Standard 32

Determination of Candidate Competence

Prior to recommending candidates for a School Counseling Credential, one or more persons who are responsible for the program determine that candidates have satisfied each professional standard. This determination is based on thorough documentation and written verification by at least one district supervisor and one institutional supervisor. Candidates have also documented that they have earned an appropriate graduate degree from an accredited institution of higher learning.

Factors to Consider

  1. Effective procedures to track and monitor candidate completion of credential requirements and all competency standards

The competencies of each student for each completed course in the program are documented by each instructor when the course is completed. The counselor education faculty will take every precaution to make certain each student completing the program has met all competencies, has met field practice requirements, and has satisfactorily completed all testing and validation procedures.

When the PPS program coordinator reviews the clearance form, all courses showing on the form have cleared and competencies have been met. The PPS program coordinator has the responsibility of recommending candidates for credentials. The procedure is established since at least one field practice course will come near the end of the program and the PPS program coordinator will be in the best position to make final review on the student. Field experience folders for students are stored in the file cabinet located at the office of the Department of Counseling, Special Education and Rehabilitation.

The candidate is asked to fill out a Program Completion Form at the end of the course of study. The courses are all listed with an entry for the semester and year of completion, the units taken and the grade received; if there is an equivalent course used to complete the program, it is written in by the course being covered. The student must also show he/she holds a teaching credential or has a Certificate of Clearance from the State of California and has documented evidence of passing the CBEST.

When all of the entries on the form are completed, the student signs it. At that time, the PPS program coordinator will review, approve, and sign the form, which will authorize the clearance of the credential. The Credential Analyst completes the final review and obtains the endorsement of the Director of Teacher Education.

2. a. A systematic summative assessment has been completed of the candidates’ performance by at least one district supervisor and one institutional supervisor; and

b. The assessment encompasses the skills and knowledge necessary for professional competence and is based on documented procedures or instruments that are clear, fair, and effective

When a student completes a field practice, the district supervisor completes the Supervisor's Evaluation of Field Study Student Form. The supervisor then discusses the form with the student. When the review is complete, the district supervisor and the student both sign the document. The student then meets with the university supervisor to go over the results of the evaluation and the university supervisor signs it off at that time. The evaluation form covers the following areas:

Personal Characteristics:

1. Professional Knowledge: Counseling

     Demonstrates ability to counsel with individual and small groups of students with a variety of problems. Relates practice with an understanding of human behavior.

2. Interpersonal Relationships and Consultation:

     Demonstrates ability to consult with teachers, parents, and staff regarding meeting development needs of students.

3. Referral Procedures:

     Understands the school’s procedures in referring a school child with a problem to their parents or to a specialist.

4. Responsibility:

     Knows how to plan, organize & develop appropriate work hours to meet needs of children: commits time wisely.

5. Interpersonal Relationships:

    Cooperates with administrators, staff & teachers in working with students.   Acquainted self with nurse, psychologist, etc.

6.   Ethical and Legal Procedures:

     Places welfare of child above personal values; high regard for ethics; inquired about legal rights of children.

7. Needs and interest of children:

     Shows consideration for needs of children; tried to meet developmental needs; used confidentiality with issues.

8. Physical Health:

   High energy level; seldom absent or not at all due to health.

9. Mental Health:

Set a good emotional tone around others; patient with children; secure; very little complaining on the job.

10. Self Concept:

Perceives one’s own qualities in a positive manner; develops insights with respect to self-motives & behavior.

11. Flexibility

Able to work with other persons at the school; open to space assignment; cooperative with time & change issues.

12. Pursued Professional Growth:

Demonstrated a willingness to learn: requested help when needed; listened to others.

13. Comprehensive Guidance Program:

Understands concepts central to a comprehensive guidance program; personal, social and educational development trends.

14. Risk Taking and Self Control:

Was able to get along well with others; willing to take a chance in a situation; reacts well in stressful situations.

15. Job Mastery:

Was able to learn about the duties that a school counselor will perform; adapted well to conditions.

Each of the above areas has a space for the district supervisor to make comments in each category. The district supervisor is also asked to write about areas of particular strengths or weaknesses observed in the candidate.

The institutional supervisor, in addition to writing and reviewing the results of the Supervisor's Evaluation of Field Study, also reviews the Fieldwork Evaluation Form completed by the candidate.

This form is collected from each of the students completing the field practice. This form gives the students opportunity to respond in writing to the experience.

These documents have been well received by the students in the past and are considered to be fair, clear, and effective. Changes will be based on the types of feedback received about these documents.

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