Grand Canyon University

College of Humanities and Social Sciences

Office of Field Experience
Box 478, P.O. Box 11097
Phoenix, Arizona 85061-1097

School Counseling Internship Acknowledgement and Action Plan

I, Jazmin Quintana have read and understand the following hour requirement guidelines.

Your program of study: Master of Education in School Counseling

All school counselors in training must accrue 200 total hours in internship, 80 of which must be
direct student contact. Direct student contact may include, but not limited to, one-on-one
counseling, group counseling, classroom presentations, or career counseling. These accrued hours
do not count toward the required hours in the remaining internship courses necessary for
graduation. Regardless of meeting the minimum required hours prior to the completion of the
internship course, you must still be present and actively engaged at your site throughout the
duration of the course.

Throughout the duration of the 10-week course, 200 total hours including 80 direct student
contact hours, 120 indirect hours that include 1 hour of weekly supervision with your clinical site
supervisor (10 hours total), and 1½ hours of weekly group supervision with your instructor and
classmates must be accrued (15 hours total), logged in Lopes Activity Tracker, and approved by
the site and faculty supervisors.

Failure to meet minimum hour requirements for internship will result in a non-passing grade,
which will require the repeating of the course. Hours earned during a course that earns a
nonpassing grade will not be counted towards requirement. Only hours accrued during the start
and end date of the internship/internship course can be counted towards the hour requirement.

I understand that it is my responsibility to track my hours and seek assistance from my field
experience counselor if I have concerns of falling behind on my hours. _JQ__

I also understand that if any changes related to my internship site occur or if I lose my internship
site, I must immediately notify my field experience counselor. ____JQ____

PERFORMANCE OBJECTIVES AND TENTATIVE ACTION PLAN FOR THE

SCHOOL COUNSELOR IN TRAINING (SCIT):

Each School Counselor in Training (SCIT) is required to engage in the following professional
direct hours: individual counseling, group counseling, and core curriculum instruction. SCITs are

© 2022. Grand Canyon University. All Rights Reserved.

 also required to participate in indirect hours and clinical supervision. Collaborating with the
SCIT’s site supervisor and faculty supervisor, each SCIT will include a breakdown of their
weekly hours for each of these services, identify professional development goals and evaluation
procedures. Please note that SCITs must satisfy the minimum hour requirements, as outlined
above. Any additional hours beyond those requirements are considered optional and are subject
to both the SCIT’s and supervisor’s availability.

Please refer to the following example to guide you in completing your plan:
Direct Services Hours Professional Development Evaluation of Professional Goal(s)
Goal(s)
Instruction 8 hrs Improve classroom Site supervisor formative and summative
management skills evaluation
Direct Services Hours Professional Development Evaluation of Professional Goal(s)
Goal(s)
Instruction 10 To provide academic Site supervisor formative and
support in forms of class summative evaluation as well as site
lessons. individual supervision feedback.
Appraisal and 30 Provide support to students Site supervisor evaluation and
Advisement in the form of goal creation, feedback during individual
organization of class supervision.
schedules, and grade checks.
Counseling 40 Meet with walk-in students, Site supervisor evaluations, feedback
daily check-ins and small on small groups and individual
groups. counseling sessions during individual
supervision.
Indirect Services Hours Professional Development Evaluation of Professional Goal(s)
Goal(s)
Consultation 20 Consult with site supervisor, Check-ins with site supervisor to
staff and teachers to identify areas of concern and focus
understand and identify for students.
needs of the students and
staff.
Collaboration 65 Work with site supervisor to Individual supervision with site
identify scheduling needs, supervisor and evaluations of goals
counseling techniques and through the summative and formative
academic support for evaluations.
students.
Referrals 10 Referrals to outside agencies Documentation under the student’s
or other departments profile and consultation with the site
through the district support supervisor.
for students who need
additional or more long-
term resources than the
counseling department can

© 2022. Grand Canyon University. All Rights Reserved.

 provide.
Supervision (Indirect Hours Professional Development Evaluation of Professional Goal(s)
Hours) Goal(s)
On-site Supervision with 10 Identify areas for Document site supervision in the
Site Supervisor improvement, ask questions, Lopes Activity Tracker.
incorporation of different
techniques to provide
support for students and
seek opportunities to lead
different groups, individual
sessions, or class lessons.
Group Supervision with 15 Work with professor to Document group supervision in the
Counseling Faculty discuss difficult cases Lopes Activity Tracker.
throughout our internship,
and ways we can provide
support or learn from our
classmates and professor.
Develop a specific plan of action to support the professional development goals as outlined
above. Your proposed activities should align with school counseling program objectives and
relate to the GCU Professional Dispositions of Learners.

Please refer to the following example to guide you in completing your plan:
School Counseling Program Proposed Activities to Support Related GCU Professional
Objectives Professional Development Goals Dispositions of Learners
Human Growth and Development: Plan to observe a minimum of three Respect for the Diversity of
Acquire knowledge and skills to teaching and classroom management Others
meet the diverse needs of individuals styles.
in the context of human growth and
development.
School Counseling Program Proposed Activities to Support Related GCU Professional
Objectives Professional Development Goals Dispositions of Learners
Counselor Identity and Ethics: Consult with site supervisor or Fairness and Professional
Develop best practices and group supervision on ethical Conduct.
counselor identity as informed by dilemmas, and hypothetical
ethical and professional standards situations to identify how to
and GCU dispositional values. approach the situations in an
ethical manner.
Diversity and Advocacy: Gain Collaborate with different diverse Respect for the Diversity of
opportunities to practice ethically groups on campus and incorporate Others.
as advocates for social justice the view points from teachers and
through exposure to multicultural students on how to address and
counseling theories and experiential bring awareness on diverse issues
exercises that promote awareness to the campus.
of cultural bias and diverse
© 2022. Grand Canyon University. All Rights Reserved.
worldviews.
Human Growth and Observe different Respect for Diversity of
Development: Acquire knowledge counseling/classroom lessons as Others, and Curiosity.
and skills to meet the diverse needs well as attend professional
of individuals in the context of development courses that focus on
human growth and development. addressing diverse needs of the
students.
Counseling & Helping Work with different diversity Advocacy, and Respect for
Relationships: Cultivate groups on campus, create diversity the Diversity of Others.
counseling and helping skills by groups if none are available, focus
integrating counseling theories and on small group lessons, and
research, engaging in community promote counseling and outreach
collaboration and outreach, and for our students.
developing skills to apply in
professional and therapeutic
relationships.

Group Counseling and Group Utilize goal setting, incorporate Advocacy

Work: Integrate theoretical calming/breathing techniques,
foundations and consider dynamics utilize active listening techniques,
and therapeutic factors to gain
and promote these skills to be
knowledge of theories, develop
techniques, promote leadership used and actively incorporated
skills, and facilitate the therapeutic amongst group members.
group process for diverse clients.

Research and Program Attend school counseling Reflection, Professional

Evaluation: Acquire the meetings through the district, sign Conduct
knowledge and skills needed to up for free professional
identify, evaluate, and utilize development courses through
research to inform best practices in local organizations as well as
counseling. through the ACA and ASCA.
Career Development: Facilitate Provide transitional support to High Expectation,
college and career readiness students who are transitioning into Advocacy, and Fairness
standards to support the middle school and support those
development of students in P-12 students transitioning to high
settings. school, provide information on
career courses and courses
available for college credits.
Testing and Assessment: Utilize Development of an academic Reflection
assessment methods, research, and group which helps students
program evaluation to appraise prepare for testing, utilize surveys
effectiveness of comprehensive and data to identify areas of need
school counseling programs using and quality services provided to
outcome data to inform future students in a support setting.
practice.
Specialty Area for SC: Develop Plan to develop and create an Advocacy, Respect for the
© 2022. Grand Canyon University. All Rights Reserved.
an educator and counselor identity identity which demonstrates a SC Diversity of Others, Honest
that integrates the GCU who advocates, understands, and and Fairness.
Professional Dispositions of is compassionate towards
Learners and upholds ASCA students, while ensuring ethics
professional and ethical standards and safety are core attributes
as licensed/certified school presented when working with
counselors by acquiring the students, staff, and parents.
knowledge and skills needed to
plan, implement, and evaluate
comprehensive school counseling
programs based on research and
national standards.

SITE SUPERVISOR ONLY:

Site supervisors approve logged hours and complete evaluations through Thunder Time. An
email will be sent with GCU credentials and a Thunder Time link during the first week of the
course. Please initial below that you have received this email. (Check your Junk/SPAM folder as
well.) If you are unable to locate this email, contact your field experience counselor.
<<Site Supervisor initials here>>

The signatures below indicate concurrence with this Internship Acknowledgement and Action
Plan as developed by the School Counselor in Training.

School Counselor in Training Date

The specific activities, processes and roles involved are subject to amendment or modification if
all parties involved agree. Successful completion of these plans will be evaluated based on the
SCIT completing all the objectives to the best of the SCIT’s ability. The SCIT will not be
penalized for not completing activities that are beyond the SCIT’s control.

© 2022. Grand Canyon University. All Rights Reserved.