r2016 EDC 685 Rubi: trip Portfi (updatod 718) involve direct client contact; or MI-SCH-COUNS-2010.5.2 For NT and SCL programs: Internship supervised by credentialed schoo! counselor or school counselor educator-600 clock hours, at least 300 of which must be in school setting. Directions to the Student: Each student will submit a final electronic portfolio that will document the activities completed over the course of the internship experience and the GVSU school counseling Master's program. The portfolio may vary in format and content; however, the following list provides a framework of items that are to be included in the final portfolio: 1. Menu which includes the Navigation 2. Copy of affiliation agreement(s) 3. Resume 4. Overview of ASCA National Standards for School Counseling Programs 5. GVSU School Counseling preparation program 6. A document verifying 100 hours of practicum experience obtained through pre and co-requisites 7. Advocacy paper from EDC 621 8. Project or thesis abstract, if possible 9. Letters of recommendation signed, on letterhead 10. Professional disclosure statement 11. Written goals for the internship experience (1S and 2"4 300 hours) 12. The initial self-evaluation paper 13. Mid-term self-evaluation reflection paper (following the 15 300 hours) 14. A 3-5 page final reflection paper that is your written self-evaluation of progress (600 hours) 15. Signed copies of the field supervisor's evaluations (15 and 2"4 300 hours) 16. Time logs that document internship hours 17. Documentation of consultation with parents and teachers/staff (e.g., consultation record forms) and professional development activities, school- wide initiatives (e.g., electronic announcements, bulletin boards, national school counseling awareness week), participation in school-wide initiatives (e.g., be nice campaign, mix it up day), and collaboration for the training and supervision of paraprofessionals and other ancillary staff in the completion of appropriate support activities, including but not limited to, data entry and scheduling 18. Work samples (some of which must document use of data and assessment iips:tww lve comsoe/10136581prnt= 4 antr2016 EDC 685 Rubi: trip Portfi (updatod 718) practices — e.g., Pre-/Post-Test [Action Research] Practicum Experience from EDC 625) from prerequisite courses and internship projects identified by ASCA Mode! domains/standards, including but not limited to the individual counseling plan from EDC 623, the small group counseling plan from EDC 625, and the lesson plans from EDC 651 . Documentation of cross cultural counseling experiences (i.e., cross cultural counseling paper) 20. Documentation of work with students who have special needs 21. Documentation of the creating school-wide initiatives and Completion of a Comprehensive School Counseling Program Audit for one of the internship sites 1 os Rubric Instructions For each row of the rubric, assess on a 0-3 scale by selecting a score from the right-side columns for the element on the left-side of the same row. PLEASE NOTE: Percentages and Grades PLEASE NOTE: Percentages and Grades within LiveText should be ignored. When a rubric is completed in LiveText, a percentage may appear within the rubric. This percentage will not be regarded by the College of Education and is no reflection of the Grand Valley student's grade or performance within the course. It is a result of assigning numeric values to the columns of the rubric. This numbering generates numeric data for the College of Education to inform us of areas within our courses that we need to improve in the future. Likewise, LiveText provides instructors with a grading tool to grade assignments in LiveText. The College of Education asks faculty not to use this tool, as official grades are currently managed through Banner. Any grade shown in LiveText is non-official and should not be regarded by LiveText users. Please also remember that an "assessment" is not an end goal, nor is it the same as a course grade. Rather, an assessment is a learning tool that demonstrates students’ ability to meet course expectations and allows the College of Education to look for ways to improve our programs. An assessment is also not a student satisfaction/opinion survey. Instead, it is a direct measure of student learning and development outcomes. Providing students with access to these assessments ensure all College of Education students have the ability to showcase their progress throughout their program(s) and beyond graduation. iips:tww lve comsoe/10136581prnt= 4 sn