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Mid-term
School Counseling AIA Rubric
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General overview
The Pre-Advanced Internship
Assessment (Pre-AIA) is completed twice by the practicum site supervisor
during the 100-hour internship in school counseling. Candidates must be given
the opportunity to be observed on each standard/competency noted in the Pre-AIA.
Instructions: Referring to the rating descriptions
below, click on the rating level that best describes the practicum student’s
performance on each standard. In order to complete the program successfully,
School Counseling students must have met every standard at the “MET:
Proficient” level. For a “Proficient” rating, all criteria connected by “AND”
must be met; if one or more of the individual items connected by “AND” are
not met, the site supervisor should select a “Not Met” rating of
“Developing” or “No Evidence.” Provide a comment below for any rating of
“Not Met”. Practicum students who receive “Not Met” ratings on the final
evaluation will receive remediation before moving forward to the
internship courses. Remediation may involve targeted mentoring on
specific standards and extended time to provide additional evidence. It is
expected that practicum students may receive a rating of “Not Met” of
some standards at the mid-term portion of the practicum experience.
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Final
AIA
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MET: Advanced
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MET: Proficient
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NOT MET: Developing
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NOT MET: No Evidence
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FOUNDATIONS
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Intern cultivates ethical behavior(s) in
others. AND/OR Advocates for ethical and legal decision making/policy
changes. AND/OR Advocates for appropriate school counselor identity and
program.
(B.1) Demonstrates the ability to apply
and adhere to ethical and legal standards in school counseling. AND (B.2)
Demonstrates the ability to articulate, model, and advocate for an
appropriate school counselor identity and program. LOOK-FORS / EXAMPLES: Intern
considers ethical and legal implications in decision-making. Intern looks
to the ASCA National Model as a guidance document. Intern promotes
contemporary “school counselor” title over that of “guidance” counselor.
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(B.1) Demonstrates the ability to apply
and adhere to ethical and legal standards in school counseling. AND (B.2)
Demonstrates the ability to articulate, model, and advocate for an
appropriate school counselor identity and program.
LOOK-FORS / EXAMPLES: Intern considers
ethical and legal implications in decision-making. Intern looks to the
ASCA National Model as a guidance document. Intern promotes contemporary
“school counselor” title over that of “guidance” counselor.
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Insufficient evidence of ability to apply ethical and
legal standards, and/or articulate, advocate, or model professional
identity/programming.
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No Evidence
0 points
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MET: Proficient
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MET: Advanced
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MET: Proficient
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NOT MET: Developing
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NOT MET: No Evidence
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COUNSELING PREVENTION AND INTERVENTION
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Intern independently applies
self-evaluation and reflection to improve counseling skills. AND/OR
Evaluates and suggests programming changes that improve service
delivery.
(D.1) Demonstrates self-awareness,
sensitivity to others, and the skills needed to relate to diverse
individuals, groups, and classrooms. AND (D.2) Provides individual and
group counseling and classroom guidance to promote the academic, career,
and personal/social development of students.
AND (D.3) Designs and implements
prevention and intervention plans related to the effects of (a) atypical
growth and development, (b)
health and wellness, (c) language, (d)
ability level, (e) multicultural issues, and (f) factors of resiliency on
student learning and development. AND (D.4) Demonstrates the ability to
use procedures for assessing and managing suicide risk. AND (D.5) Demonstrates
the ability to recognize his or her limitations as a school counselor and
to seek supervision or refer clients when appropriate.
LOOK-FORS / EXAMPLES: Intern
suggests/applies specific counseling theories and techniques. Intern
initiates conversation and location of school’s crisis management plan
and referral resources.
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(D.1) Demonstrates self-awareness, sensitivity to
others, and the skills needed to relate to diverse individuals, groups,
and classrooms. AND (D.2) Provides individual and group counseling and
classroom guidance to promote the academic, career, and personal/social
development of students. AND (D.3) Designs and implements prevention and
intervention plans related to the effects of (a) atypical growth and
development, (b) health and wellness, (c) language, (d) ability level,
(e) multicultural issues, and (f) factors of resiliency on student
learning and development. AND (D.4) Demonstrates the ability to use
procedures for assessing and
managing suicide risk. AND (D.5)
Demonstrates the ability to recognize his or her limitations as a school
counselor and to seek supervision or refer clients when
appropriate.
LOOK-FORS / EXAMPLES: Intern
suggests/applies specific counseling theories and techniques. Intern
initiates conversation and location of school’s crisis management plan
and referral resources.
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Insufficient evidence of ability to provide effective
developmentally appropriate school counseling services to diverse student
populations, recognizing limitations that necessitate supervision and/or
referral.
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No Evidence
0 points
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MET: Proficient
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MET: Advanced
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MET: Proficient
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NOT MET: Developing
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NOT MET: No Evidence
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DIVERSITY AND ADVOCACY
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Intern cultivates cultural sensitivity in
others. AND/OR Evaluates and suggests changes to policies, programs,
and/or services that improve equity and opportunity for diverse student
academic, career and personal/social development. AND/OR Actively seeks
out and develops opportunities to engage stakeholders in student
development.
(F.1) Demonstrates multicultural
competencies in relation to diversity, equity, and opportunity in student
learning and development. AND
(F.2) Advocates for the learning and
academic experiences necessary to promote the academic, career, and
personal/social development of students. AND
(F.3) Advocates for school policies,
programs, and services that enhance a positive school climate and are
equitable and responsive to multicultural student populations. AND
(F.4) Engages parents, guardians, and
families to promote the academic, career, and personal/social development
of students.
LOOK-FORS/EXAMPLES: Intern gives
consideration to cultural, economic, and political issues during service
delivery/program planning. Intern is intentional in examining the
congruence of policies, programs, and practices in relation to the needs
of students and families.
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(F.1) Demonstrates multicultural
competencies in relation to diversity, equity, and opportunity in student
learning and development. AND
(F.2) Advocates for the learning and
academic experiences necessary to promote the academic, career, and
personal/social development of students. AND
(F.3) Advocates for school policies,
programs, and services that enhance a positive school climate and are
equitable and responsive to multicultural student populations. AND
(F.4) Engages parents, guardians, and
families to promote the academic, career, and personal/social development
of students.
LOOK-FORS/EXAMPLES: Intern gives
consideration to cultural, economic, and political issues during service
delivery/program planning. Intern is intentional in examining the
congruence of policies, programs, and practices in relation to the needs
of students and families.
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Insufficient evidence of multicultural competence in
student learning and development and the ability to advocate for such
services and engage stakeholders in student academic, career, and
personal/social development.
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No Evidence
0 points
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MET: Proficient
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MET: Advanced
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MET: Proficient
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NOT MET: Developing
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NOT MET: No Evidence
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ASSESSMENT
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Intern evaluates assessment
techniques/strategies and suggests improved culturally sensitive
assessments for academic, career, and/or personal/social
development/program ming. AND/OR Identifies new referral resources. (H.1)
Assesses and interprets students’ strengths and needs, recognizing
uniqueness in cultures, languages, values, backgrounds, and abilities.
AND (H.2) Selects appropriate assessment strategies that can be used to
evaluate a student’s academic, career, and personal/social development.
AND (H.3) Analyzes assessment information in a manner that produces valid
inferences when evaluating the needs of individual students and assessing
the effectiveness of educational programs. AND (H.4) Makes appropriate
referrals to school and/or community resources. AND (H.5) Assesses
barriers that impede students’ academic, career, and personal/social
development. LOOK-FORS / EXAMPLES Intern initiates discussions for access
to data for identifying programming and student needs. Intern is
intentional in identifying potential barriers to student development.
Intern looks to the ASCA National Model for assessment guidance.
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(H.1) Assesses and interprets students’ strengths and
needs, recognizing uniqueness in cultures, languages, values,
backgrounds, and abilities. AND (H.2) Selects appropriate assessment
strategies that can be used to evaluate a student’s academic, career, and
personal/social development. AND (H.3) Analyzes assessment information in
a manner that produces valid inferences when evaluating the needs of
individual students and assessing the effectiveness of educational
programs. AND (H.4) Makes appropriate referrals to school and/or
community resources. AND (H.5) Assesses barriers that impede students’
academic, career, and personal/social development. LOOK-FORS / EXAMPLES
Intern initiates discussions for access to data for identifying
programming and student needs. Intern is intentional in identifying
potential barriers to student development. Intern looks to the ASCA
National Model for assessment guidance.
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Insufficient evidence
that demonstrates the
ability to make
appropriate referrals
and/or make use of
assessments to
effectively appraise
students’ academic,
career, and /or
personal/social
development and
programming.
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No Evidence
0 points
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NOT MET: Developing
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MET: Advanced
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MET: Proficient
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NOT MET: Developing
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NOT MET: No Evidence
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RESEARCH AND EVALUATION
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Intern suggests new technologies, research, and/or
data sources for analysis to improve school counseling practices/services
that result in positive learning outcomes. (J.1) Applies relevant
research findings to inform the practice of school counseling. AND (J.2)
Develops measurable outcomes for school counseling programs, activities,
interventions, and experiences. AND (J.3) Analyzes and uses data (and
relevant technology) to enhance school counseling programs. LOOK-FORS /
EXAMPLES: Intern discusses research findings related to program outcomes.
Intern shares technology relevant to school counseling programming and
student learning.
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(J.1) Applies relevant research findings to inform the
practice of school counseling. AND (J.2) Develops measurable outcomes for
school counseling programs, activities, interventions, and experiences.
AND (J.3) Analyzes and uses data (and relevant technology) to enhance
school counseling programs. LOOK-FORS / EXAMPLES: Intern discusses
research findings related to program outcomes. Intern shares technology
relevant to school counseling programming and student learning.
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Insufficient evidence of ability to apply research,
engage in data analysis, and/or make use of technology for positive
measurable programming outcomes.
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No Evidence
0 points
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MET: Proficient
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MET: Advanced
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MET: Proficient
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NOT MET: Developing
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NOT MET: No Evidence
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ACADEMIC DEVELOPMENT
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Intern evaluates existing programs/services/strat
egies making suggestions that result in improved differential
instruction, student achievement, and/or postsecondary
opportunities/options. (L.1) Conducts programs designed to enhance
student academic development. AND (L.2) Implements strategies and
activities to prepare students for a full range of postsecondary options
and opportunities. AND (L.3) Implements differentiated instructional
strategies that draw on subject matter and pedagogical content knowledge
and skills to promote student achievement, (e.g., making use of
supportive technologies). LOOK-FORS / EXAMPLES: Intern initiates
discussions about cross-walking strategies that enhance academic
achievement. Intern is intentional in identifying achievement gaps and
populations. Intern considers differentiated instructional strategies
during program planning.
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(L.1) Conducts programs designed to enhance student
academic development. AND (L.2) Implements strategies and activities to
prepare students for a full range of postsecondary options and
opportunities. AND (L.3) Implements differentiated instructional strategies
that draw on subject matter and pedagogical content knowledge and skills
to promote student achievement, (e.g., making use of supportive
technologies). LOOK-FORS / EXAMPLES: Intern initiates discussions about
cross-walking strategies that enhance academic achievement. Intern is
intentional in identifying achievement gaps and populations. Intern
considers differentiated instructional strategies during program
planning.
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Insufficient evidence of ability to make use of
supportive technologies to deliver programming using differential
instructional strategies that result in student achievement and/or a
sufficient range of postsecondary options/opportunities.
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No Evidence
0 points
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NOT MET: Developing
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MET: Advanced
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MET: Proficient
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NOT MET: Developing
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NOT MET: No Evidence
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CONSULTATION AND COLLABORATION
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Intern collaborates and consults in a professional
manner with stakeholders within and outside of the school community to
improve policy/practices that promote student success and holistic
development. AND/OR Intern creates/implements peer helping program aimed
at improving student development/well- being. AND/OR Intern
is aware of and adheres to ethical standards regarding parent/guardian
rights and confidentiality. AND/OR Intern is aware of and adheres to
ethical standards when collaborating, consulting, and making referrals.
(N.1) Works with parents, guardians, and families to act on behalf of
their children to address problems that affect student success in school.
AND (N.2) Locates resources in the community that can be used in the
school to improve student achievement and success. AND (N.3) Consults
with teachers, staff, and community-based organizations to promote
student academic, career, and personal/social development. AND (N.4) Uses
peer helping strategies in the school counseling program. AND (N.5) Uses
referral procedures with helping agents in the community (e.g., mental
health centers, businesses, service groups) to secure assistance for
students and their families. LOOK-FORS / EXAMPLES: Intern intentionally
includes others within and outside of the school community for program
planning and implementation. Intern seeks out supervision and
consultation. Interns asks about accessing existing peer programming.
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(N.1) Works with parents, guardians, and families to
act on behalf of their children to address problems that affect student
success in school. AND (N.2) Locates resources in the community that can
be used in the school to improve student achievement and success. AND
(N.3) Consults with teachers, staff, and community-based organizations to
promote student academic, career, and personal/social development. AND
(N.4) Uses peer helping strategies in the school counseling program. AND
(N.5) Uses referral procedures with helping agents in the community
(e.g., mental health centers, businesses, service groups) to secure
assistance for students and their families. LOOK-FORS / EXAMPLES: Intern
intentionally includes others within and outside of the school community
for program planning and implementation. Intern seeks out supervision and
consultation. Interns asks about accessing existing peer programming.
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Insufficient evidence of ability to effectively
collaborate and/or consult on behalf of students and families and/or make
use of referral procedures and peer helping strategies.
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No Evidence
0 points
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MET: Proficient
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MET: Advanced
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MET: Proficient
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NOT MET: Developing
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NOT MET: No Evidence
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LEADERSHIP
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Intern works with others within and outside of the
school community to influence policy, enhance services, and promote a
developmentally appropriate, comprehensive school counseling program.
(P.1) Participates in the design, implementation, management, and
evaluation of a comprehensive developmental school counseling program.
AND (P.2) Plans and presents school- counseling-related
educational programs for use with parents and teachers (e.g.,
parent education programs, materials used in classroom guidance and
advisor/advisee programs for teachers). LOOK-FORS / EXAMPLES: Intern
considers and inquires about Recognized ASCA Model Program (RAMP). Intern
explores avenues for presenting educational program to teachers/parents.
Intern inquires about needs assessments for parent/teacher education.
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(P.1) Participates in the design, implementation,
management, and evaluation of a comprehensive developmental school
counseling program. AND (P.2) Plans and presents school-
counseling-related educational programs for use with parents and
teachers (e.g., parent education programs, materials used in classroom
guidance and advisor/advisee programs for teachers). LOOK-FORS /
EXAMPLES: Intern considers and inquires about Recognized ASCA Model
Program (RAMP). Intern explores avenues for presenting educational program
to teachers/parents. Intern inquires about needs assessments for
parent/teacher education.
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Insufficient evidence of ability to provide leadership
for the planning, implementation, and evaluation of a comprehensive
developmental school counseling program and/or plan and present
parent/teacher educational programs.
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No Evidence
0 points
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NOT MET: Developing
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Evaluation
Score Summary
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Title:
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Score
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Weight
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Adj. Score
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Primary Evaluation
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54.17
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100.00%
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54.17
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Finalized
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54.17
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