Experienced SC – minimum of 5 years experience RESEARCH & SCHOLARSHIP TEACHING 200 hours minimum Can be 1 or 2 semesters Standard Research Paradigm One manuscript – research oriented Fall semester of prep = 100 hours; IRB approval is the first semester “product” Spring semester product = 100 and submission to a journal Co-authorship will be considered but may reduce the number of obtainable hours Grants and Fellowship Submission Timelines need to be established within the Internship Plan Preparation and development versus submission hours can be accrued Type of grant will be considered – regional, national, training, research, etc. No travel grants can be used towards internship hours Scholarship Paradigm - Book chapters, conceptual articles – as approved by advisors and the Doctoral Internship Committee Presentations – Counseling Related, AERA (not APA) 10 hours of supervision minimum Approved Supervisor: PhD in CES 200 hours minimum Can be 1 or 2 semesters Can Include as the Instructor of Record for Counselor Education and Supervision courses If Co-Teaching: Must do two CES courses to accrue 200 hours May not include teaching of courses in outside undergraduate programs – such as HDFS or SPED 10 hours of supervision minimum Approved Supervisor: PhD in CES
Student Experiences Delivers knowledge with no opportunities for student involvement Delivers lesson and encourages student participation Engages students in meaningful learning experiences where they can construct their own knowledge using a wide array of tasks and materials Instructional Strategies Standard 1 Does Not Meet Expectations 2 Meets Expectations 3 Exceeds Expectations Score Variety Relies on the same strategies routinely Uses a variety of appropriate teaching strategies to help students attain knowledge that is usable and applicable Uses a wide variety of innovative teaching strategies to explain content in an enthusiastic and focused manner Discussions Does not use questions effectively Manages student interactions fairly Uses higher questions and responds to questions clearly and promptly to promote student learning Critical Thinking Difficulty moving beyond concrete application of lessons Demonstrates abstract and concrete teaching tasks with intentionality, multicultural and ethical competence Demonstrates outstanding ability to navigate abstract and concrete teaching and infuses examples that are aligned to developmental needs, cultural perspectives and learning styles Online Instruction (if applicable) Does not use expected adequate online instructional methods, demonstrating persistent difficulty Uses online instructional methods with occasional difficulty Fully uses online methods of instruction and support for student learning in an exceptional fashion Evaluation, Remediation, and Gatekeeping Standard 1 Does Not Meet Expectations 2 Meets Expectations 3 Exceeds Expectations Score Evaluation Relies on the same evaluation strategies routinely Uses some variation in evaluation of student learning Uses a wide variety of appropriate evaluation strategies to assess student learning Remediation Does not identify students in need of potential remediation Acknowledges but lacks assertiveness in addressing issues of remediation Acts with students and other faculty to provide effective remediation strategies for students in need Gatekeeping Ignored gatekeeping issues requiring student interventions Acknowledges but assertiveness in addressing gatekeeping issues Effectively intervenes with faculty to address a student gatekeeping issues Site Supervisor, please an X in the table to rate the doctoral intern’s ability to do the following: Task 1 Does Not Meet Expectations 2 Meets Expectations 3 Exceeds Expectations Not Applicable / Comments Construct a syllabus Provide clear lectures Conduct class discussion Design and conduct small group discussion Balances lecture, practice and activities