Grand Canyon University

College of Humanities and Social Sciences

Office of Field Experience
Box 478, P.O. Box 11097
Phoenix, Arizona 85061-1097

School Counseling Internship Acknowledgement and Action Plan

I, Jazmin Quintana have read and understand the following hour requirement guidelines.

Your program of study: Master of Education in School Counseling

All school counselors in training must accrue 200 total hours in internship, 80 of which must be
direct student contact. Direct student contact may include, but not limited to, one-on-one
counseling, group counseling, classroom presentations, or career counseling. These accrued hours
do not count toward the required hours in the remaining internship courses necessary for
graduation. Regardless of meeting the minimum required hours prior to the completion of the
internship course, you must still be present and actively engaged at your site throughout the
duration of the course.

Throughout the duration of the 10-week course, 200 total hours including 80 direct student
contact hours, 120 indirect hours that include 1 hour of weekly supervision with your clinical site
supervisor (10 hours total), and 1½ hours of weekly group supervision with your instructor and
classmates must be accrued (15 hours total), logged in Lopes Activity Tracker, and approved by
the site and faculty supervisors.

Failure to meet minimum hour requirements for internship will result in a non-passing grade,
which will require the repeating of the course. Hours earned during a course that earns a
nonpassing grade will not be counted towards requirement. Only hours accrued during the start
and end date of the internship/internship course can be counted towards the hour requirement.

I understand that it is my responsibility to track my hours and seek assistance from my field
experience counselor if I have concerns of falling behind on my hours. _JQ__

I also understand that if any changes related to my internship site occur or if I lose my internship
site, I must immediately notify my field experience counselor. ____JQ____

PERFORMANCE OBJECTIVES AND TENTATIVE ACTION PLAN FOR THE

SCHOOL COUNSELOR IN TRAINING (SCIT):

Each School Counselor in Training (SCIT) is required to engage in the following professional
direct hours: individual counseling, group counseling, and core curriculum instruction. SCITs are

© 2022. Grand Canyon University. All Rights Reserved.

 also required to participate in indirect hours and clinical supervision. Collaborating with the
SCIT’s site supervisor and faculty supervisor, each SCIT will include a breakdown of their
weekly hours for each of these services, identify professional development goals and evaluation
procedures. Please note that SCITs must satisfy the minimum hour requirements, as outlined
above. Any additional hours beyond those requirements are considered optional and are subject
to both the SCIT’s and supervisor’s availability.

Please refer to the following example to guide you in completing your plan:
Direct Services Hours Professional Development Evaluation of Professional Goal(s)
Goal(s)
Instruction 8 hrs Improve classroom Site supervisor formative and summative
management skills evaluation
Direct Services Hours Professional Development Evaluation of Professional Goal(s)
Goal(s)
Instruction 10 To provide academic Site supervisor formative and
support in forms of class summative evaluation as well as site
lessons. individual supervision feedback.
Appraisal and 30 Provide support to students Site supervisor evaluation and
Advisement in the form of goal creation, feedback during individual
organization of class supervision.
schedules, and grade checks.
Counseling 40 Meet with walk-in students, Site supervisor evaluations, feedback
daily check-ins and small on small groups and individual
groups. counseling sessions during individual
supervision.
Indirect Services Hours Professional Development Evaluation of Professional Goal(s)
Goal(s)
Consultation 20 Consult with site supervisor, Check-ins with site supervisor to
staff and teachers to identify areas of concern and focus
understand and identify for students.
needs of the students and
staff.
Collaboration 65 Work with site supervisor to Individual supervision with site
identify scheduling needs, supervisor and evaluations of goals
counseling techniques and through the summative and formative
academic support for evaluations.
students.
Referrals 10 Referrals to outside agencies Documentation under the student’s
or other departments profile and consultation with the site
through the district support supervisor.
for students who need
additional or more long-
term resources than the
counseling department can

© 2022. Grand Canyon University. All Rights Reserved.

 provide.
Supervision (Indirect Hours Professional Development Evaluation of Professional Goal(s)
Hours) Goal(s)
On-site Supervision with 10 Identify areas for Document site supervision in the
Site Supervisor improvement, ask questions, Lopes Activity Tracker.
incorporation of different
techniques to provide
support for students and
seek opportunities to lead
different groups, individual
sessions, or class lessons.
Group Supervision with 15 Work with professor to Document group supervision in the
Counseling Faculty discuss difficult cases Lopes Activity Tracker.
throughout our internship,
and ways we can provide
support or learn from our
classmates and professor.
Develop a specific plan of action to support the professional development goals as outlined
above. Your proposed activities should align with school counseling program objectives and
relate to the GCU Professional Dispositions of Learners.

Please refer to the following example to guide you in completing your plan:
School Counseling Program
Objectives
Human Growth and Development:
Acquire knowledge and skills to
meet the diverse needs of individuals
in the context of human growth and
development.
School Counseling Program
Objectives
Counselor Identity and Ethics:
Develop best practices and
counselor identity as informed by
ethical and professional standards
and GCU dispositional values.
Diversity and Advocacy: Gain
opportunities to practice ethically
as advocates for social justice
through exposure to multicultural
counseling theories and experiential
exercises that promote awareness
of cultural bias and diverse
© 2022. Grand Canyon University. All Rights Reserved.
Proposed Activities to Support Related GCU Professional
Professional Development Goals Dispositions of Learners
Plan to observe a minimum of three Respect for the Diversity of
teaching and classroom management Others
styles.
Proposed Activities to Support Related GCU Professional
Professional Development Goals Dispositions of Learners
Consult with site supervisor or Fairness and Professional
group supervision on ethical Conduct.
dilemmas, and hypothetical
situations to identify how to
approach the situations in an
ethical manner.
Collaborate with different diverse Respect for the Diversity of
groups on campus and incorporate Others.
the view points from teachers and
students on how to address and
bring awareness on diverse issues
to the campus.
worldviews.
Human Growth and
Development: Acquire knowledge
and skills to meet the diverse needs
of individuals in the context of
human growth and development.
Counseling & Helping
Relationships: Cultivate
counseling and helping skills by
integrating counseling theories and
research, engaging in community
collaboration and outreach, and
developing skills to apply in
professional and therapeutic
relationships.
Group Counseling and Group
Work: Integrate theoretical
foundations and consider dynamics
and therapeutic factors to gain
knowledge of theories, develop
techniques, promote leadership
skills, and facilitate the therapeutic
group process for diverse clients.
Research and Program
Evaluation: Acquire the
knowledge and skills needed to
identify, evaluate, and utilize
research to inform best practices in
counseling.
Career Development: Facilitate
college and career readiness
standards to support the
development of students in P-12
settings.
Testing and Assessment: Utilize
assessment methods, research, and
program evaluation to appraise
effectiveness of comprehensive
school counseling programs using
outcome data to inform future
practice.
Specialty Area for SC: Develop
© 2022. Grand Canyon University. All Rights Reserved.
Observe different Respect for Diversity of
counseling/classroom lessons as Others, and Curiosity.
well as attend professional
development courses that focus on
addressing diverse needs of the
students.
Work with different diversity Advocacy, and Respect for
groups on campus, create diversity the Diversity of Others.
groups if none are available, focus
on small group lessons, and
promote counseling and outreach
for our students.
Utilize goal setting, incorporate Advocacy
calming/breathing techniques,
utilize active listening techniques,
and promote these skills to be
used and actively incorporated
amongst group members.
Attend school counseling Reflection, Professional
meetings through the district, sign Conduct
up for free professional
development courses through
local organizations as well as
through the ACA and ASCA.
Provide transitional support to High Expectation,
students who are transitioning into Advocacy, and Fairness
middle school and support those
students transitioning to high
school, provide information on
career courses and courses
available for college credits.
Development of an academic Reflection
group which helps students
prepare for testing, utilize surveys
and data to identify areas of need
and quality services provided to
students in a support setting.
Plan to develop and create an Advocacy, Respect for the
an educator and counselor identity identity which demonstrates a SC Diversity of Others, Honest
that integrates the GCU who advocates, understands, and and Fairness.
Professional Dispositions of is compassionate towards
Learners and upholds ASCA students, while ensuring ethics
professional and ethical standards and safety are core attributes
as licensed/certified school presented when working with
counselors by acquiring the students, staff, and parents.
knowledge and skills needed to
plan, implement, and evaluate
comprehensive school counseling
programs based on research and
national standards.

SITE SUPERVISOR ONLY:

Site supervisors approve logged hours and complete evaluations through Thunder Time. An
email will be sent with GCU credentials and a Thunder Time link during the first week of the
course. Please initial below that you have received this email. (Check your Junk/SPAM folder as
well.) If you are unable to locate this email, contact your field experience counselor.
<<Site Supervisor initials here>>

The signatures below indicate concurrence with this Internship Acknowledgement and Action
Plan as developed by the School Counselor in Training.

School Counselor in Training Date

The specific activities, processes and roles involved are subject to amendment or modification if
all parties involved agree. Successful completion of these plans will be evaluated based on the
SCIT completing all the objectives to the best of the SCIT’s ability. The SCIT will not be
penalized for not completing activities that are beyond the SCIT’s control.

© 2022. Grand Canyon University. All Rights Reserved.