School Counseling Fieldwork

In the School of Education at the University of Redlands, both the Department of Counseling and Human Services (DCHS) and Office of Student Success (OSS) encourage candidates to take full advantage of their fieldwork experiences which are critical for their development. Candidates are expected to enter these experiences with an open mind, ready to learn from those providing guidance to them, and with a commitment to challenge themselves to further develop their counseling skills. This is also the time for candidates to consider which population they are most interested in working with in the role of school and/or college counselor. While fieldwork experiences in Pre-K-12 settings align with regulations of the California Commission on Teacher Credentialing (CTC) and college experiences align with expectations outlined by the California Community College Council, candidates are strongly encouraged to immerse themselves in the hands-on learning processes – learning beyond what’s simply required is essential for professional and personal growth.

The information below, which is also fully outlined in the School Counseling Fieldwork Handbook, is designed to provide clarification and guidance regarding the fieldwork experience including eligibility to advance, deadlines, placement process, supervision, evaluation, and ethical obligations. All materials pertaining to the fieldwork experience including fieldwork forms and 2021-2022 deadlines can be found within. 

All School Counseling candidates are responsible to submit their Acknowledgement of Receipt and Review of the 2021-22 School Counseling Fieldwork Handbook by the add/drop deadline for Fall 2021. Submit your acknowledgement here.

 

Fieldwork Handbook

All policies, processes, and procedures related to fieldwork are fully outlined in the School Counseling Fieldwork Handbook.

Candidates are bound by the procedures outlined in this Fieldwork Handbook barring any changes initiated by the Office of Student Success and/or the Department of Counseling and Human Services. The Fieldwork Handbook complements the School Counseling Program Handbook and the University Catalog that are in force for the year the candidate entered the program.

Policies change over time and the School Counseling Fieldwork Handbook is updated each academic year, meaning the policies and processes candidates work under may be different next year.

All School Counseling candidates are responsible to submit their Acknowledgement of Receipt and Review of the 2021-22 School Counseling Fieldwork Handbook by the add/drop deadline for Fall 2021. Submit your ackowledgement here.

Candidates with questions regarding fieldwork are encouraged to contact the OSS Assistant Director of Academic Advising aligned to the DCHS, currently Kristin Grammer, who serves as an academic advisor to the candidate and coordinates School Counseling fieldwork. 

Fieldwork Requirements

Each of the University of Redlands’ School Counseling program tracks (Pre-K-12, College, Combo) has a fieldwork component. The required number of fieldwork hours varies based on the candidate’s track and catalog year:

Pre-K-12 Track

For candidates that started their program prior to Fall 2021: A minimum of six hundred (600) clock hours in public school settings at two of three school levels such as elementary, middle, high school with a minimum of two hundred (200) clock hours at each level. At least four hundred (400) clock hours must be completed in public school settings with Pre-K-12 pupils. Two hundred (200) of the six hundred (600) clock hours may be completed in settings other than public schools. Candidates are eligible to earn counseling related fieldwork hours in a community-based setting upon completion of EDUC 677B.

For candidates that started their program in Fall 2021: A minimum of eight hundred (800) clock hours in public school settings at two of three school levels such as elementary, middle, high school with a minimum of two hundred (200) clock hours at each level. Two hundred (200) of the eight hundred (800) clock hours may be completed in settings other than public schools. At least six hundred (600) clock hours must be completed in public school settings with Pre-K-12 pupils. Candidates are eligible to earn counseling related fieldwork hours in a community-based setting upon completion of EDUC 677B. As part of the required fieldwork hours, candidates that started their program in Fall 2021 must complete at least 100 hours of field experience in each of the following areas: Social/Emotional, College/Career, and Academic.

All candidates must ensure one hundred fifty (150) of their clock hours are devoted to issues of diversity. Hours may be satisfied by working with counselees of diverse backgrounds including socioeconomic disadvantaged, linguistically diverse, counselees who are housing insecure, counselees who are current/former foster youth; counselees with disabilities (e.g., IEP and Section 504 plans), counselees experiencing issues related to academics or misconduct (e.g., suspension or expulsion from school), counselees who identify as LGBTQ+, counselees who hold historically minoritized racial and ethnic identities; and understand the impact of institutional, local, state, and federal policies for counselees of diverse backgrounds. Candidates track their diversity hour requirement via Time2Track.

Candidates who are seeking the School Counseling credential only program may request consideration of their previous fieldwork experience (up to 200 clock hours) towards their fieldwork requirement, provided the activities align to the field of counseling. If approved, candidates may transfer in their fieldwork support course to satisfy EDUC 677A (2 units). Candidates who wish to have their fieldwork and coursework reviewed should contact the School Counseling Program Coordinator (currently Dr. Tamara Tribitt). Candidates who are approved to transfer in units to satisfy the EDUC 677A course are responsible to initiate a transfer credit request via a Modification of Program Requirements form.

College Track

For candidates that started their program prior to Fall 2021: A minimum of four hundred (400) clock hours are required with a minimum of two hundred (200) clock hours in a college setting (community college or university). It is recommended that candidates pursuing the college track conduct two hundred (200) clock hours in a high school or a high school-to-college transition setting.

For candidates that started their program in Fall 2021: A minimum of six hundred (600) clock hours are required at a minimum of two different sites. Candidates may conduct hours at the same institution provided they are earned at two different offices or departments within the institution. Four hundred (400) of the 600 clock hours must be in a college setting (community college or university). It is recommended that candidates pursuing the college track conduct two hundred (200) clock hours in a high school or a high school-to-college transition setting. As part of the required fieldwork hours, candidates that started their program in Fall 2021 must complete at least 100 hours of field experience in each of the following areas: Social/Emotional, College/Career, and Academic.

All candidates must ensure one hundred fifty (150) of their clock hours are devoted to issues of diversity. Hours may be satisfied by working with counselees of diverse backgrounds including socioeconomic disadvantaged, linguistically diverse, counselees who are housing insecure, counselees who are current/former foster youth; counselees with disabilities (e.g., IEP and Section 504 plans), counselees experiencing issues related to academics or misconduct (e.g., suspension or expulsion from school), counselees who identify as LGBTQ+, counselees who hold historically minoritized racial and ethnic identities; and understand the impact of institutional, local, state, and federal policies for counselees of diverse backgrounds. Candidates track their diversity hour requirement via Time2Track.

Combo Track

For candidates that started their program prior to Fall 2021: A minimum of six hundred (600) clock hours are required in public school settings at two of three school levels such as elementary, middle, high school with a minimum of two hundred (200) clock hours at each level. At least four hundred (400) clock hours must be completed in public school settings with Pre-K-12 pupils. Two hundred (200) of the six hundred (600) clock hours must be in a college or a high school-to-college transition setting.

For candidates that started their program in Fall 2021: A minimum of eight hundred (800) clock hours are required in public school settings at two of three school levels such as elementary, middle, high school with a minimum of two hundred (200) clock hours at each level. Two hundred (200) of the eight hundred (800) clock hours must be in a college or a high school-to-college transition setting. At least six hundred (600) clock hours must be completed in public school settings with Pre-K-12 pupils. As part of the required fieldwork hours, candidates that started their program in Fall 2021 must complete at least 100 hours of field experience in each of the following areas: Social/Emotional, College/Career, and Academic.

All candidates must ensure one hundred fifty (150) of their clock hours are devoted to issues of diversity. Hours may be satisfied by working with counselees of diverse backgrounds including socioeconomic disadvantaged, linguistically diverse, counselees who are housing insecure, counselees who are current/former foster youth; counselees with disabilities (e.g., IEP and Section 504 plans), counselees experiencing issues related to academics or misconduct (e.g., suspension or expulsion from school), counselees who identify as LGBTQ+, counselees who hold historically minoritized racial and ethnic identities; and understand the impact of institutional, local, state, and federal policies for counselees of diverse backgrounds. Candidates track their diversity hour requirement via Time2Track.

Fieldwork Dates and Deadlines

School Counseling Fieldwork Dates and Deadlines AY 2021-22

Pre-Requisites to Fieldwork

Candidates are required to start fieldwork the fourth term of the program (fall), but candidates may begin their fieldwork experience as early as the third term (summer). Before advancing to fieldwork, candidates should first consult with their Student Financial Services Coordinator regarding the impact of unit load. Candidates Candidates who are solely pursuing a Pupil Personnel Services (PPS) School Counseling credential work with their OSS Assistant Director of Academic Advising to determine when fieldwork will begin.

Candidates must have the following completed in order to advance to fieldwork:

1. Successful completion of the following coursework (or approved equivalency):

EDUC 601 (with a grade of at least 3.0); CMHC 610; and EDUC 685 (review the University Catalog regarding what constitutes 'passable' grades in graduate school). 

2. Proof of Professional Liability Insurance
All candidates are required to join a professional counseling organization in the first term of their program. Candidates in the Pre-K-12 track are required to join the American School Counselor Association (ASCA) Candidates in the College track are required to join the American Counseling Association (ACA). Candidates pursuing the combo (Pre-K-12 and college) emphasis are required to join ASCA and strongly encouraged to also join a professional organization that aligns to their college-level interests (NASPA, NACADA, ACCA, ACPA, etc.). Note: in order to join the American College Counseling Association (ACCA), one must be a member of the ACA.

In order to advance to fieldwork, candidates must have proof of individually contracted/purchased professional liability insurance uploaded to their fieldwork folder. Candidates acquire their coverage before submitting a Pre-K-12 Fieldwork Placement Request or Self-Placement Form and maintain coverage throughout the fieldwork experience. ASCA offers professional liability coverage at no additional cost to all professional (non-contract) and student ASCA members attending or working at U.S. based schools. ACA offers professional liability coverage at no additional cost beyond their membership to master’s degree students. Visit the specific association for additional membership and application information.

3. A valid Certificate of Clearance for the entirety of fieldwork.

4. A negative TB test valid for the entirety of fieldwork.

5. Practica (pre-fieldwork)
Candidates must accumulate a minimum of one hundred (100) clock hours of practica (pre-fieldwork) experiences. Practica must be completed by candidates in order to be eligible to advance to fieldwork and must be finished prior to enrolling in EDUC 677A. A portion of these hours (80 hours) will be completed through coursework in the School Counseling program. These activities are intended to enhance candidates’ academic knowledge and clinical skills.

The remaining 20 hours are the candidate’s choice. Activities that qualify include, but are not limited to, attending workshops or conferences, observing school-based meetings, and assignments in academic courses. The number of hours for each activity will vary according to the length of the activity. When determining how to earn the remaining 20 hours, candidates are expected to choose activities that foster their academic, career, and/or social emotional development. The table on page 7 of the School Counseling Fieldwork Handbook lists examples of possible experiences that count toward these remaining 20 hours of experiences, including University of Redlands (UofR) affiliated experiences and experiences not affiliated with the UofR. Candidates are prohibited from engaging in activities during practica that would be considered direct, meaning candidates are not to conduct assessments, provide individual or group counseling, etc. as they are not yet assigned to a site and/or under supervision by a site supervisor. For ethical reasons and to ensure adequate preparation, candidates will only conduct indirect activities prior to advancing to fieldwork. See page 10 of this handbook for more information about which activities qualify as direct and indirect hours. If candidates have questions about what qualifies as practica hours, they need to contact the School Counseling Program Coordinator (Dr. Tamara Tribitt) before making assumptions and counting these hours.

Candidates will track the remaining 20 practica hours using the Practica Hours Log (.xls/pdf). Candidates are responsible to submit their practica hours for verification and approval by the School Counseling Program Coordinator (Dr. Tamara Tribitt). All practica hours must be completed and the log sheet completed, signed by the candidate, signed by the program coordinator, and submitted before enrolling in EDUC 677A. The approved practica log is uploaded as part of the Fieldwork Placement Form. Refer to Appendix B of the School Counseling Fieldwork Handbook for fieldwork deadlines.

Advancing to Fieldwork

The following is a description of the process for advancing to fieldwork:

1. Complete all pre-requisite courses

2. Complete practica experiences

3. Attend mandatory fieldwork meetings
A mandatory Orientation to Fieldwork Meeting is held early in the first term of the program to orient candidates to fieldwork. Candidates who will be in the field also attend a fieldwork advising session at the start of each term to review fieldwork policies and any updates to procedures.

4. Attend fall term professional development workshops
Professional development workshops are offered by the Office of Career & Professional Development (OCPD) office on various topics to prepare candidates for the School Counseling Fieldwork Fair and advancement to fieldwork.

5. Attend the School Counseling Fieldwork Fair
Each year, the Office of Student Success (OSS) partners with the Department of Counseling and Human Services (DCHS) to host a School Counseling Fieldwork Fair. Candidates are expected to attend the Fieldwork Fair. The 2022 Fieldwork Fair is scheduled for the third Friday of February. A pre-fair group advising session will be held on the fourth Thursday of January 2022.

 

Choosing a Fieldwork Site

Candidates are expected to explore possible fieldwork sites with the designated OSS Assistant Director of Academic Advising (Kristin Grammer) early in the program. The first term of the program is not too early to begin thinking about preferences for a fieldwork site. In collaboration with the OSS Assistant Director of Academic Advising (Kristin Grammer), candidates will decide the start time for fieldwork (the third or fourth term of the program) based on their program of study.

For all tracks, candidates must be supervised by a counselor at the fieldwork site and ensure they meet the qualifications to be a Site Supervisor. The School Counseling program at the University of Redlands requires a Site Supervisor to possess a minimum of a master’s degree in counseling or a related field, a valid PPS School Counseling credential (Pre-K-12 settings only), two years of post-master’s experience as a counselor, and one year of employment at the site. Ideally, Site Supervisors will be actively involved in national professional associations and organizations such as ACA, ASCA, ACCA, ACPA, NACADA or NASPA or regional organizations such as the California Association of School Counselors (CASC) as involvements in these professional organizations can provide information related to current professional standards of behavior and practice.

Candidates identify potential Pre-K-12 fieldwork sites based on the list of partnering school districts and charter organizations listed on the School Counseling Current Students Webpage. Candidates seeking a Pre-K-12 site for an upcoming term indicate their top three preferences for school district/charter organization and level (elementary, middle, high) via the School Counseling Fieldwork Placement Form. The OSS will then request a Site Supervisor/school site from the school district or charter organization. The school district/charter organization is responsible for assigning the Site Supervisor/school site. Unless otherwise indicated by the OSS Assistant Director of Academic Advising, CANDIDATES ARE NOT TO CONTACT SCHOOL DISTRICTS AND/OR MAKE THEIR OWN PRE-K-12 SITE ARRANGEMENTS.

For college-level or community-based sites, it is important for candidates to consider their areas of interest and find a site that aligns to their goals. A list of programs and services that align to college counseling is available on the School Counseling Current Students Webpage. Once candidates identify a college or community-based fieldwork site, they work with Assistant Director of Academic Advising (Kristin Grammer) to confirm the institution or organization is an approved fieldwork partner.

Unlike Pre-K-12 sites, candidates interested in college-level or community-based sites may initiate the placement process. However, the field site exploration process may involve working with the OSS Assistant Director of Academic Advising (Kristin Grammer) and other professional development constituents on campus to learn about and enhance skills related to communicating with field experts and administrators at college and community-based sites. Candidates pursuing these settings will work with the OSS Assistant Director of Academic Advising (Kristin Grammer) and consider these questions for a potential placement: Can the candidate accrue the required number of direct contact hours? Is it possible to earn the total number of required hours during the term? Is there a Site Supervisor who meets the requirements including weekly supervision for the candidate?

Any new fieldwork partnerships require a Memorandum of Understanding (MOU) between the University of Redlands and the site. All new partnerships require that the MOU is signed by the partner no later than one week prior to the opening day of self-registration for the upcoming semester. Refer to the academic calendar for specific dates. MOUs that are not signed by the partnering organization by the established deadline will result in the candidate delaying their placement until a subsequent semester.

Request for Fieldwork Placement

Fieldwork placements are generally offered during fall, spring, and summer terms. Summer placements in Pre-K-12 settings are extremely limited. College-level and community-based placements require advance coordination and/or application.

In all instances, candidates are required to follow the below steps regarding fieldwork and submit all required materials by the stated deadline:

  1. Candidate Profile Sheet

The Profile Sheet is to be completed by the candidate each term and uploaded as part of the Fieldwork Placement Form. See Appendix B for fieldwork deadlines. The Candidate Profile Sheet will be included when a Pre-K-12 placement is requested by the OSS. Candidates seeking a college-level or community-based placement submit their Candidate Profile Sheet directly to the site. The information on the form can help a site determine whether to accept the candidate.

  1. Curriculum Vitae (CV)

Candidates transition their resume to a Curriculum Vitae (CV) in the first term of their program and keep a current CV in their fieldwork folder at all times. The Office of Career and Professional Development (OCPD) at the University of Redlands is available to consult with candidates regarding CV style and content. Candidates are expected to update their CV each term with relevant coursework/experience and before submitting a placement request form. If the candidate is seeking a college-level or community-based fieldwork site, a copy of their CV is provided upon inquiry/application.

  1. School Counseling Fieldwork Placement Form

All candidates who plan to conduct fieldwork must complete and submit the online School Counseling Fieldwork Placement Form by the stated deadline for the upcoming term. Candidates may pursue up to two sites per term. Candidates that decide to pursue a second site after their initial placement form has been submitted should work closely with their Assistant Director of Academic Advising (Kristin Grammer).

Candidates are responsible to upload evidence they have met the fieldwork pre-requisites and provide details related to their site/level.

Candidates pursuing a Pre-K-12 setting will indicate their first, second and third choices related to preferred school district/charter organization and fieldwork level (elementary, middle, high school) as well as their weekly availability. The OSS will request a placement with the desired district/level. As often as possible, candidate’s preferences will be considered when requesting the placement. Unless otherwise indicated by the OSS Assistant Director of Academic Advising, CANDIDATES ARE NOT ALLOWED TO CONTACT DISTRICTS OR COORDINATE PRE-K-12 PLACEMENTS.

Candidates pursuing college-level or community-based fieldwork sites work directly with the OSS Assistant Director of Academic Advising (Kristin Grammer) to arrange their self-placement. Candidates are eligible to earn counseling related fieldwork hours in a community-based setting upon completion of EDUC 677B. As candidates explore options for college-level and community-based fieldwork sites, it is important that they inquire about the process and timeline for placement as well as confirm the prospective Site Supervisor meets the eligibility requirements for supervision. Once a prospective site is confirmed as meeting the eligibility requirements, candidate submits a School Counseling Fieldwork Placement Form.

Submissions of the School Counseling Fieldwork Placement Form are reviewed by the OSS Assistant Director of Academic Advising (Kristin Grammer) soon after the deadline. For candidates seeking a Pre-K-12 placement, the OSS will notify the candidate as soon as the school district/charter organization confirms the placement. If additional application materials or intern training (e.g., background check, volunteer application, etc.) are required by the district/charter, the candidate will be notified. If the Pre-K-12 placement is not confirmed by the school district/charter organization within 2 weeks prior to the start of the term, the OSS will collaborate with the candidate to secure an alternate placement, if available. Placements are competitive and not guaranteed.

Candidates pursuing a college-level or community-based placement have until the stated deadline for the term to finalize their college-level or community-based placement and submit their fieldwork agreeement.

Candidates who wish to extend their existing placement into a subsequent term are required to submit a new fieldwork agreement by the stated deadline.

Final Steps Before Beginning Fieldwork

Once the fieldwork placement is confirmed by the site, the candidate is responsible to initiate steps to finalize the placement by the stated deadline for the term, including:

  • Fieldwork Site Agreement

This is the formal agreement between the OSS and the fieldwork site, which outlines the expectations and responsibilities of the OSS, the Site Supervisor, and the candidate. All candidates, regardless of track, are required to have their Fieldwork Site Agreement approved by the OSS before commencing hours at the site, including orientation or training.

Candidates who wish to extend their existing placement into a subsequent term are required to submit a new fieldwork agreement by the stated deadline.

The candidate is responsible to review the School Counseling Fieldwork Site Agreement, complete page 1 and sign where indicated and submit their fieldwork agreement to the OSS by the stated deadline for the term. All forms and deadlines can be found on the School Counseling Current Student Webpage. The agreement will be sent via HelloSign for review and e-signature by the Site Supervisor and Site Administrator. When the fully executed Fieldwork Site Agreement is received and approved by the OSS, the candidate will be notified and may begin at the site. Note, if the candidate is new to the fieldwork experience, they must wait until their EDUC 677A fieldwork support course starts to begin hours at the site, including training or orientation.

*Candidates who wish to earn fieldwork hours prior to the start of EDUC 677A must contact the School Counseling Program Coordinator (currently Dr. Tamara Tribitt) to request to commence hours early. The candidate is not to commence hours with the site, including orientation or training, without a fully executed agreement approved by the OSS.

  • Fieldwork Site Orientation

Candidates are expected to professionally connect with their Site Supervisor prior to the start of each fieldwork experience and are expected to participate in a site orientation and other site-specific requirements, the first time they are placed at a new site, before seeing counselees. This orientation/information session will enable the candidate to become acquainted with other stakeholders at the site and will provide a necessary site protocols and procedures. Candidates are required by the OSS to go through proper orientation/information session at their sites before starting any fieldwork hours.

  • Purchase a Time2Track License

Candidates use the cloud-based Time2Track system to track their fieldwork hours. The annual cost for a Time2Track license is $99.00. Candidates purchase their annual license once their fieldwork placement is confirmed. Licenses are available for purchase via the UofR shopping cart link. Once payment is received, additional information regarding account set up and links to training videos will be sent to the candidate’s University email, including the authorization key needed to activate the Time2Track subscription. Upon receipt of the candidate’s signed Fieldwork Agreement, the OSS Assistant Director of Academic Advising (Kristin Grammer) will provide the Site Supervisor with a complimentary Time2Track account to view/approve candidate’s fieldwork hours and complete evaluations.

  • Enroll in an EDUC 677A/B/C/D Fieldwork section

Candidates must concurrently enroll in an EDUC 677A/B/C/D Fieldwork course each term during which they are conducting fieldwork hours. Enrollment in the fieldwork support course is dependent on the number of terms the candidate has been in the field (677A = first term, 677B = second term, and 677C = third term). An EDUC 677D course is available for candidates that extend beyond three terms of fieldwork.

If the candidate does not have a confirmed fieldwork placement for the term, they cannot enroll in EDUC 677 A/B/C/D.

  • Earning and Tracking Fieldwork Hours

Candidates are expected to log all direct/indirect clock hours conducted at the site via Time2Track. The Time2Track software has both a desktop and mobile friendly format for logging hours. Candidates are required to utilize Time2Track's tag feature when logging activities to track the various training topics/domains and/or counselee needs/accommodations. Information regarding the tag features in Time2Track are available at: https://support.time2track.com/article/221-using-client-tags

Candidates submit logged hours for approval by their site supervisor on a recurring basis (e.g., weekly, bi-weekly, etc.). Candidates may earn hours between terms provided they have completed EDUC 677A and are under an approved site agreement. All hours must be approved by the candidate’s site supervisor in Time2Track by the day preceding the start of the next term.

Candidates who wish to continue earning hours at their existing site after the start of the new term must have an updated agreement approved by the OSS by the deadline and enroll in the corresponding EDUC 677 A/B/C/D course. In such cases, the candidate is responsible to set the placement up in Time2Track under the new term. Candidates are responsible to set goals and be evaluated if they anticipate extending past the add/drop deadline for the term.

Candidates that complete their fieldwork hours by the add/drop deadline for the term may drop their EDUC 677 A/B/C/D course (note, advisor assistance is needed for add/drop after the self-registration period closes). Candidates who have completed their EDUC 677 A/B/C requirement but have unique circumstances related to their fieldwork hours should contact the School Counseling Program Coordinator, currently Dr. Tamara Tribitt.

Candidates are strongly encouraged to save pdf copies of candidate individualized plans, approved hours, and evaluations for each term of fieldwork as these items will be required for degree sign-off and Pupil Personnel Services credential recommendation.

Earning and Tracking Fieldwork Hours

Candidates are expected to log all direct/indirect clock hours conducted at the site via Time2Track. The Time2Track software has both a desktop and mobile friendly format for logging hours. Candidates are required to utilize Time2Track's tag feature when logging activities to track the various training topics/domains and/or counselee needs/accommodations. Information regarding the tag features in Time2Track are available at: https://support.time2track.com/article/221-using-client-tags

Candidates submit logged hours for approval by their site supervisor on a recurring basis (e.g., weekly, bi-weekly, etc.). Candidates may earn hours between terms provided they have completed EDUC 677A and are under an approved site agreement. All hours must be approved by the candidate’s site supervisor in Time2Track by the day preceding the start of the next term.

Candidates who wish to continue earning hours at their existing site after the start of the new term must have an updated agreement approved by the OSS by the deadline and enroll in the corresponding EDUC 677 A/B/C/D course. In such cases, the candidate is responsible to set the placement up in Time2Track under the new term. Candidates are responsible to set goals and be evaluated if they anticipate extending past the add/drop deadline for the term.

Candidates that complete their fieldwork hours by the add/drop deadline for the term may drop their EDUC 677 A/B/C/D course (note, advisor assistance is needed for add/drop after the self-registration period closes). Candidates who have completed their EDUC 677 A/B/C requirement but have unique circumstances related to their fieldwork hours should contact the School Counseling Program Coordinator, currently Dr. Tamara Tribitt.

Candidates are strongly encouraged to save pdf copies of candidate individualized plans, approved hours, and evaluations for each term of fieldwork as these items will be required for degree sign-off and Pupil Personnel Services credential recommendation.

Frequently Asked Questions (FAQs)

Frequently Asked Questions (FAQs)

Can a candidate be compensated for fieldwork?

Yes, but paid internships are rare. These opportunities are typically vetted by the OSS and the School Counseling Program Coordinator and are posted on the School Counseling Current Student Webpage. If the site has not been vetted by the OSS and the School Counseling Program Coordinator, the candidate must complete the Application to Earn DCHS Clinical Hours at Employer Site.

What if the candidate currently works as a Pre-K-12 teacher? Can they continue to work while completing fieldwork?

Candidates currently employed as Pre-K-12 teachers and/or administrators are NOT ALLOWED to pursue fieldwork hours at their place of employment. The ideal situation for candidates who are teachers is not to work while completing fieldwork. Many candidates take a leave of absence from their job to finish their fieldwork. However, this is not financially feasible for all candidates; therefore, many choose to continue working as a teacher while completing fieldwork by moving to part-time or working with their district to arrange their absences. Candidates must work out these details with both their employer and their fieldwork site. Candidates must also find a way to construct a realistic schedule that allows them to complete all their fieldwork hours. It is up to the candidate to negotiate with their principal for the time off to complete fieldwork hours.

What if the candidate currently works in a counseling related field? Can they use their employment as fieldwork?

Earning fieldwork hours at one's place of employment is strongly discouraged. In rare instances, candidates may be approved via an official OSS appeal process to earn fieldwork hours at their place of employment. However, candidates employed as a Pre-K-12 teacher cannot count their working hours as fieldwork hours. Each candidate request will be individually evaluated.

It is the candidate’s responsibility to demonstrate how the setting and activities align to the populations and domains of school counseling (e.g., social/emotional, academic, career). They must also provide evidence of how unbiased site supervision (i.e. avoiding dual roles) as well as a breadth of diverse training can occur in an already familiar setting. The candidate must propose a site supervisor that does not have line authority and provide a copy of the proposed site supervisor’s CV/resume.

The candidate’s place of employment must be established as an approved fieldwork partner and have an agreement on file with the University of Redlands by the term deadline. The formal appeal and all supporting materials are required before the candidate’s request will be considered. The appeal decision will be communicated to the candidate by the OSS. The candidate is responsible to meet all other established deadlines for the intended term including submission of a Fieldwork Placement Form.

Candidates seeking to earn hours at their placement of employment follow these steps:

  1. Review the Policy for Earning DCHS Clinical Hours at an Employer Site
  2. Submit a formal appeal to the Office of Student Success (OSS).
  3. Email supporting materials for the appeal to the OSS (oss@redlands.edu), including:
    1. Application to Earn DCHS Clinical Hours at Employer Site
    2. Statement demonstrating how the setting and activities will foster candidates’ development as a school counselor. The setting and activities must be in alignment with the social/emotional, academic, career domains of school counseling.
    3. CV/resume of proposed site supervisor.

A decision will be rendered within 14 days of receipt of all materials. It is not guaranteed that the candidate’s application will be approved. If approved, the candidate must have an approved fieldwork agreement on file before beginning any fieldwork hours at their place of employment.

What if a candidate cannot complete all 200 fieldwork hours during a term?

A candidate who is unable to accrue the full 200 fieldwork hours in a given term should contact the OSS Assistant Director of Academic Advising (Kristin Grammer) as soon as possible after their circumstances arise. Candidates who do not reach 200 hours in a term may make up fieldwork hours in subsequent terms (as up to 300 hours are allowed per term). In cases where the candidate still needs to earn hours beyond the required three terms, they must enroll in the EDUC 677D course, which may extend their program length. 

Constituent Roles related to Fieldwork

Fieldwork is an experience that involves many constituents including the candidate, Site Supervisor, the OSS Assistant Director of Academic Advising (Kristin Grammer), and the EDUC 677A/B/C/D Fieldwork Instructor. Outlined below are the various constituents who are there to support candidates during their fieldwork experience.

OSS Assistant Director of Academic Advising

  • Coordinates with school districts/charter schools for Pre-K-12 site placement

Upon review and approval of the candidate’s Fieldwork Placement Request Form, the OSS team (Kristin Grammer/Taylor Wong) will submit requests for Pre-K-12 placement from the school district/charter organization. Once the placement is confirmed, the OSS team will notify the candidate and also contact the Site Supervisor for introduction.

  • Acts as a general consultant regarding the fieldwork experience
    The OSS Assistant Director of Academic Advising (Kristin Grammer) is available if candidates need assistance in clarifying expectations and processes related to eligibility, placement, supervision, evaluation, or support.

EDUC 677A/B/C/D Fieldwork Instructor

  • Observes the candidate during the EDUC 677A/B/C/D class sessions

EDUC 677A/B/C/D instructors’ responsibilities are tied to academic expectations related to the seminar. Within such arrangement, EDUC 677A/B/C/D instructors are also expected to review materials (such as recordings of sessions) to provide feedback for the candidate. Feedback on how to best identify opportunities and/or barriers at the site and/or with the Site Supervisor can be discussed in EDUC 677A/B/C/D. However, EDUC 677A/B/C/D instructors need to be fully aware of possible invitation for triangulation in these cases and must avoid splitting or triangulation behaviors (in them, as well as in the candidate).

  • Clarifies different roles

Should concerns arise related to the site or counselees, the EDUC 677A/B/C/D instructor is encouraged to provide clarity for the candidate by explaining that the candidate should consult with the Site Supervisor as the first point of contact (unless there are egregious issues with the Site Supervisor and in which case the EDUC 677A/B/C/D instructor will communicate to the candidate to seek immediate consultation with the OSS Assistant Director of Academic Advising/Kristin Grammer).

  • Ensures all Time2Track forms are complete

EDUC 677A/B/C/D instructors will evaluate candidates’ progress and development as it relates to the learning outcomes for the EDUC 677A/B/C/D Fieldwork course. The EDUC 677A/B/C/D instructors also ensure all forms in Time2Track are complete, including candidate individualized plan (goals), mid and end of term evaluations, and candidate evaluation of site/site supervisor.

  • Provides academic grades for EDUC 677A/B/C/D

EDUC 677A/B/C/D instructors will post the candidate’s term-grades for the course within two weeks of the end of the last class meeting. The term-grades should not be a surprise to the candidate which means that if the candidate is not making successful progress during the course, such feedback needs to be provided to the candidate as soon as possible with an invitation to discuss ways to improve. As expected for all School of Education instructors, a thorough documentation of such conversations is expected. If the candidate is not making satisfactory progress in the EDUC 677A/B/C/D course, the instructor is encouraged to also alert the School Counseling Program Coordinator (Dr. Tamara Tribitt).

Site Supervisor

  • Provides training of site policies, procedures, and protocols

Site Supervisors are expected to provide candidates with an orientation to the site including a review of policies, procedures, and protocols. Site Supervisors ensure candidates have a plan for emergencies and in case of absence, assign an equally qualified substitute Site Supervisor.

  • Sets developmentally appropriate goals with candidate

Site Supervisors help candidates identify personalized goals that are reflective of their (1) professional goals, (2) professional trajectories, (3) previous experiences (for instance, a candidate with years of teaching experience may not need to develop core curriculum lessons but rather need to develop a school counselor identity).

  • Observes the candidate in individual and group counseling sessions

After an initial period of observation, discussion and modeling, candidates are given the opportunity to conduct their own sessions under the observation of the Site Supervisor. The Site Supervisor may sit in on the session or ask the candidate to record the session to listen or watch later. This direct observation of the candidate’s work is critical in providing the feedback necessary to hone the candidate’s counseling skills.

  • Provides regular supervision to the candidate

The Site Supervisor provides weekly supervision (1 hour per week) as a way for candidates to seek necessary guidance related to their counselees and other critical components of their fieldwork experiences.

  • Provides feedback to the candidate through evaluation

As part of the candidate’s development, the Site Supervisor evaluates the candidate’s performance at the site twice per term (at week 7 and week 14) via Time2Track. Naturally, it is not expected that candidates to have the highest rating scale when they first begin their fieldwork. Using a 4-point rating scale ranging from below expectations to exceeds expectations, candidates are evaluated in the following areas:

  • Basic Counseling Skills and Professional Behavior
  • Knowledge of and Skills in the Delivery of School Counseling Services
  • Knowledge of and Skills in School Counseling Program Development
  • Skills in Collaboration
  • Candidate strengths/areas for growth, and
  • Achievement of stated goals

The Site Supervisor should document the candidate’s strengths and areas of challenge and share their observations and feedback with the candidate at the mid-point and completion of the fieldwork experience.

School Counseling Candidate

  • Initiates and maintains Time2Track forms

Each term of fieldwork, candidates are required to initiate, monitor, and finalize their Time2Track forms. This includes establishing goals for the term via the Candidate Individualized Plan, logging fieldwork hours, submitting hours to site supervisor for approval, initiating mid and end of term evaluations for each placement/term. Candidates are strongly encouraged to save pdf copies of each term’s forms as evidence of these items will be needed at the end of the program for degree sign off and CTC credentialing.

  • Form a strong supervisory alliance with the designated Site Supervisor

The supervisory alliance is defined as a professional partnership between the supervisee and the supervisor that focuses on the supervisee’s learning and growth as a practitioner (Bordin, 1983; Ladany & Friedlander, 1995). Bordin (1983) stated elements of a strong supervisory alliance include agreed upon goals, discussions of the required tasks needed to reach those goals, and a strong bond based on caring, respect, and trust. Feeling comfortable with the designated Site Supervisor is critical in the success of the candidate’s experience. Candidates are expected to self reflectively assess how best to approach and share difficulties they are experiencing (even with their Site Supervisor) and engage in such dialogues professionally.

  • Legal and ethical standards of the profession

Candidates must be knowledgeable of and agree to comply with the legal and ethical standards of their profession. Candidates are expected to understand and follow the ACA Code of Ethics and/or ASCA Code of Ethics.

  • Record keeping

Each school counseling program has its own unique procedures for record keeping. Some require extensive session notes, for example, while others require very little. Since candidates are expected to provide direct service to counselees, it is important candidates learn how to conform to the site’s requirements for recording school counseling activities. Candidates are responsible for keeping copies of all items related to their fieldwork experiences.

  • Confidentiality

Confidentiality is a vital issue in school counseling that is addressed in professional organizations and school system standards nation-wide. Protecting the rights of minors and parents is a serious responsibility. Candidates are expected to become familiar with legal and ethical responsibilities related to confidentiality and their application to counselees, families, and/or caregivers.

  • Consultation

Consultation is a necessary process for candidates to provide the best care for their counselees. In a school setting, at times, candidates need to consult with a teacher/professor, parent/caregiver, administrator, or social worker. It is important candidates are aware of the proper procedures for conducting effective consultation at the site.

  • Knowledge and action for situations related to harm and danger to self and/or others

Candidates are expected to know proper protocols and procedures related to issues of suicide/homicidal assessment, substance use/abuse, and instances of child abuse and neglect. They are also expected to be well informed of Title IX and FERPA and be familiar with the ACA or ASCA Ethical Standards and recognize the need to protect the well-being of counselees. Candidates in both the Combo and College tracks are expected to be informed of other critical college related ethics and laws. Candidates must discuss any concerns or instances related to harm and danger to self and/or others with their Site Supervisor.

  • Conduct individual and group counseling

Candidates are expected to conduct both individual and group counseling as both are important components of the fieldwork experiences. Regardless of previous experiences, candidates will take or have taken courses on both individual and group counseling and are expected to conduct their own individual and group counseling sessions at their site.

  • Health and Safety

With ongoing COVID-19 public health concerns, many candidates will conduct fieldwork virtually. If in-person interactions are needed at the site, candidates should work with their site supervisor to make sure careful measures are taken regarding health and safety. Candidates are encouraged to professionally articulate to their site supervisor if there is a need that requires them to work remotely due to their own health concerns (i.e., immunocompromised), or that of their family or loved ones, especially those in the same household.

  • Home Visits During Fieldwork
    Candidates may be asked by their site supervisor to conduct a home visit. The liability insurance obtained prior to entering the field allows candidates to engage in home visits provided the visit is required of the field site and as long as candidates are in a fieldwork class and under supervision.

When conducting home visits, candidates must follow policy and procedure outlined by their field site and/or school district. Candidates are required to conduct home visits in pairs or a team and must abide by health and safety precautions outlined by the site supervisor or field site policy. Candidates MUST NOT conduct home visits alone.

  • Observe the Site Supervisor’s work

Typically, Site Supervisors require candidates to sit in on their own counseling sessions and observe their counseling process. This allows the candidate to become familiar with the counselee population, common issues with that setting, and the chance to observe an experienced counselor handle these situations. Candidates may be curious to observe their Site Supervisor’s counseling style, discuss their theoretical orientation, and learn how they address different counseling issues.

  • Conduct sessions alone

Candidates collaborate with their Site Supervisors so they can transition to being competent and comfortable conducting sessions on their own, without the presence of the Site Supervisor. It is up to the Site Supervisor to determine when this transition occurs. *Candidates should not facilitate group sessions alone with counselees until completion of the CMHC 615 Group Psychotherapy and Counseling course.

  • Seek supervision

Candidates are to become reflective professionals by continually assessing their own performance as a counselor and by being aware of counseling situations that require supervision. Candidates are expected to actively seek out supervision and honestly bring up/address matters they have difficulties with at their sites in their supervision sessions. Candidates must learn when to be independent and critical thinkers of challenging situations and when to seek out necessary supervision.

  • Avoid temptations to resolve an issue alone

Candidates do not have to handle issues alone. Consult with your Site Supervisor, as the first point of contact, if an issue arises. Refer to the diagram in the next section regarding potential concerns, who to contact and/or how to resolve them. Should a candidate witness unethical behavior of a site supervisor, they should contact the OSS Assistant Director of Academic Advising (Kristin Grammer).

Legal and Ethical Standards of the Profession

Candidates must be knowledgeable of and agree to comply with the legal and ethical standards of their profession. Candidates are expected to understand and follow the ACA Code of Ethics and/or ASCA Code of Ethics.

  • Record Keeping:
    Each school counseling program has its own unique procedures for record keeping. Some require extensive session notes, for example, while others require very little. Since candidates are expected to provide direct service to counselees, it is important candidates learn how to conform to the site’s requirements for recording school counseling activities. Candidates are responsible for keeping copies of all items related to their fieldwork experience.

 

  • Confidentiality:
    Confidentiality is a vital issue in school counseling that is addressed in professional organizations and school system standards nation-wide. Protecting the rights of minors and parents is a serious responsibility. Candidates are expected to become familiar with legal and ethical responsibilities related to confidentiality and their application to counselees, families, and/or caregivers.

 

  • Consultation:
    Consultation is a necessary process for candidates to provide the best care for their counselees. In a school setting, at times, candidates need to consult with a teacher/professor, parent/caregiver, administrator, or social worker. It is important candidates are aware of the proper procedures for conducting effective consultation at the site.

 

  • Knowledge and action for situations related to harm and danger to self and/or others:
    Candidates are expected to know proper protocols and procedures related to issues of suicide/homicidal assessment, substance use/abuse, and instances of child abuse and neglect. They are also expected to be well informed of Title IX and FERPA and be familiar with the ACA or ASCA Ethical Standards and recognize the need to protect the well-being of counselees. Candidates in both the Combo and College tracks are expected to be informed of other critical college related ethics and laws. Candidates must discuss any concerns or instances related to harm and danger to self and/or others with their Site Supervisor.