7 12 16 9.45 10.45 HyunWynneEberts 15 06 2016 1466028176
6/15/2016
Ethical Standards for School Counselors (2010)
Courageous Supervision: Help Your Interns Use Data AND Improve Your Program
F.3 Supervision of School Counselor Candidates Pursuing Practicum and Internship Experiences: Professional school counselors: b. Ensure school counselor candidates have experience in developing, implementing and evaluating a data-driven school counseling program model, such as the ASCA National Model. c. Ensure the school counseling practicum and internship have specific, measurable service delivery, foundation, management and accountability systems.
Jung (June) H. Hyun, PhD, Seattle Pacific University Stephanie Eberts, PhD, Louisiana State University Lauren Wynne, PhD, Longwood University
What is courage? Courage (noun): the ability to do something that you know is difficult or dangerous
Data COURAGEous school counselors? •C ollaboration between the university and school-based supervisor is necessary to develop data courageous interns/beginning school counselors. •O ptimize intern’s exposure to data courageous models in your school/system. •U - R able to do this! (This is a necessary guiding message from supervisor to interns) •A nalyze together with your intern how data helps you identify needs, evaluate student/program progress, and advocate for your students/comprehensive program. •G row your intern’s data courageous identity intentionally from the start and throughout their placement at your school.
How does it relate to the work of onsite school counseling practicum/internship supervisors?
•E levate practicum/internship experiences to move from a “I think I know how to use data” to an “I use data” level.
Hyun, 2012
Progression through internship placement
Getting to Data Courageous • Examples of Experiences You Can Facilitate • Mining Data • • • •
School Data Profile Needs Assessments School Counselor-Supervisor Internship Plan Counseling Program Audit
• Developing and Implementing Interventions Based on Gaps or Needs • • • • •
Core Counseling Curriculum Actions Plans & Results Reports Small Group Counseling Action Plans & Results Reports Targeted Intervention Plans/Closing the Gap Goals & Results Reports Creation of Pre/Post Perception Data Assessments Use of School Technology to Access Outcome Data
• Presenting Data
6
School Counseling Supervision Pre-internship Interview Understanding the intern Building a relationship
Beginning Middle
Administrative End Clinical Administrative Clinical Administrative Clinical
• Mock Advisory Councils Meetings • School Counseling Portfolio • Mock Interviewing in Courageous Ways
1
6/15/2016
7
Hyun, 2012
A New Framework for Supervision in School Counseling Pre-Internship Building
Personal
Beginning
Middle
End
Foundation
Foundation
Foundation
Management
Management
Management
Delivery Accountability
Delivery Accountability
Delivery Accountability
School Year Intern’s Developmental Level
Phase 2: Beginning • • • • • • • • • • • • • • •
Have a “real” name badge waiting...and spirit wear If you weren’t able to meet prior to the placement, meet ASAP Intentionally help your intern connect with colleagues, students, and caregivers Schedule weekly 1 hour supervision sessions that will not be cancelled Review the syllabus and university/school system evaluations together ASAP Create an intern-supervisor agreement (think annual agreement) Clearly define the difference between administrative and clinical supervision Set the tone for supervision from the outset Ask directly if they have anxiety or concerns Normalize nerves and develop strategies for managing them Model/discuss appropriate interactions with administrators, teachers, students, caregivers Encourage intern to move from watching to dipping toes to jumping in Allow intern to shadow, colead, and be observed in a recursive manner followed by processing during supervision I’ve got an index card in my pocket...help them become a “noticer” Data-driven assignments require different, more intensive planning - start early
Facilitating Weekly Supervision Meetings • Beginning: Structuring, Checking in, Ask to share a success v. a challenge, Would you like to talk about that challenge or a different situation? • Middle: Tell me more about your challenge (use of Interpersonal Process Recall Leads - thoughts, feelings, agenda, relationship factors, etc.), What would you do the same? What would you do differently? What can I help with? • End: What’s your plan with the student, teacher, parent? What logistical/planning issues can I help with? When is our next sit down meeting?
Phase 1: Pre-Internship • • • • • • • • • •
Plan a meeting in May Orient your intern to your school culture Explain your supervision style Ask how intern best receives feedback Give your intern a tour of your campus Introduce interns to administration Share data Share examples of data usage Allow your intern to ask questions Plan together with the end in mind...what needs to happen for your intern to be a capable, hit the ground running, beginning counselor who is easy to recommend for hire and has lots of work samples that show ability to use data
Administrative v. Clinical Supervision (Studer, 2005) • Administrative supervision relates to helping students do WHAT they are supposed to be doing. Also relates to understanding the work environment/school culture, maintaining records, demonstrating an appropriate work ethic including use of technology. • Clinical supervision relates to helping students consider: • HOW to best do what they are supposed to be doing • HOW their thoughts, feelings affect their professional functioning • HOW to engage in conversations about their strengths and areas of growth • Onsite supervisors create a context that either enables or disables clinical supervision. The expectation for site supervisors is the delivery of administrative and clinical supervision in a balanced manner.
Phase 3: Middle Learning How to “Do” the ASCA National Model • Use the diamonds to manage your intern’s plan. • They should do it all at least a little. • You should figure out how to evaluate them in all of these areas at least a little. • Think parallel process. • You have to be up-to-date to do this well.
2
6/15/2016
Ch-ch-changes…
Delivery • Needs Assessment • • • • •
Individual Counseling Group Counseling Classroom Guidance/Large group guidance Crisis Intervention Parent/Caregiver consultation meetings
• Time Management - Share the system with the interns • Collecting DATA - pre/post, student check ins, etc.
Midpoint Assessment Phase
Phase 4: End
•Middle of the… Semester Experience Session/Lesson/Interaction
•
•They all progress differently, but you should see marked progress at this point.
•
•If not, the university should already know.
• •
• • •
•Your midpoint feedback really shouldn’t be a surprise to them at this point. •Creating/changing plans (aka differentiated instruction) •Formal documentation with discussion
• • • •
Model Courageous Use of Evaluation Rubrics
•Not evident •Emerging •Proficient •Exemplary
Help your intern know the who, what, where, when, and how of communicating results of interventions Let them present a data-driven intervention at your advisory council meeting Show them how you use end of year data to begin planning for next year “Audit” their internship portfolio to show their involvement in all the diamonds of your comprehensive program Prepare your intern to interview in a manner that shows their counseling skills and data courageousness Both the intern and supervisor should complete the evaluation form and review ratings together Have multiple discussions about how comprehensive school counseling programs evolve as a result of data analysis → reflection → big picture planning Highlight the need to work from a program framework rather than an individual counselor framework Encourage them to identify how their current strengths and areas of growth might impact their future coordination of a comprehensive school counseling program In the absence of a high quality local or university SC evaluation tool, review the ASCA tool for reviewing professional competencies Offer to remain a mentor, colleague, and encourager as they make the NEXT BIG LEAP.
To be a more data courageous intern supervisor, I would need to...
Contact Information: June Hyun, [email protected] Stephanie Eberts, [email protected] Lauren Wynne, [email protected]
3
Ethical Standards for School Counselors (2010)
Courageous Supervision: Help Your Interns Use Data AND Improve Your Program
F.3 Supervision of School Counselor Candidates Pursuing Practicum and Internship Experiences: Professional school counselors: b. Ensure school counselor candidates have experience in developing, implementing and evaluating a data-driven school counseling program model, such as the ASCA National Model. c. Ensure the school counseling practicum and internship have specific, measurable service delivery, foundation, management and accountability systems.
Jung (June) H. Hyun, PhD, Seattle Pacific University Stephanie Eberts, PhD, Louisiana State University Lauren Wynne, PhD, Longwood University
What is courage? Courage (noun): the ability to do something that you know is difficult or dangerous
Data COURAGEous school counselors? •C ollaboration between the university and school-based supervisor is necessary to develop data courageous interns/beginning school counselors. •O ptimize intern’s exposure to data courageous models in your school/system. •U - R able to do this! (This is a necessary guiding message from supervisor to interns) •A nalyze together with your intern how data helps you identify needs, evaluate student/program progress, and advocate for your students/comprehensive program. •G row your intern’s data courageous identity intentionally from the start and throughout their placement at your school.
How does it relate to the work of onsite school counseling practicum/internship supervisors?
•E levate practicum/internship experiences to move from a “I think I know how to use data” to an “I use data” level.
Hyun, 2012
Progression through internship placement
Getting to Data Courageous • Examples of Experiences You Can Facilitate • Mining Data • • • •
School Data Profile Needs Assessments School Counselor-Supervisor Internship Plan Counseling Program Audit
• Developing and Implementing Interventions Based on Gaps or Needs • • • • •
Core Counseling Curriculum Actions Plans & Results Reports Small Group Counseling Action Plans & Results Reports Targeted Intervention Plans/Closing the Gap Goals & Results Reports Creation of Pre/Post Perception Data Assessments Use of School Technology to Access Outcome Data
• Presenting Data
6
School Counseling Supervision Pre-internship Interview Understanding the intern Building a relationship
Beginning Middle
Administrative End Clinical Administrative Clinical Administrative Clinical
• Mock Advisory Councils Meetings • School Counseling Portfolio • Mock Interviewing in Courageous Ways
1
6/15/2016
7
Hyun, 2012
A New Framework for Supervision in School Counseling Pre-Internship Building
Personal
Beginning
Middle
End
Foundation
Foundation
Foundation
Management
Management
Management
Delivery Accountability
Delivery Accountability
Delivery Accountability
School Year Intern’s Developmental Level
Phase 2: Beginning • • • • • • • • • • • • • • •
Have a “real” name badge waiting...and spirit wear If you weren’t able to meet prior to the placement, meet ASAP Intentionally help your intern connect with colleagues, students, and caregivers Schedule weekly 1 hour supervision sessions that will not be cancelled Review the syllabus and university/school system evaluations together ASAP Create an intern-supervisor agreement (think annual agreement) Clearly define the difference between administrative and clinical supervision Set the tone for supervision from the outset Ask directly if they have anxiety or concerns Normalize nerves and develop strategies for managing them Model/discuss appropriate interactions with administrators, teachers, students, caregivers Encourage intern to move from watching to dipping toes to jumping in Allow intern to shadow, colead, and be observed in a recursive manner followed by processing during supervision I’ve got an index card in my pocket...help them become a “noticer” Data-driven assignments require different, more intensive planning - start early
Facilitating Weekly Supervision Meetings • Beginning: Structuring, Checking in, Ask to share a success v. a challenge, Would you like to talk about that challenge or a different situation? • Middle: Tell me more about your challenge (use of Interpersonal Process Recall Leads - thoughts, feelings, agenda, relationship factors, etc.), What would you do the same? What would you do differently? What can I help with? • End: What’s your plan with the student, teacher, parent? What logistical/planning issues can I help with? When is our next sit down meeting?
Phase 1: Pre-Internship • • • • • • • • • •
Plan a meeting in May Orient your intern to your school culture Explain your supervision style Ask how intern best receives feedback Give your intern a tour of your campus Introduce interns to administration Share data Share examples of data usage Allow your intern to ask questions Plan together with the end in mind...what needs to happen for your intern to be a capable, hit the ground running, beginning counselor who is easy to recommend for hire and has lots of work samples that show ability to use data
Administrative v. Clinical Supervision (Studer, 2005) • Administrative supervision relates to helping students do WHAT they are supposed to be doing. Also relates to understanding the work environment/school culture, maintaining records, demonstrating an appropriate work ethic including use of technology. • Clinical supervision relates to helping students consider: • HOW to best do what they are supposed to be doing • HOW their thoughts, feelings affect their professional functioning • HOW to engage in conversations about their strengths and areas of growth • Onsite supervisors create a context that either enables or disables clinical supervision. The expectation for site supervisors is the delivery of administrative and clinical supervision in a balanced manner.
Phase 3: Middle Learning How to “Do” the ASCA National Model • Use the diamonds to manage your intern’s plan. • They should do it all at least a little. • You should figure out how to evaluate them in all of these areas at least a little. • Think parallel process. • You have to be up-to-date to do this well.
2
6/15/2016
Ch-ch-changes…
Delivery • Needs Assessment • • • • •
Individual Counseling Group Counseling Classroom Guidance/Large group guidance Crisis Intervention Parent/Caregiver consultation meetings
• Time Management - Share the system with the interns • Collecting DATA - pre/post, student check ins, etc.
Midpoint Assessment Phase
Phase 4: End
•Middle of the… Semester Experience Session/Lesson/Interaction
•
•They all progress differently, but you should see marked progress at this point.
•
•If not, the university should already know.
• •
• • •
•Your midpoint feedback really shouldn’t be a surprise to them at this point. •Creating/changing plans (aka differentiated instruction) •Formal documentation with discussion
• • • •
Model Courageous Use of Evaluation Rubrics
•Not evident •Emerging •Proficient •Exemplary
Help your intern know the who, what, where, when, and how of communicating results of interventions Let them present a data-driven intervention at your advisory council meeting Show them how you use end of year data to begin planning for next year “Audit” their internship portfolio to show their involvement in all the diamonds of your comprehensive program Prepare your intern to interview in a manner that shows their counseling skills and data courageousness Both the intern and supervisor should complete the evaluation form and review ratings together Have multiple discussions about how comprehensive school counseling programs evolve as a result of data analysis → reflection → big picture planning Highlight the need to work from a program framework rather than an individual counselor framework Encourage them to identify how their current strengths and areas of growth might impact their future coordination of a comprehensive school counseling program In the absence of a high quality local or university SC evaluation tool, review the ASCA tool for reviewing professional competencies Offer to remain a mentor, colleague, and encourager as they make the NEXT BIG LEAP.
To be a more data courageous intern supervisor, I would need to...
Contact Information: June Hyun, [email protected] Stephanie Eberts, [email protected] Lauren Wynne, [email protected]
3
