Trainee: Kathe EVALUATION OF COMPETENCY DEVELOPMENT ‘SCHOOL COUNSELING PROGRAM, SAN DIEGO STATE UNIVERSITY Trainee _ Katherine Hickey Semester _Spring Year _2014 Field Experience: _x_Practicum Fieldwork Field Placement District: Oceanside School: __Libby Elementary Field Supervisor: _Nicole Pablo University Supervisor E Ti Areal Core! ‘Brief Summary of Feld Placement Activities: = Practice of Ethics outlined by ASCA ethical Standards. = Currently enrolled in School Counseling Program, ~ Shadowed and observed school counselor for three months. = Weekly counseling secessions with 10 students in individual and groups to address personal/social/academic student Issues. ~ Weekly Review of Aeries and cumulative files. = Utilized counseling interventions within the counseling room. = Discussed role of school counselor in legal situations. ~ _ ASCAand CASC Membership. = Attended staff meeting and LCAP/ CFF budget reviews = Hosted Palmquist cohort to the functions of Libby = Utilized ASCA model for group lessons = Attending NOSCA = Willattend CASC conference in June Observed Yoga after school program. + Reviewed Oceanside unified’s Suicide risk assessment screening, Development Rating: 0 - Not Seen; 1 - Emerging; 2- Established; 3 - Integrated Evaluation Rating: 1 ~ Concern; 2 -Satistactory; 3— Commendable Self-Evaiuation| Supenisor’s Evaluation 'STU.17 FOUNDATIONS OF THE SCHOOL COUNSELING PROFESSION Develop | eval_| Develop | Eval Professional understanding of the state and national history, philosophy, 2 2 2 2 theories, principals and trends ofthe school counseling profession ‘Knowledge and understanding of developing, implementing and evaluating a 7 z z 2 ‘comprehensive and developmental schoo! counseling and guidance program knowledge and understanding of the domains of educational counseling 2 2 3 z including academic, career, and personal end social development ‘Aware of how school counseling programs and services are devised to z 2 2 z promote student development, earning and achievement 'ST0.i8 PROFESSIONALISM, ETHICS AND MANDATES Recognizes the importance of ongoing education as part of professional 2 2 z 3 | growth ‘Awareness of current trends in education and the impact of these trends on T 7 T 2 professional identity Knowledge of State and Federal egal requirements, constraints and z z 7 2 Updated aa7/14Trainee: Katherine Hi Tegulations impacting school counselors and pupils (confidentiality, child abuse reporting, pupil record, tate requirements for academic progress and high schoo! graduation) Applies ACSA ethical standards and practices to counseling situations 2 2 2 2 Knowledge of benefits of state and national school counseling professional 2 2 1 2 organization membership Utilizes resources from professional organizations 2 i 1 i ‘Trainee’s Comments: ‘This semester feel that ! have grown in the areas of professionalism, ethics, and foundations of schooi counseling. In our core classes we are taking a course on ethics where we study in depth the ASCA ethical model. Additionally, have had situations with my case students who I was able to apply what | have learned within my classes, my CARES grant, and at practicum to act ina professional and ethical way. This semester | will attend the NOSCA conference where | look forward to learning more and yielding professional growth, Additionally this summer | will be attending ASCA and a conference on foster youth services. | am seeking out every opportunity to grow and develop as a professional schoo} counselor while continuing to learn practically how to be a schoo! counselor through the practicum experience. One area that | feel | have grown professionally would be in my discussion with teachers about my case study students. Throughout the semester | saw the confidence of the teachers trust in my ‘work with the students develop and believe I was able to maintain professional rapport with them. ‘Supervisor's Comment: Katie has demonstrated an emerging and established development of the standards of Area |. Core Knowledge Base and Foundations. Through our regular Learning Lab discussions and development of the variety of counseling services, such as guidance lessons and crisis management, Katle’s active participation has demonstrated her knowledge and understanding for Standard 17-Foundations of the School Counseling Profession. She has a good grasp of the history, philosophies, trends, and the ‘way counseling services are devised to support data-driven achievement. Katie's involvement with the CARES grant and her regular seminars continues to be commendable in showing her recognition of ongoing education in relation to Standard 18-Professionalism, Ethics, and Mandates. She is able to infuse the knowledge gained into her work with one of her students on her case load, primarily recognizing FERPA and confidentiality. Her knowledge and practice of the state and federal legal requirements, ethical standerds has been observed as emerging, as seen through her work with her individual counseling case load and any crises she encounters. TT -Atea thy Acadethlc/Caréer Domains of School Couinseling and Guidance Brief Summary of Field Placement Activities: = Reviewed and went over with student's college wall in counseling center, = Promotion of College culture and forward thinkIng through each class having flags representing different Universities. = Collaborated on stealing guidance curriculum. = Review of ASCA standards for Academiic/career development, = Work in mater class with individual students on working independently = Creating and analyzing pre/post tests for guidance lessons on tattling vs telling and homework lesson = Utilized ASCA Guidance lesson plan template + Attended College tour with Potter J. High. ~ Participated in college day skit Developed and facilitated Tattling vs telling guidance Curriculum. Organization and planning of homework lesson = Brainstorm idea to incorporate college culture at Libby = B weeks of group guldance lessons for 2" grade boys focused on study and social skills = Worked with case study student on the Importance of academic success Development Rating: 0- Not Seen; 1 - Emerging; 2 - Established; 3 - Integrated Evaluation Rating: 1 - Concern; 2 - Satisfactory; 3— Commendable ‘Self Evaluation ‘Supervisor's Evaluation Updated 4/37/38“ ‘Trainee: Katherine Hickey - Page 4 ‘$10.19 ACADEMIC DEVELOPMENT Develop | Eval | Develop | Eval Knowledge of the application and rationale of state adopted curriculum 1 2 1 2 standards and frameworks for academic development Knowledge of and skill in improving pupils’ self-concept as learners, pride in 2 2 3 3 achievement, motivation to learn, and development of attitudes and behaviors that lead to successful learning (understanding of learning styles, acceptance of mistakes as essential to the learning process, and skills in goal setting, test taking, problem solving, decision making, and communication) Knowledge of and skil in helping pupils achieve school suceess, includin ‘aking responsibility far their own actions, working independently and cooperatively, being dependable and productive, and sharing knowledge, interests, and abilities ‘Understands high school graduation requirements and demonstrates skillin T 2 0 2 ‘equitably assisting pupils in developing appropriate academic plans ‘Knowledge of guidance curriculum that supports learning and skill n using 7 2 2 3 classroom guidance techniques Knowledge of and skillin accessing admission requirements for public and 0 2 z 2 private colleges and universities, vocational and trade schools, and other post-secondary training opportunities ‘570.20 CAREER DEVELOPMENT Knowledge of labor market information, employment trends, career clusters: 1 2 1 z and pathways, career choice theories, and school- and technology-based career development programs Knowledge of and skils in using assessrnent instruments, techniques, and T z 7 z resources relevant to career planning, decision making, and educational assessment, planning, and evaluation Skil in using school- and technology-based career development programs and i 2 7 2 strategles, and ability to teach and develop essential employability skills such as teamwork, problem solving and organizational skills Comments: While facitating a small group of second grade boys is where | have seen the most growth in the area of academic evelopment, The topic of our group has focused on study and social skills including out not limited to the following topics: ‘organization, homework, and listening, These three topics provided insight into the inner workings of an elementary school age ‘concept on those topics while opening an opportunity to disseminate information on academic skills. Additionally, with my individual case students | have had many discussions about learning in the classroom, practicing focusing skills, and conversations about the importance of doing work now to produce work in their future. Under the area of guidance curriculum I had the ‘opportunity to organize and group facilitate a lesson on tattling versus telling. Overall the lesson went really well and | was able to lear from our experiences last semester to enhance our guidance lesson, Working at the elementary level we have not had an abundant opportunity to explore and learn information about graduation requirements or career development. I think there will be greater growth in this area when working at the high school level, However, this year I learned about the transition from 5" grade to middle school and some of the activities the students participate in, to enable a smoother transition the following year. This semester | attended junior high field trip to a college university and was able to gain an introduction to introducing students to college culture, | am looking forward to attending NOSCA a school counseling conference fecused on college equity for al students. From this college | hope to lear information and skills to working with students in order to prepare them to researching, applying and attending @ college in their future, ‘Supervisor's Comments: Katie’s demonstration of Area Il, Academic/Career Domains of School Counseling and Guidance is evaluated asa litle more diverse in development. Her knowledge and skill in relation to Standard 19 ~ Academic Development is integrated in the ‘majority of areas, as she has been able to articulate her understanding and collaboration of curriculum through her experience in her 3% grade master class, classroom guidance lessons, and intentional group counseling guidance lessons, She has been particularly demonstrated an integrated knowledge when it comes to her skill in being able to creatively prepare and facilitate lessons for her individual counseling sessions, Aithough her students have many challenges in the social domain, Katie is able to Updated 17/18,‘Trainee: Katherine Hickey - Page 5 always sucessfully bring the focus back tothe academic development and teach the students the skils of improving thelr postive self-concept asa learner and taking responsibilty for their own academic success. Katie has been observed integrating these sills and being able to do so effortiessy, which lead to my evaluation of commendable in many ofthe areas. Katie has recelved commendable ratings related to her knowledge and ski in creating and facilitating guidance curriculum and techniques that support learning. Katie understands and implements necessary information and modes of teacning regularly and creathity so ‘much that she shines each time she does so. She was rated witha “0” in relation to high school graduation requirements, as we have not covered that material in depth at our elementary site and she received a “1 in relation to college admissions, since she has solely had minimal opportunities to develop this area aside from brainstorming ideas for college activities and facilitating a school-wide college/career play. Likewise, Katie has demonstrated an overall emerging rating for Standard 20-Career Development, as these are also areas she has had few opportunities to develop in, although | am not concerned with, as she wil definitely develop this in depth at fleld work next year. Brief Summary of Field Placement Activities: = Discussions around case studies and appropriate/inappropriate behaviors. = Set goals with case study students to improve behaviors. Drop in student conflict resolution. = Lunch visibility/recess visibility = Use of Icebreakers to get feelings out of students. = Reinforcement of the 8 keys of excellence to support schoo! program. = Met weekly with three individual case study students, ~ Developed and facilitated Tattling vs telling guidance curriculum - Trained student in Peace Patrol + Worked with case student on anger management = Worked with Case student on taking ownership, setting goals, and responsibilities = Monthly support of 8-keys of excellence = Used second step curriculum with case study student = Talked about use of rewards to help stuclents reach their goals. = Worked with student on positive self-concept, self-esteem, and ideas about self. Development Rating: 0- Not Seen; 1 - Emerging; 2 Established; 3 - Integrated Evaluation Rating: 1- Concern; 2 - Satisfactory; 3~ Commendable ‘570.21 PERSONAL AND SOCIAL DEVELOPMENT Knowledge of and skill in developing programs that enable pupils to: develop 2 z 2 2 positive attitudes towards themselves and others, identify and express feelings, recognize personal boundaries, cope with peer pressure, and understand emotional and physical dangers of substance use and abuse Helps pupils to respect alternative points of view, and recognize, accept, 7 2 2 2 respect and appreciate individual differences, cultural diversity, and family configuration patterns ‘Ability to educate and train pupils successfully in decision-making, conflict 2 2 3 3 resolution skills, the relationship between rules, laws, safety and the protection of individual rights, and the difference between appropriate and inappropriate contact Helps pupils learn and practice techniques managing stress, skill for coping 2 2 2 2 with life events, and accessing resources in the school and community ‘Assists pupils in identifying short and long-term goals, setting realistic and 7 2 2 3 achievable goals, and developing a plan for successfully achieving those goals. ‘Trainee’s Comment ‘Working with individual case students has been an area that has stretched me this semester as a school counselor. | had three very diverse case students, whose needs escalated at different times. With each student It was important to assess their ‘needs, work towards their individual goals, and find rewards that would motivate them. One student was removed from my case load half way through the semester due to family situation. However, prior to the removal from the school we worked on sociat Updated 4/27/28: ‘Trainee: Katherine Hickey - Page 6 skis and anger management. Another one of my kids we consistently worked on impulse control, lass room behaviors, and ‘making positive choices. My third student was probably my biggest challenge in the area of finding interventions that would not ‘only keep him engaged but be effective. My biggest focus for this student was developing his self-concept. | think having a wide variety in the needs of my students, provided a vast array of experience and exposure of issues students face in school today. ‘Additionally having students with different needs kept me thinking and on my toes with regards to interventions. tt helped hold ‘me accountable to thinking and planning out my secessions in advance, to ensure that | had control of the counseling rather than letting the circumstances of the day lead me. ‘Supervisor's Comments: Katie has demonstrated an overall rating of establish development for Area Ill, Personal/Social Domain of School Counseling and Guidance. She has been observed demonstrating knowledge and confident skill in helping students develop positive attitudes, exoress feelings, recognize boundaries and diversity, and set goals. Ths Is observed regularly with her challenging caseload of counseling students. In her practice, she has been able to recognize their individual needs and prepare ‘creative and engaging sessions for them to develop thelr own skills. Katie also received commendable ratings for her ability to ‘educate and train students in decision making, safety, and conflict resolution, as she was able to create and facilitate a “Tattle Vs. “Telling” classroom guidance lesson which she facilitated with a number of primary level classes. On top of that, she was able to successfully train a Peace Patrol student on how to facilitate these skills on the playground, Wena rea iV. Themes of School Counselor Preparation ‘Brief Summary of Field Placement Activities: = Welly participation in Master cass. Regular interaction with Mult-cultural/Mult-ingual students and families. = Weekly shadowing of school counselor. = Attend aa IEP prep meeting = Attended school budget meeting for new LCAP ‘Attended meeting of repealing suspension for an autistic student, guardian felt student wasn’t deatt with justly. = Two parent meetings with case study students = Observed afterschool yoge program, = Organized teacher appreciation video project = Organized college ask letters project = Classroom guidance lessons on Tattlng vs. tling, = Attended staff meeting covering LCAP and LCFF = Science night Development Rating: 0 - Not Seen;1 - Emerging; 2- Established; 3 - Integrated Evaluation Rating: 1 - Concern; 2 - Satisfactory; 3 — Commendable ‘Self-evaluation | Supervisor's Evaluation ‘570.22 LEADERSHIP Develop | Eval_| Develop | Eval ‘Leadership in planning, organizing and implementing a counseling and 2 3 2 3 {guidance program designed to increase student learning achievement Development as a leader in education reform and school change efforts o a z 2 ‘Knowledge In funding sources and budget Issues to promote learning and 1 2 i 2 academic achievement 'S10.23 ADVOCACY Knowledge of current and potential biases and discrimination in 7 2 2 2 educational programs, services, and systems that limit, impede, or block the highest educational attainment possible for all pupils Knowledge of school learning support programs and services, and i 2 2 2 advocating for high academic expectations, learning success, and college and career readiness for all pupils. 'STD.24 LEARNING, ACHIEVEMENT AND INSTRUCTION ‘Understanding of classroom dynamics and effective classroom 2 2 3 3 management strategies, and siil in applying instructional strategies, Undatea 4/17/24Trainee: Katherine Hickey - Page 7 ‘activities, and practices to teaching guidance concepts to pupils, parents, and teachers. ‘Understanding of classroom dynamics and instructional activities and 2 2 2 3 ‘materials that are appropriate for pupils with diverse needs, interests, and learning styles ‘Knowledge of techniques for involving parents and guardians in school 1 2 i 2 learning, inciuding conferences, tutoring, homework support, and issues ‘elated to counseling and guidance ‘Trainee’s Comments: In the area of “Themes of preparation for a school counselor," still see lots of potential and room for growth. One area of growth in tis area ! would say was attending the staff meeting that focused on the LCAP and LCFF. By attending this staff budget meeting | was able to learn about the new changes schools are facing with funding. | was able to understand the needs that the teachers focused on for their school, and the way that the principle leads and responds during the meetings. it was very important to every teacher to have a smaller class size, they were not concerned with having more technology but emphasized the need for smaller classes to teach the students effectively. It was also encouraging to hear the teachers advocate for an ‘additional school counselor at the site. An unexpected learning area was the preparation for change Nicole Pablo is making while transitioning schools in the middle of the school year. This new opportunity opened up lots of dialogue in regards to how the two separate schools handled the situation and the managing of responsibilities between the two different schools, I learned the Importance and security that comes from having a permanent position, as well as a smooth way to transition out of your current ‘school site, while mediating all of the politics that can go along with a change of someone so valuable within the school system. ‘Supervisor's Comments: Katie has definitely demonstrated a progressing knowledge and skill in Area IV. Themes of School Counselor Preparation. For ‘Standard 22 ~ Leadership, she has also shined in the area of the planning and organizing counseling services for student ‘achievement. She has taken the lead and jumps right in on the malority of activities and opportunities presented to the team, such as the school-wide Teacher Appreciation and 8 Keys activities, and a number classroom guidance lessons. She has also started to emerge in her knowledge of budgets in her attendance and discussion at the staff meeting where we discussed the Local Control Funding Formula and Local Control Accountability Plan, Katie's development in advocacy has also been integrated as l have been able to have discussions and hear her voice of advocacy in relation to biases in the educational system and programs, as we have discussed her individual counseling case load. In a number of instances, | have observed her advocating in discussion with myself, the group, and even with her students’ teachers to ensure her students continue to receive the highest of academic expectations and success, despite the posing barriers. She is comfortable advocating and does so appropriately and respectfully to facilitate continued rapport. Standard 24-Leamning, Achievement, and instruction is another area where Katie has more diversity in her ratings. She has integrated a commendable understanding and regular facilitation of classroom dynamics, effective management strategies, and instructional activities with students. She has also been able to demonstrate and share these helpful resources with the teachers and parents successfully, through conferences with them. A few examples that stand out are when Katle has created the ‘team’s hand motions for guidance lessons targeted for younger students, a physical yet connected game for her intentional group guidance lesson, and kinesthetic lessons for her case study student, Brief Summary of Field Placement Activities ~ Utilized feelings cards or ice breakers to get students to open up an identify feelings. + Observed stuclents in varying situations to build a holistic view of problems. ~ Interview teachers and other school personnel to gain perspectives of student's behaviors. = Peace patrol training for new student. = _ Review and applied ASCA standards of Schoo! Counselor roles in the school Observed a pre IEP meeting ~ Discussions and brainstorming about caseloads, scenarios, and next steps. - Attended Staff meeting. + Co-Facilitated group counseling for six 2" grade boys. + Carried individual case load of 4 individual students + Covered 4" grade boys group lessons for two weeks Updates 4/37/28Trainee: Ketherine Hickey - Page 8 = Covered 2” grade goal setting group fesson ~ Discussed community programs: BEST and PASS Development Rating: 0 -Not Seen; 1 - Emerging; 2 - Established; 3 - Integrated Evaluation Rating: 1 - Concer; 2 - Satisfactory; 3 ~ Commendable Self-evaluation | Supervisor's Evaluation ‘570.25 INDIVIDUAL COUNSELING Develop | Eval__| Develop [Eval Knowledge of and skillin applying theories of counseling as they pertain to 2 2 2 3 counseling pupils in school (anger management, suicide prevention and intervention, stress reduction, eating disorders, depression, civorced parents, grief and loss) Knowledge of and skill in assisting individual pupils in identifying and 2 z 2 3 expressing feelings, and working through emotional conflicts and problems ‘Assessment of student mental and emotional problems for the purposes of i 2 7 2 determining appropriateness and selection of supportive schoo!- and community-based programs 'STD.26 GROUP COUNSELING AND FACILITATION Knowledge of group theory, group dynamics, and types of groups relevant z 2 2 2 to working in schools Knowledge of and skill in leading small groups directed towards promoting 2 2 3 3 the academic, personal, social, and career development of pupils Knowledge of and skil in faciitating teams and committee meetings of 1 2 2 2 Individuals working on education-related tasks Demonstrates team building skills 2 3 3 3 'STD.27 COLLABORATION, COORDINATION AND TEAM BUILDING ‘Knowledge of and skill in coordinating the support, roles, and services of 7 2 i 2 school staff, parents, amily and community members, and agency personnel within the framework of a comprehensive counseling and ‘guidance program ‘Tralnee’s Comments: This semester | feel in the area of schoo! counseling functions individually and as a team we were able to use what we learned last semester to grow and participate. This semester Teresa and I co-facilitated a group of 2" grade boys in social and study skills. Together we were able to support our group to learn the goals and concepts of each week, covering topics such as: organization, problem solving, and doing homework. In the areas on my Individual counseling { was able to support students dealing with impulse control, anger issues, self-concept, and positive thinking. | was most stretched in the area of one on one services. | really wanted to facus on having lessons that were applicable and intentional when meeting with my students to provide them with the best support possible. Half way through the semester | had to take a personal step back and see | am one plece of their life journey. My job is to provide services, not change who they are and where they are in their growth journey. ‘Once | made this revelation, I was able to have greater confidence in the secessions with my students, This semester as @ team we "were able to collaborate and come up with projects we would want to work on together. The biggest project we took on was @ teacher appreciation video, Working together as a team setting deadlines, and creating something together | think gives us the real experience of what it willbe lke to work with co-workers ata schoo! site. Supervisor's Comments: Katie has carried an individual and group counseling case load and has collaborated with her team and other stake holders throughout the course of the semester for Area V, Functions of School Counselors. Katie has the knowledge anc has been observed utilizing the skils to counsel students on identifying feelings and more serious issues such as anger management, suicide prevention, and family transitions, She fias been able to collaborate and appropriately and successfully support the students When these issues arise, particularly with one of her case study students, which has been commendable at this point in her rogram. ‘She has algo been able to exhibit her knowledge and skin group dynamics and leading a small group through Learning. Lab discussions of systems and pollties and co-faciitating a couple of ten week counseling group on various topics. Katie has also Updates 4/57/38Trainee: Katherine Hickey - Page 9 been observed facilitating teams and meetings with great team building and leadership skills, as well as collaborating to attend ‘meetings for coordinating counseling and outside supports for students. irea VIO intability’ Brief Summary of Field Placement Activities: = Weekly review of Aeries to check on students ouch cards and attendance. = Review of cumulative records on new case students. = Discussed transition of schoo! counselor, = Second semester report card data compare and contrast to last semester = Explained to a mother the purposes of our group counseling and the structure of our model = Course in theories of counseling ~ Course in interventions. Development Rating: 0- Not Seen; 1 - Emerging; 2 - Established; 3 - Integrated Evaluation Rating: 1 -Concern; 2 - Satisfactory; 3— Commendable Self-Evaluation | Supervisor's Evaluation 'STD.28 ORGANIZATIONAL SYSTEMS AND PROGRAM DEVELOPMENT ‘Can explain the process of developing a comprehensive school counseling 2 2 T 2 ‘and guldance program and its impact on teaching and learning Understanding of basic principles and techniques of organizational theory o z 7 z ‘and change theory to lead and work collaboratively as a part of a total ‘educational team Understanding of the organization of the school, dynamics of change, and 2 2 z 2 the roles of individuals within the school setting Can identify a wide range of philosophical, historical, politcal, ethical, 1 2 2 2 cultural, and economic forces that impact the school organization and ecology 'STD.29 PREVENTION EDUCATION AND TRAINING ‘Knowledge of and skill in identifying early signs and predictors of student, aos 7 z learning problems Knowiedge of and skill n developing, organizing, presenting, and evaluating | 0 2 1 z ‘educational programs for students to prevent difficulties and promote learning Knowledge of and skil in developing, organizing, presenting, and evaluating | 0 1 7 z preventive in-service education programs for school staff, parents, and family and community members 'STD.30 RESEARCH, PROGRAM EVALUATION AND TECHNOLOGY Proficiency in the use of relevant technology in order to conduct and i 2 2 2 disseminate research, access information, and evaluate pupll progress ‘killin gathering needs assessment data, Interpreting research data, 7 2 7 2 disseminating findings, and comrnunicating the significance and meaning to pupils, parents, the school, and the community Trainee’s Comments: In the area of Organization systems, accountability and management | am looking for petsonal growth, While I believe this is something | will learn in the future, | want to be intentional with this area. | see accountability and management as a key to the ASCA madel and want to be sure | am meeting the ASCA standards as a future professional. | think my greatest strength in this, area Is the use of relevant technology to disseminate research and information about students’ progress. From my previous experience in the business worid, | have a good understanding of how to be organized, what information to pull, and how to present i. However, in applying it to schools and school counseling particularly ! am looking for developmental growth. | think with additional experience ! will be able to clearly explain @ comprehensive school counseling program. | was proud that towards Updated 4/17/14‘Trainee: Katherine Hickey - Page 10 the end of the semester when asked by @ parent about the purpose of our counseling groups | was able to explain the purpose ‘and philosophy of our group counseling services. Supervisor's Comments: "Area Vi, Organizational Systems, Management and Accountability is one that Katle is mainly stil emerging in. She hes the basic knowledge of Standard 28 ~ Organizational Systems and Program Development, how counseling programs are developed and concepts of organizations of schools and organizational or change theory, however with no formal explanation of the later. ‘She has been able to Identify and use her knowledge and skills to provide support for cultural, ethical, and historical forces that impact the school organization. Katie's knowledge and skill are also still developing in the of Standard 29 - Prevention Education and Training, as she has participated in Learning Labs and helped collaborate with a couple of Vista Community Clinic workshops for parents in the community, although has not had much experience developing, organizing, or facilitating. Katle's development in the Standard 30 — Research, Program Evaluation, and Technology has been observed as established, as have watched her regularly utilize technology to access and evaluate pupli progress of her individual and group counseling students regularly on our Aeries database. She also accesses it on her own accord to help support her counseling planning. She has shared her findings with the team, however disseminating the data would help provide more development in this area for Katie. Overall she has done 2 fine job utilizing these resources into her regular practice. ‘Tralnee Self-Evaluation ‘Supervisor's Evaluation ‘Areas of Strength Last semester Nicole gave me a target growth area of developing my leadership skill. | took this challenge and ran with it and feel that this semester my greatest area of strength ‘was my leadership within our group. Throughout the semester I really tried to focus on taking initiative without controlling ! ‘wanted to leave room for others to take on a leadership role but would step up to help direct projects for all of us to utilize our strengths within each project. | think the semester taught me a lot about personal leadership, leadership within a team, ‘and how to balance group dynamics. The project where the leadership was most demonstrated would be in our teacher appreciation video. ! worked hard to not take on all the work ‘myself but create opportunities for additional team members to ‘contribute and be informed in the projects progress. | hope to continue to grow in this area of professional development and fearn the balances of leadership personally and within a team framework. Areas of Strength Katie continues to shine in her previous strengths from last semester reinforcing that these natural strengths of hers are ‘consistent with time and ail she undertakes. She shares her energy and positive and enthuslastic attitude through all supports she offers and all those she comes into contact with. Her strengths in effective presentation skills and management techniques have also been unfailing and have benefited the students she works with as well as her ‘colleagues who she serves asa positive role model for. am thrilled to have also been able to see Katie develop in her leadership on site. She has appropriately, respectfully, and ‘cooperatively taken initiative on a majority of the group projects presented to the team and often gets the ball started for others to collaborate. Her initiative and ‘motivation is appraciated in a fast-pace role as a school ‘counselor in the field of education. She also does a fine job of not undertaking the entire project, but also facilitating others to take on leadership opportunities. Katie is @ leader possessing many positive and well-rounded strengths, winich | hhope she carries and continues to share into her second year. ‘Areas to Target for Growth | think my biggest growth area after assessing the ECD’s would be the area of management, organizational systems and accountability. | want to better understand how the functions (fa school counselor program can work within the schoo! system to better serve the school. | want to learn how to gather the data to see the needs of the school and how to then disseminate the information to the key stake holders. ‘Areas to Target for Growth Katie has done @ very conscientious job of focusing on her last semester's area to target for growth, which was allowing her leadership to shine, so much that it has become one of her strengths now. Although not a concern at all because she has consistently demonstrated managing it well | would still encourage Katie to be mincful to continue her leadership stalls of allowing others to collaborate, so that she does not Upto 4/37/38‘Trainee: Katherine Hickey - Page 11 ‘Additionally | would like to continue to develop my interventions. Not just my interventions themselves, but my confidence within the interventions. Many times | find myself second guessing the work | am doing. | want to be confident in ‘the interventions | am putting into place. | think the great thing about the ASCA model is we can look at evidence to see that ‘our interventions are making an impact. By coupling my growth goals in accountability and interventions | hope that | will see the validation of the interventions | have implemented. Take everything on or is taken advantage of by others she ‘may work with, Overall, that Isthe only area | would suggest for her to target for growth. Katie was a sheer pleasure to work with and learn from at LUbby. Her big heart, thoughtful mind, and dedicated persona benefited all staff and students at Libby. We appreciated all her hard work. I hope she continues al she is currently doing to prepare herself and | am certain she will flourish in her final year In the program and make a fantastic professional school counseling colleague | would be honored. ‘to work with one day. E bck Signature Yate] Date WAS Signature loaf Date ‘Supervisor: Please indicate your recommendation for this individual's next phase of experience: Fall Semester [for Spring], Continue in this phase of fleld placement as planned Spring Semester {for Next Year] X.Advance to next phase of field experience as planned Ready to advance to full-time placement. Ready to work asa credentialed school counselor ___ OTHER: Please call, phone number(s), Undated 717/28