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COUN 5287- Fieldwork Student Evaluation

Page One

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California State University, Los Angeles
Division of Special Education and Counseling
Counseling 5287- Fieldwork in Child Welfare and Attendance Services
Fieldwork Student Evaluation
1. Semester:
2. Evaluation Period
Describing Levels of Competence
For CSULA Fieldwork, “competency” refers to a skill domain (e.g., assessment), “level of competence” refers to the level of skill an individual has acquired (e.g., intermediate level of competence in assessment), and “competent” is a description of a particular level of skill (e.g., this counselor is competent in individual counseling). * The word candidate refers to the CSULA student and the word student refers to the youngsters the candidate is working with at the site.

The attached document utilizes the following categories in describing the level of competence expected at various stages of the fieldwork experience. Please note that in some areas, advanced competence is expected, while in others, just the beginning of competence is expected; the candidate, may be expert in some areas and a novice in others.

Novice (1): Novices have basic knowledge and understanding of (a) how to analyze problems and of (b) intervention skills and the processes and techniques of implementing them.

Intermediate (2): Candidates at the intermediate level of competence have coped with enough real situations to recognize some important recurring meaningful situational components, based on prior experience in actual situations. Generalization of intervention skills to new situations and students is limited, and support is needed to guide performance.

Advanced (3): At this level, the candidates can see his or her actions in terms of long-range goals or plans of which he or she is consciously aware. At this level, the candidate is less flexible in these areas than the proficient school counselor [the next level of competence] but does have a feeling of mastery and the ability to cope with and manage many contingencies of fieldwork.

Expert (4): The expert no longer relies on an analytic principle (rule, guideline, maxim) to connect her or his understanding of the situation to an appropriate action. The expert school counselor, with an enormous background of experience, now has an intuitive grasp of each situation and zeroes in on the accurate region of the problem.

NBJ: No Basis to Judge.

*This evaluation form is based on the work of Dreyfus and Dreyfus (1986), who defined stages of competence.
Description of Skills Leading to Competencies that are Developed During the Clinical Experience

Competence Level as assessed by the supervisor at the time of evaluation is indicated in the right column. Candidates are evaluated at mid-quarter and end of the quarter for each quarter.

INSTRUCTIONS

Students preparing to work as a school counselor must demonstrate professional knowledge and skills in the several areas indicated below. Students are expected to demonstrate the competencies listed below during their work as a candidate at your site.

Please evaluate the student on these competencies.

Space for additional comments is provided at the end of the form.

1 = Novice 2 = Intermediate 3 = Advanced 4 = Expert NBJ= No Basis to Judge
I. Core Knowledge Base and Foundations Supervisor Rating
A. Professionalism, ethics and legal mandates
1. Advocates for all pupils, with special emphasis for at-risk and under-achieving youth
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
2. Applies laws related to child welfare and attendance (CWA), such as student discipline proceedings, due process, pupil records, confidentiality, custody, compulsory school attendance, child abuse reporting and child protection
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
3. Applies state and federal laws pertaining to all residency and alternative enrollment options and custody situations, including foster care, adoption issues, and individual, group, and institutional placements
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
4. Applies ethical decision making when confronted with ethical or legal challenges in child welfare and attendance practice.
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
II. Professional Skills and Training
A. Program Leadership and Management
1. Demonstrates understanding of funding resources related to CWA programs
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
2. Applies knowledge of program development and oversight functions related to CWA, such as multi-discipline teams, School Attendance Review Boards (SARB), Student Attendance Review Teams (SART), Student Study Teams (SST) and case management and delivery of adjunctive services
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
3. Understands attendance policies and attendance accounting systems, including district and state rules and regulations
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
B. Collaboration and Partnerships
1. Applies the principles of team building and working with diverse cultural and professional groups to develop and sustain learning and support systems such as Healthy Start, family resource centers, health centers, parent centers, tutoring centers and mentoring
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
2. Understands and applies health and human services resource mapping and develops initiatives in response to the needs of students and families
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
C. School Culture and Related Systems
1. Understands the school system organization and governance structure and the role CWA plays within the structure
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
2. Demonstrates and applies strategies for advocating for CWA services and programs
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
D. Assessment and Evaluation of Barriers for Underachieving Learners
1. Demonstrates an understanding of and an ability to work with various at-risk populations such as youth in out-of-home placement, pregnant and teen parents, homeless youth, dropouts, and potential dropouts, delinquent youth, special education, disabled and expelled youth
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
2. Applies strategies of conflict mediation and resolution and peer mediation methodologies that can be used to remove learning barriers
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
3. Demonstrates knowledge of and ability to facilitate staff development programs on issues pertaining to at-risk pupils and CWA
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
4. Demonstrates an understanding of dropout prevention and attendance improvement practices
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
5. Demonstrates an understanding of the critical dimensions involved in conducting successful home visitations, including home assessment, triage (establishing priorities in crisis situations), strategies for personal safety, and culturally competent counseling with special considerations for race, poverty, and special needs
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
6. Demonstrates an understanding of parental involvement and parenting skills and their application and inclusion in CWA and educational issues
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
7. Demonstrates and understanding of the importance of developing leadership skills among parents and their role in school reform
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
III. Student’s Professional Development and Conduct
1. Works with initiative independently and responsibly
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
2. Demonstrates professionally appropriate behavior, dispositions and professional attire
1 Novice2 Interm.3 Advan.4 ExpertNBJ - No Basis to Judge
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