The site -supervision of school counselors -in -training: An interview study of promising practices
The roles and responsibilities of the 21st century California school counselor are rapidly changing from providing one-on-one interventions for struggling students to becoming a collaborative educational team member providing comprehensive counseling and support services to all children on k-12 campuses. Receiving quality site-supervision during field placement experiences is crucial in helping school counselors-in-training (SCITs) develop competency in meeting the diverse academic, career, personal and social needs of students.
Site-supervisors have been identified in supervision literature as key personnel in bridging the theoretical curricula taught on university campuses and the practitioner skills SCITs must develop to be successful in serving all stakeholders in public education. However, little research has been done on the actual experiences and perceptions of site-supervisors and SCITs in preparing future school counselors for the multiple roles they are expected to provide in a climate of professional and organizational change in California public schools.
This study identifies some promising practices in the site-supervision of school counselors-in-training. Ten supervisory dyads (site-supervisors and school counselors-in-training) participated in face-to-face interviews and in the completion of a questionnaire focused on the 2001 school counseling standards of practice identified by the California Commission on Teacher Credentialing (CCTC). Exploration centered on seven primary areas identified by the CCTC that are new and distinctive including, (a) comprehensive counseling, (b) collaboration and teaming, (c) leadership and advocacy, (d) mental health assessment, (e) multicultural proficiency, (f) data-driven decision making, and (g) systems analyst.
Participants identified 3 elements, 5 domains, and 52 categories of promising site-supervision practices in effectively helping SCITs to develop competency in the 2001 CCTC school counseling standards. The three central elements of promising practices include (a) Nurturing the Supervisory Dyad Dynamics, (b) Engaging in Culturally Proficient Practices, and (c) Developing a Systems Perspective of Schooling. Each of these elements are integral components of the five domains of promising site-supervision practices, (a) Fostering Professional Identity, (b) Induction into Schooling, (c) Servicing Student Needs, (d) Managing Counseling Programs that are School-Wide, and (e) Using Data for Assessment and Decision Making.
Key words. supervision, site-supervisors, school counselors, school counseling, counseling standards, interns, counseling trainees, counseling, mentoring, supervision training.
0525: Educational psychology