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Final 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: Advanced
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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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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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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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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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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: Advanced
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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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MET: Advanced
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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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79.17
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100.00%
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79.17
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Finalized
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79.17
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