was designed to meet accreditation standards.

Fieldwork provides students with an opportunity to practice the skills they need to perform as an

entry-level school counselor.

As the Director of Educational Counseling Fieldwork, I work with the Program Director,

Lead Regional Faculty, and fieldwork course instructors (University Supervisor) to uphold

accreditation standards and oversee the efficacy of delivery. Your University Faculty Supervisor

will be the primary contact for fieldwork questions and placement. Students will begin fieldwork

after completing the foundation coursework and embedded practicum. Students will meet

regularly with their University Faculty Supervisor throughout the time they are in fieldwork. The

purpose of these meetings is to provide supervision and mentorship as they step into their new

professional role. After reading the handbook, students will additional questions can contact

their course faculty instructor or Lead Regional Faculty for assistance.

Sincerely,

Kathy Elderson, Ed.D.

Director, Educational Counseling Fieldwork and Internship Credential Program

kelderson@laverne.edu

The Educational Counseling Fieldwork Director reserves the right to modify the handbook based on program requirements.

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Table of Contents

Welcome to Fieldwork ................................................................................................................... 1 Educational Counseling Program Options ...................................................................................... 3 LFCE Core Dispositions & Values .................................................................................................... 4 Cultural Competence ...................................................................................................................... 5 Fieldwork Learning Outcomes ........................................................................................................ 5 Ethical Standards............................................................................................................................. 7 Professional Organization Membership ......................................................................................... 7 Liability Insurance Requirements ................................................................................................... 7 Mandated Reporter Requirement .................................................................................................. 7 Fieldwork Prerequisites .................................................................................................................. 8 Fieldwork Competency Evaluation ................................................................................................. 9 Fieldwork Expectations For All Students ........................................................................................ 9 Site Selection & Placement Process .............................................................................................. 10 Fieldwork Hours Based on Program Options ................................................................................ 10 Master of Science in Educational Counseling ................................................................... 11

Social Justice in Higher Education ..................................................................................... 11 PPS ..................................................................................................................................... 12 Spanish Bilingual Bicultural Counseling ............................................................................ 13 School and Family Based Counseling ................................................................................ 14

Grading Policy ............................................................................................................................... 14 Regional Campuses .......................................................................................................... 14 Main Campus .................................................................................................................... 14 Fieldwork Registration Procedures ............................................................................................... 15 Cancellation of Fieldwork ............................................................................................................. 16 Fieldwork Hours at the Candidate’s Place of Employment .......................................................... 16 Accruing Hours While Transitioning Between Fieldwork Courses or

Between Semesters/Terms ............................................................................................... 17 Fieldwork Forms ............................................................................................................................ 19 Submitting Fieldwork Forms for Course Credit ............................................................................ 19 Meeting CCTC School Counseling Standards ................................................................................ 20 Internship Credential Program ..................................................................................................... 21 Credentialing Process.................................................................................................................... 21 Application for Advanced Standing & Graduation ....................................................................... 22

The Fieldwork Director reserves the right to modify the handbook based on program requirements.

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EDUCATIONAL COUNSELING PROGRAM OPTIONS PROGRAM OVERVIEW The Master of Science in Educational Counseling develops academically well prepared, ethical, competent, and responsive practitioners. These practitioners are leaders and advocates that strive to create environments in education and the broader community supporting cultural responsiveness academic achievement. Educational counselors work to promote social justice. They embrace a holistic approach to maximize the learning environment so all students can experience success in the academic, college/career readiness and social/emotional domains. FEATURES Coursework within the program will equip candidates with the skills required to address school climate and mental health concerns. Specifically, candidates will learn about culturally-relevant prevention and intervention practices that contribute to increased academic achievement for all students. Candidates will complete 46 units to earn a Masters Degree in Counseling or 48 units to complete a Masters Degree in Counseling with a Pupil Personnel Services Credential. Candidates also have the option to customize the program to meet their professional goals by selecting a concentration in Spanish Bilingual Bicultural Counseling (SBBC), School and Family Based Counseling (SFBC/Licensed Professional Clinical Counselor) or Social Justice Higher Education (SJHE) Administration. Courses are programmed late afternoon, evenings, and some weekends to meet the schedules of working students. School Counseling MS/PPS (48 units) MS/PPS credential equips candidates to work in the PK-12 education system. Spanish Bilingual Bicultural Concentration (9 units) This concentration is for individuals who are interested in working with Latinx students in California’s schools. Candidates engage in a unique experience with an emphasis on counseling students and their families who are Spanish speakers. Social Justice in Higher Education Administration (12 units) Designed for individuals interested in working in higher education, at two or four-year institutions. Concentration content includes counseling for diverse populations, group dynamics, high-impact practices, advisement and appraisal, and social justice advocacy. School Family-Based Concentration (12 units) This concentration is designed to prepare candidates for working in schools as well as in clinical settings. Coursework includes in-depth training in issues related to educational and clinical counseling. This concentration provides students with the necessary coursework to prepare for the LPCC licensure exams and to seek out supervision for 3,000 hours of post-degree professional experience.

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LA FETRA COLLEGE OF EDUCATION Core Dispositions and Values The LaFetra College of Education’s Professional Dispositions includes values, actions, attitudes, and beliefs that influence behaviors toward students, families, colleagues, and community members. Professional dispositions affect student learning, motivation, and development, as well as the educational counselor’s professional growth. Educational counselors must demonstrate dispositions that embody a commitment to professional principles and behaviors that facilitate student learning and convey a positive image of the education profession. Professional dispositions are a vital element of educational counselor preparation and expected of all educators in the LaFetra College of Education. The Professional Dispositions identified are embedded in the educational counseling program curricula, as well as modeled and encouraged by faculty. Educational counseling candidates will develop and demonstrate professional dispositions based on observable and measurable behaviors at various stages in the program. The Professional Dispositions expected of educational counseling candidates include: Intellectual & Personal Transformation

x Recognizing the limitations of a mono-worldview; striving for enhanced identity and perspective that is shaped and changed by people, knowledge, and experiences.

Cultural Competence & Inclusion

x Transforming to an ideological perspective that influences professional identity; moving from a deficit perspective to one that skillfully and respectfully uses cultural referents to impart academic content and competences.

Social-Emotional Learning

x Emphasizing the importance of adult and child learning to accurately recognize feelings, interests, values, and strengths of self and others. Adults model this awareness by validating others’ feelings and helping them explore options to navigate social situations. Use of self-management to demonstrate the ability to successfully regulate emotions, thoughts, and behaviors in different situations.

Ethically Responsible Decision- Making

x Developing a personal and professional values system that incorporates integrity, honesty, and confidentiality; discerning the needs of others and using relevant information, skills, and abilities to manage routine and challenging situations.

Facilitation & Collaboration

x Embracing an attitude of humility. Knowing that we need others for self-improvement and utilizing a diverse team to extend beyond the individual. Using collaboration to explore opportunities for being of service and receiving assistance. Practicing facilitation as a way of encouraging and engaging others, and self, in collaboration.

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Critical Analysis & Inquiry x Using critical analysis and inquiry in the exploration of issues, ideas, artifacts, and events

before accepting or formulating an opinion or conclusion. Constructing new information and processes grounded in information literacy and the scientific method that support evidenced-based conclusions and judgments.

Innovative Thinking

x Using innovative, creative, and divergent thinking to address challenging situations, complete tasks, and solve problems. Synthesizing current ideas, with the addition of fresh perspectives, unorthodox approaches, and the generation of novel solutions.

Effective Verbal & Non- Verbal Expression

x Distinguishing between different forms and styles of expression based on the audience, message, and context for verbal and non-verbal communication. Initiating effective communication that includes allocentric focus, logical organization, grammar and syntax mastery, agility in switching between styles, active listening, and pursuit of feedback.

CULTURAL COMPETENCE Since the demographics of California public schools are continually changing, it is the policy of the School Counselor Preparation Program that socio-cultural competence be appropriately addressed in all courses. Socio-cultural competence is defined as involving counselor trainees in the continual development of attitudes/beliefs, knowledge, and skills related to: (a) awareness of one’s own assumptions, values, and biases; (b) understanding the worldview of the culturally different client; (c) culturally appropriate intervention strategies and techniques; and (d) sociopolitical influences that impinge upon the life of racial/ethnic minorities [based on Sue (2000)]. FIELDWORK LEARNING OUTCOMES 1. Become familiar with, and practice, the day-to-day service delivery skills and procedures

used by counselors in the field, especially in a multi-cultural environment. 2. Demonstrate socio-cultural competence by: (a) acceptance and respect for differences; (b)

ongoing assessment of one’s own and the organizations’ culture; (c) attention to the dynamics of difference; (d) continuous expansion of socio- cultural knowledge and resources; (e) using culturally appropriate intervention strategies; and/or (f) the adaptation of one’s values and behaviors.

3. Develop, practice, and demonstrate personal values, attitudes, and behaviors, which promote the healthy personal and social development of children and adolescents.

4. Identify and achieve personal learning activities, which contribute to professional growth and competency.

5. Demonstrate the ability to use communication skills to facilitate pupils’ efforts to develop positive, supportive relationships with teachers and peers.

6. Identify and practice strategies for effective problem solving and conflict management within the school site/district.

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7. Gain insight into career counseling and the significance it has in schools. 8. Design, implement and evaluate prevention and early intervention programs and strategies

for working with students, parents, and guardians. 9. Apply knowledge of assessments to the coordination of courses and programs, which

promote individual achievement, paying particular attention to the counselor’s role in advocating for student success.

10. Demonstrate an ability to identify learning problems early and develop effective prevention and intervention strategies within a variety of school, community, and family environments.

11. Apply knowledge and skills in prevention education. 12. Explore the role of assessment in the functions of a school counselor. 13. Demonstrate skills in working with parents and families from diverse backgrounds. 14. Demonstrate skills in organizing and implementing in-service education programs for school

staff focused on the issues related to counseling and guidance. 15. Develop and demonstrate the ability to work effectively and professionally with other

school staff, parents, community members, and other groups to carry out the mission of the school site/district.

16. Demonstrate familiarity with the current literature and practices regarding administrative, behavioral, clinical, and professional growth and development supervision and mentoring models in preparation for future roles as supervisors.

17. Gain appreciation for the vital role that site supervisors play in the professional training of candidates in a school counselor preparation program.

18. Solicit professional feedback on performance from supervisors and co-workers, and respond constructively to suggestions for improvement and growth.

19. Explore the importance of School Safety and Violence Prevention 20. Apply classroom learning in carrying out the responsibilities of a credentialed school

counselor. 21. Develop and demonstrate competence in required experience/skill areas necessary for the

delivery of professional school counseling services: advocacy, educational assessment, data and information systems on student learning and achievement, personal and social counseling, educational counseling, career counseling and guidance, information on colleges and universities, use of technologies for student learning and achievement, consultation, collaboration, school and district policies and regulations, and legal and ethical issues.

22. Demonstrate and document, with the assistance of the University Supervisor of Field Work Experience and Site Level Supervisors, the professional standards for the Pupil Personnel Services Credential required by the California Commission on Teacher Credentialing.

23. Plan, organize, and implement programs or groups such as conflict management, decision-making, and problem-solving, and/or peacekeeping which enables students to acquire attitudes and interpersonal skills that help them understand and respect themselves and others, make decisions, set short and long-term goals and take necessary action to achieve goals, and to understand and develop safety and survival skills.

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ETHICAL STANDARDS FOR SCHOOL COUNSELORS Commitment to ethical principles and the capacity to engage in ethical decision-making processes are hallmarks of professionalism. All Educational Counseling Program candidates are required to be familiar with and conduct themselves according to the ethical standards of the American School Counselor Association (ASCA) and other professional associations applicable to the candidate’s field site. PROFESSIONAL ORGANIZATION MEMBERSHIP Professional membership is important and provides many benefits. It establishes your identity within a professional field of study and facilitates professional development through workshops, seminars, conferences, and professional publications. Membership in a professional organization provides opportunities to network and stay abreast of changes and trends. There are several professional associations appropriate for master’s level school counseling trainees. School counselor trainees are encouraged to join state and national organizations that directly support and advocate for school counseling. These include the California Association of School Counselors (CASC) http://www.schoolcounselor-ca.org/, and the American School Counselor Association (ASCA) http://www.schoolcounselor.org/ Discounted student rates are available in most associations. LIABILITY INSURANCE REQUIREMENTS All school counselor trainees must maintain a professional liability insurance policy throughout fieldwork and internship experiences. Evidence of liability coverage appropriate to the professional setting must be presented to your University Faculty Supervisor before you begin work at your selected site. The insurance coverage you select is dependent on the setting where you will work. Therefore, when purchasing a policy, candidates must designate their professional role (school counselor or licensed professional clinical counselor). School counselor trainees working in multiple settings must provide “Evidence of Insurance” for each setting. Insurance is available through a variety of organizations, including those listed below. Many organizations provide discounted students rates for membership and insurance. ASCA (American School Counselor Association) – offers professional liability insurance through International TIE (Trust for Insuring Educators) as a benefit of membership. http://www.schoolcounselor.org/ MANDATED REPORTER REQUIREMENT All school counselor trainees must present a Child Abuse Mandated Reporter Training certificate to their University Faculty Supervisor before they begin work at their selected site.

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The certificate is issued after completing the online training module and exam for school personnel. The training is located on the website: http://educators.mandatedreporterca.com/ Students will be required to present the certificate in courses throughout the program. FIELDWORK PREREQUISITES (FOUNDATION COURSEWORK & PRACTICUM) The Educational Counseling Program is structured sequentially to provide essential content knowledge for school counselors before beginning fieldwork. In the first year of the program, candidates complete one hundred (100) hours of practicum. The practicum hours are integrated into four (4) foundation courses, twenty-five (25) hours of practicum activities per course: Education 546—Introduction to School Counseling Education 549—School Counseling Theories Education 571—Individual Counseling Skills Education 572—Group Counseling Skills. Requirements for the practicum experience include, but not limited to the following: “shadowing” a school counselor; visiting school counseling centers; participating in peer counseling; visiting school-based programs serving parents and family members; rendering community service for children and families; observing classroom instruction; attending local, state, national, or international meetings and conferences relating to school counseling and other appropriate topics; and mapping school-based community resources in counseling. School counselor trainees must complete all foundation coursework with a B or better before enrolling in Supervised Fieldwork.

FIELDWORK PREREQUISITES (CONT.) In addition to coursework and practicum requirements, candidates must meet the following requirements before they can be placed at a pre-approved fieldwork site. California Basic Educational Skills Test (CBEST) Students that are interested in pursuing the PPS Credential MUST pass all sections of the CBEST. Admission to the PPS Credential Program is a requirement for registration in PPS 583C or PPS 584. ¾ School counselor trainees are required to pass all sections of CBEST before a PPS

credential can be issued. ¾ School counselor trainees must pass all sections of CBEST before registering in PPS 583C

or PPS 584. ¾ School counselor trainees pursuing the MS in Educational Counseling without the PPS

do not need the CBEST.

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Certificate of Clearance ¾ School counselor trainees are required to have a valid Certificate of Clearance or

California Teaching Credential before admission to the Educational Counseling Program. The Certificate of Clearance must be current while enrolled in fieldwork.

Tuberculosis Clearance ¾ School counselor trainees are required to have TB clearance before admission to the

Educational Counseling Program. Students must maintain clear TB results throughout fieldwork.

FIELDWORK COMPETENCY EVALUATION Supervised field experience is central to the training of school counselors at every stage of their development. Carefully structured and supervised experiences in schools and other appropriate settings allow candidates to observe experienced practitioners, practice initial skill development, and become oriented to schools and the community. Field experience is also the primary means through which supervisors and more experienced mentors can deliver immediate and direct feedback, essential to the development of professional skills and competence (CCTC, 2000). Evaluations are located on the Student Fieldwork Resources website: https://education.laverne.edu/counseling/fieldwork-resources/ FIELDWORK EXPECTATIONS FOR ALL STUDENTS All master's level school counselor trainees will complete PPS 583A: Supervised Fieldwork—Level I (200 hours); and, PPS 583B: Supervised Fieldwork—Level II (200 hours). School counselor trainees pursuing the PPS credential must also complete PPS 583C: Supervised Fieldwork—Level III (200 hours) or PPS 584: Clinical Practicum (200 hours) for a total of 600 hours of fieldwork.

1. School counselor trainees will complete a minimum of 200 hours at each approved placement site during the school day.

2. School counselor trainee’s placement sites must be selected from the list of pre-approved sites provided by the Fieldwork Director.

3. School counselor trainees will collect hours from one (1) site at a time. 4. School counselor trainees will spend a minimum of fifteen (15) hours to a maximum of

thirty (30) hours per week on-site to complete 600 hours within the projected program sequence.

i. It is important to remember that fieldwork occurs in schools during school hours and the extent to which you can work and satisfy fieldwork requirements depend on the degree of flexibility in your outside commitments.

ii. You are in the best position to make this determination. Your University Faculty Supervisor is available to assist you as you think through your situation.

5. School counselor trainees may participate in sanctioned night and weekend activities listed on their objective form and aligned with school counseling program goals. Night and weekend activities may not exceed 10 hours for each placement site.

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6. School counselor trainees may not begin accruing hours before submitting an Application for Fieldwork Placement and receiving approval from the appropriate university designee. The earliest a school counselor trainee can begin accruing hours for 583A is the first day of the semester/term in which they attend class.

7. Before starting work at an approved site, the school counselor trainees will complete and submit the following:

i. A Fieldwork Site Agreement, and professional liability insurance that covers the entire period the school counselor trainee is working at the approved site

8. School counselor trainees will complete Fieldwork Objectives for each placement site within the first two weeks at the approved site.

9. School counselor trainees will coordinate and participate in a site visit. The University Faculty Supervisor and Site Supervisor will discuss the school counselor trainee's progress.

10. School counselor trainees will complete Fieldwork Weekly Activity Logs that have enough detail that they can recall what activities was completed and with whom, but will not use personally identifiable student information.

11. School counselor trainees currently employed by the potential fieldwork site must arrange release time with their site administrator. They must be able to perform the duties of a masters level school counselor, and these duties must be outside the scope of their current job responsibilities. Please refer to FIELDWORK HOURS AT CANDIDATE’S PLACE OF EMPLOYMENT (pg. 16).

SITE SELECTION & PLACEMENT PROCESS While collecting practicum hours, school counselor trainees should begin networking to find a location that offers experiences that will enhance their professional practice. School counselor trainees may not commit to a site or begin fieldwork before receiving approval from the university designee, and registering and attending the first fieldwork class. All placement sites must be selected from the list of pre-approved sites provided by the Fieldwork Director.

Each school counselor trainee must complete a fieldwork application for each fieldwork course and obtain placement approval from the Fieldwork Director or Lead Regional Faculty before starting hours at the site. .

FIELDWORK HOURS BASED ON PROGRAM OPTIONS School counselor trainees will spend approximately fifteen (15) hours per week on site to complete 600 hours within the projected program sequence. Master’s Degree- No Credential OR Master’s Degree- Social Justice in Higher Education Administration

Fieldwork Hours: 400 hours x PPS 583A- 200 hours x PPS 583B- 200 hours

Location: x 2 Traditional or Alternate Settings

Supervision: Select a supervisor with a Master’s Degree in a behavioral science field

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Master’s Degree- PPS Credential OR Master’s Degree- PPS Credential with the Spanish Bilingual Bicultural Counseling concentration

Fieldwork Hours: 600 hours x PPS 583A- 200 hours x PPS 583B- 200 hours x PPS 583C- 200 hours (CBEST required)

Location: x 2 Traditional Settings at different K-12

levels (Elementary, Middle, High School) x 1 Traditional or Alternate Setting

Supervision: Select a supervisor with a valid PPS credential for the 2 Traditional Settings.

Master’s Degree- PPS Credential with the School & Family Based concentration (students will take PPS 584 in lieu of PPS 583)

Fieldwork Hours: 600 hours x PPS 583A- 200 hours x PPS 583B- 200 hours x PPS 584- 200 hours (CBEST required)

Location: x 2 Traditional Settings at different K-12

levels (Elementary, Middle, High School) x 1 Traditional or Alternate Setting

Supervision: Select a supervisor with a valid PPS credential for the 2 Traditional Settings.

Master of Science in Educational Counseling OR Master of Science in Educational Counseling with a concentration in Social Justice in Higher Education (SJHE) Administration — Candidates must complete four hundred (400) hours of fieldwork: PPS 583A: Supervised Fieldwork—Level I (200 hours); and, PPS 583B: Supervised Fieldwork—Level II (200 hours). The following guidelines meet the requirements set forth by the University of La Verne. The 400 hours can be completed over one academic year and must meet the following four (4) conditions:

1. Complete four hundred (400) hours in educational settings that best meet your career aspirations. School counselor trainees may select a different site for each 200 hours or may complete all 400 hours at one site.

2. The Site Supervisor must: i. Hold a master’s degree in a counseling or education related field. ii. Provide one hour of supervision each week with the school counselor trainee to

offer guidance and discuss progress. 3. A minimum of one hundred (100) hours shall be devoted to issues of diversity, with at

least fifty (50) hours spent working with a minimum of ten (10) students (individually or in a group) of a racial or ethnic background different from that of the school counselor trainee.

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4. A maximum of 10 hours in each of the courses (583A/B) may be in the form of attendance at professional development workshops. These workshops may be provided by district, regional, state or national organizations and may include online professional development opportunities. Prior approval from University Faculty Supervisor and written documentation are required.

Master of Science in Educational Counseling with Pupil Personnel Services Credential — Candidates must complete PPS 583C in addition to PPS 583A and PPS 583B for a total of six hundred (600) hours. The 600 hours will be completed over one academic year and must meet the following four (4) conditions:

1. School counselor trainees must complete six hundred (600) hours. i. They must complete a minimum of 200 hours in two (2) different Pre-K-12 school

levels (elementary, middle, or high school). The remaining 200 hours may be in a setting of the school counselor trainee’s choice.

2. The Site Supervisor for the PreK-12 levels must: i. Hold a PPS Credential with a Specialization in School Counseling; ii. Provide one hour of supervision each week with the school counselor trainee to

offer guidance and discuss progress. Example: 200 hours at an elementary school and 200 hours at a middle school, supervised by a school counselor with a PPS Credential with a Specialization in School Counseling. The final 200 hours can be at one of the levels already completed, a third level, or in an educational setting that meets your professional goals and is supervised by an individual with a master’s degree in a behavioral science, counseling or education related field. Your University Faculty Supervisor must approve all placements.

3. A minimum of 150 hours shall be devoted to issues of diversity, with at least fifty (50) of these hours spent working with a minimum of ten (10) pupils (individually and/or in a group) of a racial/ethnic background different from that of the school counselor trainee. Per 2000 CTC guidelines, up to 100 of these hours may be satisfied through development, implementation and participation in a school-based diversity program.

4. A maximum of 10 hours in each of the three courses (583A/B/C) may be in the form of attendance professional development workshops. These workshops may be provided by district, regional, state or national organizations and may include online professional development opportunities. Prior approval from University Faculty Supervisor and written documentation are required.

Trainees pursuing the PPS credential need to select sites that meet the following CCTC and University of La Verne requirements for placement. TRADITIONAL SETTINGS:

¾ At least four hundred (400) hours must be completed in public school settings with K-12 students.

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¾ The Educational Counseling program defines a traditional setting as a school governed by California Department of Education and identified as a district and classified as elementary, middle/junior high school and high schools.

¾ Supervision for the Traditional Setting The Site Supervisor must:

1. Hold a PPS Credential with a Specialization in School Counseling**. 2. Have a minimum of two years of experience. 3. Be a regular full-time employee of the district/site. 4. Provide one hour of supervision each week with the school counselor

trainee to offer guidance and discuss progress. **If the supervisor holds a PPS Credential with a Specialization School Psychology or Social Work, the setting would count as an alternative placement. ALTERNATE SETTINGS:

¾ School counselor trainees may complete two hundred (200) of the six hundred (600) hours in an alternate setting.

¾ These alternate settings may include, but are not limited to community day schools,

continuation high schools, non-public non-sectarian schools (CDE-certified private, nonsectarian schools that enroll individuals with exceptional needs that the district cannot provide services for), charter schools, juvenile hall/court schools, county community schools (COE, probation schools/camps), opportunity schools, Regional Occupational Program (ROP) schools, adult education schools, pre-schools, district offices and colleges.

¾ Supervision for the Alternate Setting

The Site Supervisor must: 1. Hold an M.S., M.A., M.Ed. in a counseling or an education related field; 2. Have a minimum of two years of experience at their site; 3. Be a regular full-time employee of the site; 4. Provide one hour of supervision each week with the school counselor

trainee to offer guidance and discuss progress. ¾ All alternate settings must have an educational focus and a clear connection to

school counseling. The Fieldwork Director or Lead Regional Faculty must approve all placements.

Master of Science in Educational Counseling, with a concentration in Spanish Bilingual Bicultural Counseling (SBBC), and a Pupil Personnel Services Credential — Candidates must complete PPS 583C in addition to PPS 583A and PPS 583B for a total of six hundred (600) hours. Candidates pursuing this program must meet the four (4) conditions listed above for the PPS credential.

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Master of Science in Educational Counseling, with a concentration in School Family Based Counseling, (SFBC) and a Pupil Personnel Services Credential — Candidates must complete PPS 584 in addition to PPS 583A and PPS 583B for a total of six hundred (600) hours. Candidates pursuing this program must meet the four (4) conditions listed above for the PPS credential during their PPS 583A and PPS 583B experiences in order to avoid spending additional time in the field. Because the University of La Verne’s SFBC program enables candidates to simultaneously satisfy the requirements for both the PPS and LPCC, it is essential that school counselor trainees meet CCTC requirements prior to enrolling in PPS 584-Clinical Practicum. GRADING POLICY A grade of Credit (CR) or No Credit (NCR) is assigned for fieldwork courses according to candidate performance in class and in the field. ¾ Credit (CR) A grade of CR indicates satisfactory completion of all site and university

requirements at an acceptable level. Candidates must complete 200 hours and demonstrate that they have worked on a range of relevant school counseling duties. Please refer to the syllabus for course assignments. NOTE: Documentation with ORIGINAL signatures must be turned in to your University Faculty Supervisor. Make a COPY of all pages for your personal records.

¾ No Credit (NCR) A grade of NCR will be assigned when university course requirements have not been met in an acceptable and timely manner. Missing three (3) or more supervision sessions during the calendar year in which you are enrolled in fieldwork or engaging in unprofessional or unethical behavior at the field placement site may result in a NCR.

¾ In Progress (IP) A grade of IP will be assigned when 200 hours have not been completed,

and appropriate and acceptable arrangements for completion of those hours have been made. REGIONAL CAMPUSES: ¾ School counselor trainees on the regional campuses should complete a

minimum of 80 hours each term (10 weeks) for PPS 583A and PPS 583B in order to stay on track for graduation with their cohort.

¾ To qualify for an IP you will submit your weekly logs (excel sheet) at weeks 5 and 8 to confirm progress toward completion.

¾ If the minimum hours requirement is not met, and a grade of NCR is assigned, hours previously accrued can only be carried over if the candidate registers and completes the remaining hours in the following term.

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MAIN CAMPUS: ¾ School counselor trainees on the main campus will complete a minimum of 160

hours each semester (16 weeks) before an In Progress will be assigned as a semester grade.

¾ To qualify for an IP you will submit your weekly logs (excel sheet) at weeks 7 & 15 to confirm progress toward completion.

¾ If the minimum hours requirement is not met and a grade of NCR is assigned, hours previously accrued can only be carried over if the candidate registers and completes the remaining hours in the following semester.

If an emergency should arise that impedes your ability to complete your hours in a timely manner, please contact the University Faculty Supervisor as soon as possible to make arrangements.

FIELDWORK REGISTRATION PROCEDURES Registration for PPS 583A: Supervised Fieldwork—Level I Candidates are not allowed to begin accruing hours toward PPS 583A before

x The first day of the semester/term in which he or she is enrolled. x Submitting evidence of liability insurance to the University Faculty Supervisor. x Submitting a placement agreement to the University Faculty Supervisor.

REGIONAL CAMPUSES: ¾ School counselor trainees are required to register for fieldwork with their

assigned cohort in the fourth term of the program after completing foundation coursework.

MAIN CAMPUS: ¾ School counselor trainees are required to register for fieldwork in the fall

semester after completing foundation coursework. Registration for PPS 583B: Supervised Fieldwork—Level II School counselor trainees may not register or collect hours for PPS 583B until completing the prerequisite course (PPS 583A) and successfully submitting all documentation to the University Faculty Supervisor. Refer to ACCRUING HOURS WHILE TRANSITIONING BETWEEN COURSES OR BETWEEN SEMESTERS FOR ADDITIONAL INFORMATION (pg.17).

Registration for PPS 583C: Supervised Fieldwork—Level III School counselor trainees may not register or collect hours for PPS 583C until completing the prerequisite course (PPS 583B) and successfully submitting all documentation to the University Faculty Supervisor. School counselor trainees must pass all sections of CBEST before registering for PPS 583C. Refer to ACCRUING HOURS WHILE TRANSITIONING BETWEEN COURSES OR BETWEEN SEMESTERS FOR ADDITIONAL INFORMATION (pg.17).

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Registration for PPS 584: Clinical Practicum School counselor trainees may not register or collect hours for PPS 584 until completing the prerequisite course (PPS 583B) and successfully submitting all documentation to the University Faculty Supervisor. School counselor trainees must pass all sections of CBEST before registering for PPS 584. School counselor trainees in the SFBC program may not accrue hours for PPS 584 until they have attended the first class with the Clinical Practicum instructor. Refer to ACCRUING HOURS WHILE TRANSITIONING BETWEEN COURSES OR BETWEEN SEMESTERS FOR ADDITIONAL INFORMATION (pg.17). CANCELLATION OF FIELDWORK PLACEMENT Most issues arising at the placement site will be handled directly by the Site Supervisor. Serious or on-going challenges should be brought promptly to the attention of the University Faculty Supervisor. Site personnel may cancel the fieldwork placement at any time with or without cause. It is preferable that the action and reason for cancellation be discussed with the University Faculty Supervisor and communicated to the school counselor trainee in advance of the cancellation, but it is not required. The University Faculty Supervisor may withhold or cancel any fieldwork placement without cause. The action and reason for withholding/canceling should be discussed with the appropriate school/district/agency personnel and communicated to the school counselor trainee. FIELDWORK HOURS AT CANDIDATE’S PLACE OF EMPLOYMENT It is recommended that school counselor trainees complete fieldwork at a site where they are not employed. It is oftentimes difficult to keep clear boundaries between the job you are currently performing and the field experience. While you may feel you are able to keep clear boundaries, others may have trouble differentiating between the two experiences and blur the boundaries. This has a propensity to cause issues for the school counselor trainee and the profession overall. As a school counselor trainee you are working to build your skills and knowledge around the profession of school counseling, and the graduate level training that leads to a specialized credential. In order to help you clarify boundaries, you must do the following before committing to fieldwork at your place of employment:

1. Arrange release time with your site and district administrators. 2. Be able to perform the duties outside the scope of your current job responsibilities. For

example, if you work in an advising capacity or teacher on special assignment at XYZ high school and want to complete your school counseling hours at that site, your activities must be different and separate from your day-to-day responsibilities.

3. Make sure the site can provide a Site Supervisor who works under the required PPS credential or BBS license (PPS 584-Clinical Practicum).

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4. Make sure the Site Supervisor is NOT responsible for any aspect of the school counselor trainee’s employment, which include but are not limited to salary, evaluation, and scheduling.

i. The Site Supervisor and employment supervisor duties and responsibility for the trainee may not overlap.

ii. The school counselor trainee must be aware of ethics involving conflict of interest and dual relationships.

5. The University Faculty Supervisor must work closely with the school counselor trainee to identify objectives that will extend the candidates learning and align with the goals of fieldwork.

Following these guidelines will establish clear boundaries and assist the University Faculty Supervisor and school counselor trainee in facilitating an educationally strong experience. This does not apply to school counselor trainees working under a CCTC internship Credential at a paid internship assignment. ACCRUING HOURS WHILE TRANSITIONING BETWEEN COURSES OR BETWEEN SEMESTERS/TERMS Accruing hours for PPS 583A: Supervised Fieldwork—Level I Candidates are not allowed to begin accruing hours toward PPS 583A before the first day of the semester/term in which they are enrolled. Accruing hours while transitioning to PPS 583B: Supervised Fieldwork—Level II School counselor trainees may not begin accruing hours for PPS 583B until completing the prerequisite course (PPS 583A) and successfully submitting all documentation to the University Faculty Supervisor. Once the school counselor trainee has submitted documentation to the University Faculty Supervisor, he or she may begin accruing hours toward the subsequent course, if the following criteria are met:

¾ The school counselor trainee has registered for the subsequent class or will register at the next open registration opportunity.

¾ The University Faculty Supervisor agrees to the placement and is available to continue supervision.

¾ Evidence of liability insurance is current and has been presented to the University Faculty Supervisor.

¾ A placement agreement has been submitted to the University Faculty Supervisor.

¾ The school counselor trainee continues to attend fieldwork supervision classes. ¾ The school counselor trainee is receiving site supervision for a minimum of one

hour each week. If these criteria are not met, the hours accrued will be invalid and not count toward the total. Accruing hours while transitioning to PPS 583C: Supervised Fieldwork—Level III School counselor trainees may begin accruing hours for PPS 583C until completing the

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prerequisite course (PPS 583B) and successfully submitting all documentation to the University Faculty Supervisor. Once the school counselor trainee has submitted documentation to the University Faculty Supervisor, he or she may begin accruing hours toward the subsequent course, if the following criteria are met:

¾ The school counselor trainee has passed all sections of CBEST. ¾ The school counselor trainee has registered for the subsequent class or will

register at the next open registration opportunity. ¾ The University Faculty Supervisor agrees to the placement and is available to

continue supervision. ¾ Evidence of liability insurance is current and has been presented to the

University Faculty Supervisor. ¾ A placement agreement has been submitted to the University Faculty

Supervisor. ¾ The school counselor trainee continues to attend fieldwork supervision classes. ¾ The school counselor trainee is receiving site supervision for a minimum of one

hour each week. If these criteria are not met, the hours accrued will be invalid and not count toward the total. Accruing hours for PPS 584: Clinical Practicum when transitioning from 583B: Supervised Fieldwork—Level II

¾ The school counselor trainee has passed all sections of CBEST. ¾ School counselor trainees in the SFBC program will take PPS 584 in lieu of PPS

583C. ¾ School counselor trainees will transition to a new University Faculty Supervisor

for PPS 584 and may not begin accruing hours toward PPS 584 before the first day of the semester/term in which he or she is enrolled.

¾ School counselor trainees may not register for PPS 584 until successfully submitting all documentation for PPS 583B to the University Faculty Supervisor.

¾ School counselor trainees must be fully matriculated into the SFBC program before enrolling in PPS 584.

Accruing hours during semester/term breaks Candidates may continue to accrue hours during semester/term breaks as long as the following criteria are met:

¾ The school counselor trainee is registered in a fieldwork course. ¾ The University Faculty Supervisor agrees to the placement and is available to

continue supervision. ¾ The school counselor trainee and supervisor have a contingency plan for

supervision if an emergency arises at the site. ¾ The school counselor trainee is receiving site supervision for a minimum of one

hour each week. ¾ The school counselor trainee submits logs for all hours accrued prior to the end

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of the semester/term. ¾ The school counselor trainee submits logs for the hours accrued during the break

on the first day of the new semester/term. If these criteria are not met, the hours accrued will be invalid and not count toward the total.

FIELDWORK FORMS The following forms are located on the Student Fieldwork Resources website:

x Application for Fieldwork Placement x Fieldwork Site Agreement x Fieldwork Objectives x Verification of Hours Letter x Evaluations x Directions for Submitting Fieldwork Documents x FW Checkout List

https://education.laverne.edu/counseling/fieldwork-resources/ The Weekly Fieldwork Activity Logs will be provided by the University Faculty instructor. SUBMITTING FIELDWORK FORMS FOR COURSE CREDIT It is the responsibility of the school counselor trainee to initiate and collect all documentation required to verify successful completion of fieldwork. Fieldwork documents must be typed with the exception of signatures and dates. When you have gathered all documentation, place papers together with a binder clip, large staple or brad, DO NOT include report covers or tabs. All fieldwork documentation will be placed in your student file and space is a premium. Once all required paperwork is collected, make an appointment with your University Faculty Supervisor to review your final documentation. Documentation must be turned in within 2 weeks of finishing at the fieldwork site. If hours are completed during the semester/term and are not submitted by the end of the semester/term a NCR will be issued. Place forms in the following order with a clip or staple.

1. Title Page 2. FW Checkout List 3. Verification of Hours Letter on site letterhead 4. Fieldwork Site Agreement (with original signatures) 5. Fieldwork Objectives (with original signatures) 6. Summary of Fieldwork Activities & Weekly Activity Logs (with original signatures)

NOTE: When printing logs, be sure to print in portrait page orientation; all columns should be on one sheet-this is an option in Excel when printing; if the description of activities is lengthy, the logs may extend to the second sheet, this is ok; do not reduce font, the logs must be readable)

7. Evaluations-Submit a hard copy of the on-site supervisor evaluation, all other evaluations will be completed on TaskStream.

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NOTE: KEEP A COPY OF ALL DOCUMENTATION FOR YOUR PERSONAL FILES, INCLUDING BUT NOT LIMITED TO WEEKLY LOGS, SUPERVISOR EVALUATIONS, CONTRACTS, AND PERSONAL NOTES. IF PAPERWORK IS LOST OR DAMAGED IN TRANSIT, YOU WILL BE REQUIRED TO SUPPLY A COPY OF SIGNED DOCUMENTATION. Conditions that may put your fieldwork placement and/or accrual of hours at risk: Final documentation must be turned in within 2 weeks of finishing at the fieldwork site. If hours are completed during the semester/term and are not submitted by the end of the semester/term a NCR will be issued. University Faculty Supervisors are not required to approved accrued hours if:

x A pattern of missing all or part of the class develops. Missing three (3) or more supervision sessions during the academic year in which you are enrolled in fieldwork may result in a NC and loss of accrued hours.

x School counselor liability insurance is not presented to the University Faculty Supervisor prior to beginning at the fieldwork site.

x A signed placement agreement is not presented to the University Faculty Supervisor prior to beginning at the fieldwork site.

x Fieldwork objectives are not submitted within two weeks of beginning at the fieldwork site.

When an ethical issue arises during fieldwork, the school counselor trainee must immediately contact their University Faculty Supervisor. Failure to do so may result in disciplinary action and/or possible removal from the program. MEETING CCTC SCHOOL COUNSELING STANDARDS

Standard 31 Field Experience

To develop competency in all areas of school counseling, candidates have the opportunity to demonstrate knowledge and skills in applying the themes and functions of school counseling in school settings designed and organized to support the training and preparation of school counselors. Candidates demonstrate in field experience the knowledge of and skills in working with pre-K through adult pupils in the areas identified in the standards for school counseling. The learning objectives and activities required for this course are aligned with the 2000 California Commission on Teacher Credentialing (CCTC) publication, Standards of Quality and Effectiveness for Pupil Personnel Services Credentials: School Counseling, School Psychology, School Social Work, Child Welfare and Attendance. The CCTC accreditation framework

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addresses specific objectives for all accredited school counseling programs in California and provides a common set of characteristics for credentialed school counselors. It is available at: http://www.ctc.ca.gov/educator-prep/standards/pps.pdf Candidates develop fieldwork objectives aligned with the course learning objectives for each site. The objectives are listed on the Fieldwork Objective form. Candidate’s track fieldwork hours at each site using the Fieldwork Weekly Activity Log and Summary Sheet.

The Fieldwork Weekly Activity Log and Summary Sheet require candidates to provide a detailed description of activities performed in alignment with Professional Standards and the school counseling domains: Academic, Social/Emotional, and Career Readiness. The Fieldwork Weekly Activity Log tracks daily, weekly and site totals for the number hours spent at the site. As candidates provide written descriptions of activities and enter the time spent, the Summary of Activities collects aggregated totals for the following categories: total hours completed at the site, diversity hours, direct service hours (instruction, appraisal & advisement, and counseling), indirect service hours (referral, consultation, and collaboration), program managing, defining, and assessing activities, fair-share activities, and non-school counseling related tasks. All forms are online at https://education.laverne.edu/counseling/fieldwork-resources/

INTERNSHIP CREDENTIAL PROGRAM The Education Counseling Program offers a CCTC approved Internship program. A benefit of this program is that candidates have the opportunity to garner employment while finishing the Master’s degree and completing requirements for a California Pupil Personnel Service Credential (PPS), specialization in School Counseling. For additional information and an application, please refer to: https://education.laverne.edu/counseling/internship-credential/ CREDENTIALING PROCESS Once the following courses have been successfully completed candidates are eligible to apply for the PPS credential.

EDUC 501 Educational Assessment (3) ASCD 503 Educational Psychology (3)

PPS 504 Methods of Research (3) PPS 543 School Counseling Programs and Legal Mandates (3) PPS 546 Introduction to School Counseling (3) PPS 549 School Counseling Theories (3)

ASCD 550 Human Development (3) PPS 565 Career Development (3) PPS 567 School Safety and Crisis Prevention (2) PPS 571 Individual Counseling Skills (3) PPS 572 Group Counseling Skills (3)

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PPS 573 Counseling Diverse Populations (3) PPS 574 Facilitation, Consultation, and Collaboration Skills (3) PPS 576 Organizational Management and School–Community Collaboration (2)

PPS 583a Supervised Field Work –Level 1 (2) (200 Hours) PPS 583b Supervised Field Work – Level II (2) (200 Hours) PPS 583c Supervised Field Work – Level III (2) (200 Hours) PPS 597 Graduate Seminar in School Counseling (2)

Contact the Credential Analyst for assistance with your credentialing process: Main Campus: Main Campus: Regional Campuses: Larry Gaona lgaona@laverne.edu (909) 448- 4676

Shawna Moon smoon@laverne.edu (909) 448-4604

Amie Acuna aacuna@laverne.edu (909) 448-4969

APPLICATION FOR ADVANCED STANDING & GRADUATION Master’s degree candidates must receive advanced standing in order to enroll in Graduate Seminar in School Counseling (PPS 597). Candidates must have completed all stipulations of admission in order to apply for Advanced Standing. Applicants must have completed a minimum of 30 semester hours of coursework, completed PPS 583A-Supervised Field Work Level I, be in good academic standing, and have attained a minimum GPA of 3.0 for all work applicable to the degree program. All master’s candidates must submit an Application for Graduation along with the published fee. Graduate students must file their Application for Graduation when they apply for Advanced Standing. This application provides the Registrar with the information needed to prepare the diploma and to include the student’s name in the list of graduates. Advanced Standing and Application for Graduation are located on the Graduate Academic Services website: https://laverne.edu/grad-services/