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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 practicum 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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MET: Proficient |
NOT MET: Developing |
NOT MET: No Evidence |
| Foundations |
(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:
• Practicum student considers
ethical and legal implications in
decision-making.
• Practicum student looks to the
ASCA National Model as a guidance document.
• Practicum student promotes
contemporary “school
counselor” title over that of
“guidance” counselor. |
Seeks guidance and instruction
of the application and
adherence of ethical and legal
standards in school counseling.
OR
Is developing the ability to
articulate, model, and advocate
for an appropriate school
counselor identity and program. |
Seeks guidance and instruction
of the application and
adherence of ethical and legal
standards in school counseling.
OR
Is developing the ability to
articulate, model, and advocate
for an appropriate school
counselor identity and program. |
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MET: Proficient |
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MET: Proficient |
NOT MET: Developing |
NOT MET: No Evidence |
| Counseling Prevention & Intervention |
(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
social/emotional 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:
• Practicum student
suggests/applies specific
counseling theories and
techniques.
• Practicum student 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
social/emotional 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:
• Practicum student
suggests/applies specific
counseling theories and
techniques.
• Practicum student initiates
conversation and location of
school’s crisis management
plan and referral resources.
|
No evidence of ability to
provide effective
developmentally appropriate
school counseling services to
diverse student populations. |
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MET: Proficient |
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MET: Proficient |
NOT MET: Developing |
NOT MET: No Evidence |
| Diversity & Advocacy |
(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
social/emotional 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 social/emotional
development of students.
LOOK-FORS / EXAMPLES:
• Practicum student gives
consideration to cultural,
economic, and political issues
during service delivery/program
planning.
• Practicum student is
intentional in examining the
congruence of policies,
programs, and practices in relation to the needs of
students and families
|
Seeks instruction and
professional dialogue to
develop multicultural
competencies in relation to
diversity, equity, and
opportunity in student learning
and development.
OR
Observes collaborative efforts
to engage parents, guardians,
and families to promote the
academic, career, and
social/emotional development
of students.
|
No 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
social/emotional development. |
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MET: Proficient |
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MET: Proficient |
NOT MET: Developing |
NOT MET: No Evidence |
| Assessment |
(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
social/emotional 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 social/emotional
development.
LOOK-FORS / EXAMPLES
• Practicum student initiates
discussions for access to data
for identifying programming and
student needs.
• Practicum student is
intentional in identifying
potential barriers to student
development.
• Practicum student looks to the
ASCA National Model for
assessment guidance.
|
Assists with the assessment
and/or interpretation of
students’ strengths and needs
and is currently developing their
recognition of uniqueness in
cultures, languages, values,
backgrounds, and abilities.
OR
Assists with the selection of
appropriate assessment
strategies that can be used to
evaluate a student’s academic,
career, and social/emotional
development.
OR
Engages in professional
dialogue to increase awareness
of barriers that impede
students’ academic, career, and
social/emotional development.
• Practicum student initiates
conversation and location of
school’s crisis management
plan and referral resources.
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No evidence that demonstrates
the ability to make appropriate
referrals and/or make use of
assessments to effectively
appraise students’ academic,
career, and/or social/emotional
development and programming. |
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MET: Proficient |
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MET: Proficient |
NOT MET: Developing |
NOT MET: No Evidence |
| Research & Evaluation |
(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 LOOK-FORS / EXAMPLES:
• Practicum student discusses
research findings related to
program outcomes.
• Practicum student shares
technology relevant to school
counseling programming and
student learning.
|
Seeks relevant research
findings to inform the practice
of school counseling.
OR
Researches data sources to
enhance school counseling
programs.
|
No 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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MET: Proficient |
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MET: Proficient |
NOT MET: Developing |
NOT MET: No Evidence |
| Academic Development |
(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:
• Practicum student initiates
discussions about cross-
walking strategies that enhance
academic achievement.
• Practicum student is
intentional in identifying
achievement gaps and
populations.
• Practicum student considers
differentiated instructional
strategies during program
planning.
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Is planning programs designed
to enhance student academic
development.
OR
Is researching strategies and
activities to prepare students
for a full range of
postsecondary options and
opportunities.
OR
Is observing differentiated
instructional strategies that
draw on subject matter and
pedagogical content knowledge
and skills to promote student
achievement.
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No 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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MET: Proficient |
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MET: Proficient |
NOT MET: Developing |
NOT MET: No Evidence |
| Collaboration & Consultation |
(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
social/emotional 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:
• Practicum student
intentionally includes others
within and outside of the school
community for program
planning and implementation.
• Practicum student seeks out
supervision and consultation.
• Practicum student asks about
accessing existing peer
programming. |
Observes the site supervisor to
collaborate with parents,
guardians, and families to act
on behalf of their children to
address problems that affect
student success in school
(observation only.)
OR
Observes the site supervisor
consult with teachers, staff, and
community-based organizations
to promote student academic,
career, and social/emotional
development (observation
only.)
OR
Observes the site supervisor
use referral procedures with
helping agents in the
community (observation only.) |
No 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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MET: Proficient |
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MET: Proficient |
NOT MET: Developing |
NOT MET: No Evidence |
| Leadership |
(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:
• Practicum student considers
and inquires about Recognized
ASCA Model Program (RAMP).
• Practicum student explores
avenues for presenting
educational program to
teachers/parents.
• Practicum student inquires
about needs assessments for
parent/teacher education. |
Seeks information regarding
the school site’s specific
program design,
implementation, management,
and evaluation components of
a comprehensive
developmental school
counseling program.
OR
Plans 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). Practicum student
has not presented at this time.
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No 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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MET: Proficient |