Texas Tech University College of Education | School Counseling Evaluation of 3 Maintains focus on student success-Phase Sub-skill Beginning Basic Proficient Advanced Exceptional Score 1 2 3 4 5 Interaction Demonstrates The student is The student is The student is The student is The student Effective unable to able to interact able to interact able to interact displays superior Interaction Skills interact with with adequately with effectively use of core stakeholders, stakeholders, stakeholders with counseling uses no core uses few core using most of stakeholders techniques that counseling counseling the core using the leads to skills, and techniques in counseling majority of outstanding therefore, interactions techniques such core interactions with implementation resulting in only that adequate counseling stakeholders and of the ASCA partial implementation techniques consequently, National Model implementation of the ASCA resulting in complete does not occur. of the ASCA National Model effective implementation of National Model. occurs. implementation the ASCA of the ASCA National Model National occurs. Model. Solution-focused Modest use of Uses Consistent use Consistent use of Uses techniques to and/or other solution-focused of solution-focused interact appropriate techniques and techniques and and and other professionally and techniques are other appropriate other appropriate other appropriate maintain focus on absent in techniques limits techniques to appropriate techniques lead to student success interactions with professional interact techniques lead exceptional levels school interactions with professionally to high levels of professional stakeholders. school with school of professional interactions with Interactions stakeholders. stakeholders. interactions school appear Levels of respect These with school stakeholders. unprofessional. on the part of the interactions stakeholders. These interactions Levels of respect counselor are not result in These result in mutual are missing in always evident. adequate respect interactions respect between interactions. and result in a parties. professionalism respectful on the part of the posture on the counselor. part of the counselor. Self-Advocacy Development of Partially Develops and Develops and Develops and Effectively uses website aimed at develops and/or publicizes a publicizes a publicizes a website informing and does not website that website that website that design/development advocating for publicize a highlights highlights highlights to communicate student services website that counseling counseling counseling and advocate is absent. highlights services aimed at services aimed services aimed at counseling informing and at informing informing and services aimed at advocating for and advocating advocating for informing and student success. for student student success. advocating for success. The The website uses student success. website uses both Social Media Social Media and collects data or collects analytics.
Texas Tech University College of Education | School Counseling Evaluation of Maintains focus on student success-Phase 3 Sub-skill Beginning 1 Basic 2 Proficient 3 Advanced 4 Exceptional 5 Score Interaction Demonstrates Effective Interaction Skills The student is unable to interact with stakeholders, uses no core counseling skills, and therefore, implementation of the ASCA National Model does not occur. The student is able to interact with stakeholders, uses few core counseling techniques in interactions resulting in only partial implementation of the ASCA National Model. The student is able to interact adequately with stakeholders using most of the core counseling techniques such that adequate implementation of the ASCA National Model occurs. The student is able to interact effectively with stakeholders using the majority of core counseling techniques resulting in effective implementation of the ASCA National Model. The student displays superior use of core counseling techniques that leads to outstanding interactions with stakeholders and consequently, complete implementation of the ASCA National Model occurs. Uses techniques to interact professionally and maintain focus on student success Solution-focused and/or other appropriate techniques are absent in interactions with school stakeholders. Interactions appear unprofessional. Levels of respect are missing in interactions. Modest use of solution-focused techniques and other appropriate techniques limits professional interactions with school stakeholders. Levels of respect on the part of the counselor are not always evident. Uses techniques and other appropriate techniques to interact professionally with school stakeholders. These interactions result in adequate respect and professionalism on the part of the counselor. Consistent use of and other appropriate techniques lead to high levels of professional interactions with school stakeholders. These interactions result in a respectful posture on the part of the counselor. Consistent use of solution-focused and other appropriate techniques lead to exceptional levels of professional interactions with school stakeholders. These interactions result in mutual respect between parties. Self-Advocacy Effectively uses website design/development to communicate and advocate Development of website aimed at informing and advocating for student services is absent. Partially develops and/or does not publicize a website that highlights counseling services aimed at informing and advocating for student success. Develops and publicizes a website that highlights counseling services aimed at informing and advocating for student success. Develops and publicizes a website that highlights counseling services aimed at informing and advocating for student success. The website uses Social Media or collects Develops and publicizes a website that highlights counseling services aimed at informing and advocating for student success. The website uses both Social Media and collects data analytics.
EPCE-5094-Internship-Summer-2015.docx