PRACTICUM INTERNSHIP LOG
Student Name: Amy Yang
School Site/s: Miramonte Elementary (CUSD) CTEC High School (Fresno County)
KEY: Miramonte
CTEC
Date 17. Foundations of the School Counseling
Profession
Demonstrates knowledge and understanding of
11/20 the history, philosophy, and trends of the school
counseling profession including significant state
and national events and factors
Demonstrates knowledge and understanding for
10/28 developing, implementing, and evaluating a
comprehensive and developmental school
counseling and guidance program
Demonstrates knowledge and understanding of
9/11 the domains of educational counseling including
9/25 academic, career, and personal and social
development
Demonstrates knowledge of how school
counseling programs and services promote
student development, learning, and achievement
University Supervisor: Ricci Ulrich
Semester: Spring 2020 / PRE-COVID 19
Activity Description Rating Supervisor/Evaluator
Signature and Title
 Elementary: social/emotional
support. Some counselors serve
more than 1 campus (2-3).
 HS: heavily focused on academics,
one counselor has students from all
grade levels.
 Transitional counselor – at risk,
foster youth etc…
 Leaning more towards a diverse
group of counselors
Staff Development Day: discussed the
expansion and development of CTE
program. Evaluation/feedback:
counselors struggling to be inclusive &
comprehensive while promoting a
program of limited space/resources.
Senior meeting: provided
guidance/review of transcripts, career
options, financial aid process,
graduation and college requirements
 Financial responsibility workshops
 Financial aid/CSU/UC workshops
 Sophomore conferences – prepare
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10/28
Date 18. Professionalism, Ethics, and Legal
Mandates
Demonstrate knowledge and understanding of
10/28 the necessity for ongoing education as a part of
professional development
Demonstrate awareness of current trends in
9/11 education and the impact of these trends on their
professional identity
12/6 Demonstrate knowledge of the state and
national associations representing the school
counseling profession and related counseling
interests
Demonstrate the benefits of belonging to a
Fall 2019 professional organization that represents school
counseling interests
Demonstrate knowledge of the state
10/2 requirements for academic achievement,
promotion, and retention polices and high
school graduation
Demonstrate knowledge of California and
9/27 federal laws and regulations affecting school
11/1 counseling and guidance programs, pupils and
staff, such as confidentiality, child abuse
reporting, and pupil records
students of A-G req’ments / future
 Freshman interviews – prep for job
and college interviews/build
competency
Activity Description Rating Supervisor/Evaluator
Signature and Title
Staff development day - Financial aid
workshop (reviewed entire process to
better support students)
Central Valley Promise/CA college
promise – 2 yrs of free community
college (recently passed law/funding)
ASCA, Collegeboard – link curriculum
to ASCA standards/lesson plan
template
An ASCA Member, liability insurance
Sophomore conferences – review of
graduation req’ments
 A-G & which classes accounts for
this section
 Acceptable Ds in non A-G courses
 Edgenuity
 Q Global: Icons that indicate
legal/sensitive
information/confidentiality
 Be knowledgeable of legal
papers/parental rights for student
pick up/visitation
 Made a report to CPS: phone call
&faxed form, informed admin and
front desk for possible CPS visit on
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Demonstrate knowledge of the ethical standards
10/25 and practices developed by the American
Counseling Association (ACA) and the
American School Counselor Association
(ASCA)
Demonstrate skills of applying ACA and
10/18 ASCA’s ethical standards and practices to
specific counseling situations
Date 19. Academic Development
Demonstrate knowledge of the application and
10/28 rationale of state adopted curriculum standards
and frameworks to academic development
Demonstrate knowledge of and skill in
9/27 improving pupils’ self-concept and academic
achievement, including: motivation to learn-
confidence as a learner, pride in achievement,
acceptance of mistakes as essential to the
learning process, and development of attitudes
and behaviors that lead to successful learning
Demonstrate knowledge of learning skills
11/13 including: goal setting, time and task
management, task analysis, knowledge of
learning styles, test taking skills, textbook
reading strategies, problem solving skills,
decision making skills, and communication
skills
Demonstrate knowledge of and skill in helping
10/14 pupils achieve school success including: taking
10/23 responsibility for their own actions; working
independently and cooperatively; being
campus
Lesson planning using ASCA standards
– diversity and self control
1:1 counseling with students – social
emotional
Activity Description Rating Supervisor/Evaluator
Signature & Title
Staff development
day/CTE/Counseling meeting –
discussed ways to grow the CTE
program within limits and resources
available + considering state
requirements for each course
Spoke with student in a fight; discussed
second chances/opportunities, thinking
positive, making changes and
rethinking behavior – he felt hopeless
because it was last incident before
possible expulsion/transferring out to
another school.
Freshmen interviews – took the time to
check in with how first yr of high
school is going. Reminded them to
determine which learning/studying
strategies are working for them. It will
take time to adjust and find strategic
skills to be a successful H.S student. (a
learning and evolving process)
Sophomore conferences /1:1 –
discussed the importance of building
ones resume, planning for the future,
follow-up on grades, self advocacy as
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dependable and productive; and sharing
knowledge, interests and abilities
Demonstrate knowledge of high school
9/30 graduation requirements and skill in assisting
pupils to develop appropriate academic plans
Demonstrate knowledge of and skill in
10/14 implementing practices that ensure that all
10/23 pupils receive equitable treatment relating to
appropriate course selection for post-secondary
options, including college
Demonstrate knowledge of a guidance
10/18 curriculum that supports learning and skill in
11/1 using classroom guidance techniques
Demonstrate knowledge and skill in accessing
9/11 admission requirements for public and private
colleges and universities, vocational and trade
schools, and other post-secondary training
opportunities
Knowledge of the relationship of academics to
10/2 the world of work and to life at home and in the
community
Date 20. Career Development
Demonstrate knowledge of the world of work,
10/2 employment trends, career clusters and
pathways, career choice theories, and school-
teachers are not going to remind
students what to do (responsibilities of
becoming a young adult)
Senior Conferences –
discussed/supported students planning
to attend out of state college, directed
students to do research and to be
proactive/aware of differing req’ments
compared of CA standards. Also,
seniors in general, discussed pathway
to graduation and college.
Sophomore conferences – provide
same/consistent information to all
sophomores, regarding
programs/classes/options available for
junior year and college prep
Counseling guidance curriculum – co
facilitate lesson with counselor in class:
diversity
Senior conference + learning from
senior presentations reviewing
graduation req’ments, goals for after
H.S, CSU/UC deadlines. Often
referred to current online
resources/sites while meeting 1:1 with
students to address specific questions.
Sophomore conferences – importance
of extracurricular activities in and
outside of school/being active member
of community, besides doing well in
academics.
Activity Description Rating Supervisor/Evaluator
Signature & Title
Sophomore conferences: offered
guidance on a student interested in
nursing and the beauty industry.
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based career development programs
Demonstrate knowledge of career and
vocational information resources including:
9/11 labor market information, visual and print
10/2 media, computer-based career information
systems, and skill in accessing these resources
to assist pupils in their career development and
decision making
Demonstrate knowledge of and skill in career
10/28 development program planning, organization,
implementation, administration, and evaluation
Demonstrate knowledge of and skill in using
12/2 assessment instruments and techniques relevant
12/9 to career planning and decision making
Demonstrate knowledge of and skill in career
10/28 and educational assessment, planning, and
evaluation
Demonstrate knowledge of and skill in using
10/14 technology-based career development programs
10/23 and strategies
Demonstrate knowledge of and the ability to
11/13 teach and develop essential employability skills
such as teamwork, problem solving, and
organizational skills
Suggested possibility of being a nurse
in a plastic surgeons office/combining
both interests (beauty and nursing) is
possible.
Supported students with information on
career/college options during xello
survey (career questionnaire /career
exploration provided through Clovis
East)
CTE: planning director of CTE
program accepting feedback from
counselors and their concerns in
program development, as well as
suggestions and ideas to grow the
program.
Met with sophomore – college
enrichment, dual enrollment (Reedley
college application), CART, Ctech
courses
Counseling staff meeting: reviewed
evaluation, planning and assessment of
counselors using Q Global data.
Also, input notes in Q Global for 1:1
meetings with students
Q Global – input/filled out sophomore
conferences forms used to plan,
evaluate, and assess students academic
progress
Freshmen interviews – Role of an
interviewee and asked students
employability questions. Provided
feedback towards the end of interview:
focused on teamwork, eye contact,
building confidence and more practice
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Date 21. Personal and Social Development
Demonstrate how to help students acquire
10/2 knowledge of their own personal strengths,
assets, personal values, beliefs, and attitudes
Demonstrate knowledge of and skill in
developing programs that enable pupils to:
11/1 develop positive attitudes towards themselves as
unique and worthy persons; identify and express
feelings, recognize personal boundaries, rights
11/15 and privacy needs; understand the need for self-
control and how to practice it’ demonstrate
cooperative behavior in groups; develop
effective communication skills; and identify and
discuss changes in personal, social, and family
roles
Demonstrate skill in helping pupils to: respect
11/1 alternative points of view; recognize, accept,
respect, and appreciate individual differences;
and appreciate cultural diversity and family
configuration patterns
Demonstrate the ability to: teach pupils a
10/8 decision making and problem-solving model;
enable pupils to understand consequences of
decisions and choices; identify alternative
solutions to problems, and develop effective
coping skills for dealing with problems,
including seeking professional help
Demonstrate the ability to: educate and train
10/18 pupils successfully in conflict resolution skills,
in preparation for junior or senior year
when applying for jobs or colleges.
Activity Description Rating Supervisor/Evaluator
Signature & Title
Xello – assist students to access/take
survey, results showed career
options/pathways based on their
interests
Diversity lesson – encouraged students
to have pride in their
culture/language/clothing/differences
while still respecting and showing
kindness in others differences.
Uniqueness is celebrated
Created a wall of indigenous cultures
for diversity awareness and acceptance
Diversity lesson – respect the
differences of others, regardless of
values, beliefs, cultures, background
Sophomore conference – stressed to
students the importance of self
advocacy to research career paths, no
one else will do it for them. As well as
how to resolve teacher/student conflict
and misunderstandings – at the end of
the day, it is the student’s grade ad
success and to not let others get in their
way.
Diversity and safety/drug free
elementary lesson - co facilitate with
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11/1 develop respect and appreciation for individual
and cultural differences, and know when peer
pressure is influencing a decision
Demonstrate the ability to: assist pupils in
10/18 identifying short- and long-term goals; set
realistic and achievable goals; and develop a
plan of action for successfully achieving those
goals
Demonstrate knowledge of how to help pupils
learn and understand: the relationship between
rules, laws, safety, and the protection of
10/18 individual rights; the difference between
appropriate and inappropriate physical contact;
personal boundaries, rights, and personal
privacy; how to identify peer and professional
resources in the school and the community; the
emotional and physical dangers of substance use
and abuse; how to cope with peer pressure; the
techniques for managing stress and conflict; and
the skills for coping with and managing life
events
Date 22. Leadership
Demonstrate the knowledge of effective
11/20 leadership in planning, organizing, and
implementing a counseling and guidance
program designed to increase student learning
and achievement
12/6 Demonstrate development as a leader in
education reform and school change efforts
Demonstrate knowledge of funding sources and
counselor
1:1 counseling with student –
reviewed/filled in feelings chart, goals,
and progress.
1:1 with student – analyzed student for
potential depression/anxiety. He
previously expressed thoughts and
feelings of sadness but did not express
any serious threat to himself.
Therefore, we discussed the importance
of self care and how to manage
homework/life. As well as advocacy
and asking for help.
Activity Description Rating Supervisor/Evaluator
Signature and Title
 Each counselor is delegated a
task/specific topic or area of
specialty
 Ex: scholarship, CTE program,
SAT/ACT, FAFSA, NCAA
 Head counselor – inform team of
major changes, meeting dates,
tasks, provide guidance, and
support.
Cafeteria wall/advocacy of World
Religions and Indigenous Cultures
Discussed title 9 – how a miramonte
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9/27 budget issue concerning programs that promote
student learning and academic achievement
Demonstrate knowledge of the theories and
principles of managing the delivery of a
comprehensive and developmental school
counseling and guidance program
Date 23. Advocacy
Demonstrate knowledge of current and potential
10/28 biases and discrimination in educational
programs, services and systems that limit,
impede or block the highest educational
attainment possible for all pupils
Demonstrate knowledge of the barriers to the
10/28 highest learning and achievement for all pupils,
and how they can limit the future educational
and career outcomes for pupils
Demonstrate knowledge of school learning
10/14 support programs and services that promote
10/23 high academic attainment and learning success
Demonstrate knowledge of and skill in
10/14 advocating for high academic expectations and
10/23 learning success for all pupils
Demonstrate knowledge of educational and
10/14 career paths and skill in advocating for pupils in
10/23 a manner that increase student motivation, high
expectations, and learning success
elementary counselor differs from other
elementary counselors. Different
funding and based on circumstantial
needs
Activity Description Rating Supervisor/Evaluator
Signature and Title
CTE concerns – mostly taking high
achieving students, less access of
average/low performing students who
may need it more for technical
training/career explorations, and as an
option other than college.
Counselor meeting – discussed the
issue/shortage of space in CTE courses.
Concerns are that it is leaving out
potentially successful students who do
not want to attend college, because
most “A” students are getting first
choice. CTE is also supposed to be for
non-college route students seeking
apprenticeship and technical training.
Students with F grades – introduce to
them the interventions/tutoring sessions
available on campus
Sophomore conferences – follow up
with students on higher
education/college + address those F
grades.
Sophomore conferences – introduce to
students the ideas/possibilities of
nursing, beauty, construction and
engineering.
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Demonstrate knowledge of the academic and
10/14 learning required for pupils to be eligible for
10/23 admission to a four-year college of university
Date 24. Learning, Achievement, and Instruction
Demonstrate knowledge of effective classroom
11/8 management strategies, techniques, and
practices and skill in applying classroom
management principles to guidance instruction
Demonstrate knowledge of and skill in writing
10/25 guidance lesson plans coordinated with other
12/6 instructional area subject matter
Demonstrate knowledge of instructional
12/13 strategies, activities, practices and skill in
applying these to teaching guidance concepts to
pupils, parents, and teachers
Demonstrate an understanding of classroom
11/8 dynamics and instructional activities and
materials that are appropriate for pupils with
diverse needs, interests, and learning styles
Demonstrate knowledge of strategies and
3/16/202 techniques for involving parents and guardians
0 in classroom learning including conducted
student-led conferences, parent tutoring, and
homework support
Demonstrate skill in organizing and
1/31/202 implementing in-service education programs for
0 school staff focused on the issues related to
counseling and guidance
Sophomore conferences – prep/discuss
with students the importance of A-G
requirements + SAT/ACT prep/Khan
academy and deadlines
Activity Description Rating Supervisor/Evaluator
Signature and Title
Unexpected lesson plan along, with
counselor support. Implemented some
classroom strategies to the best of my
abilities. Classroom responded well
and the lesson was adequately
managed.
Ex: positive redirection
 Lesson planning day
 Self-control lesson plan by Amy
Co-facilitate self-control lesson to 3rd
graders and kinders (marshmallow
activity)
Observed variety of classroom levels
(k-6) and assessed instructional
differences and the diverse needs of
students. From sped to mainstreamed
students.
Parent phone calls – informed parents
of changes to curriculum/instruction
due to Covid 19 crisis. Instruction will
be online, assignments submitted
online, improvised. Concerns for IEP
students and how to support during an
assessment case.
Created flyer for CUSD Wellness
Project (wellness night)
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Demonstrate methods and techniques for
1/21/202 supporting beginning teachers
0 to class
Date 25. Individual Counseling
Demonstrate knowledge of and skills in
2/12/202 applying theories of counseling as they pertain
0 to counseling pupils in schools
Demonstrate knowledge of and skill in assisting
11/22 individual pupils identify and express feelings,
contain intense and overwhelming emotion, and
work through emotional conflicts and problems
Demonstrate knowledge of the assessment of
11/4 student mental and emotional problems for the
purposes of determining appropriateness and
selection of supportive programs and services
Demonstrate knowledge of and skill in making
3/10/202 appropriate and effective referrals to community
0 mental health agencies and professionals
Demonstrate knowledge of and skill in applying
2/2/2020 research-based counseling theory to particular
problems and population through individual or
small group counseling, such as anger
management, suicide prevention and
Supported teacher on disruptive
behavior and transitioning student back
Activity Description Rating Supervisor/Evaluator
Signature and Title
Glasser theory “how is that working
for” – academic follow up for students
falling behind in class & spending more
time on video games
1:1 with about 16 students – check in
with feelings chart, how and why they
are feeling the way they do. Ask
questions in open-minded and
nonthreatening manner to encourage
discussion and expression of thoughts.
Met with student suspected of
depression – after careful analysis and
thorough discussion with the student, it
was determined he did not need
additional services.
Freshmen F list: check in with students
and their level of social/emotional
needs, as well as to determine is further
interventions are needed.
Phone calls – invited parents to
POSITIVE RELATIONSHIPS
BETWEEN PARENT-CHILD
Workshop/presentation. – presented by
Fresno State
Created lesson plan on Conflict
Resolution.
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intervention, stress reduction, eating disorders,
depression, divorced parents, grief and loss
Date 26. Group Counseling and Facilitation
Demonstrate knowledge of group theory, group
3/2/2020 dynamics, and the types of groups relevant to
working in schools
Demonstrate knowledge of and skill in leading
small groups directed towards promoting the
academic, personal, social, and career
development of pupils
Demonstrate knowledge of and skill in
3/16/202 facilitating teams and committee meetings of
0 individuals working on education related tasks
Date 27. Collaboration, Coordination, and Team
Building
Demonstrate knowledge of effective
12/4 collaboration programs and services that
integrate parents, family, and community
members and community agency personnel to
increase student learning and academic
achievement
Demonstrate knowledge of and skills in
3/10/202 coordinating the support, roles, and services of
0 school staff, parents, family and community
members and community agency personnel
Activity Description Rating Supervisor/Evaluator
Signature and Title
Social Peers GROUP – students on the
spectrum learn techniques to build
positive relationships and conversations
in social settings
Communicated with teachers/staff
members of parent concerns – amid
covid-19 shut down, parents concerned
for child on IEP, not getting 180 days
of instruction. Informed RSP teachers
Activity Description Rating Supervisor/Evaluator
Signature and Title
 Presented a video to a room of
students, community members,
mentors at the Asian Success
Student Conference (CUSD) –
Gaman theme
 ASSC organizes/connects local
Asian mentors to CUSD Asian
student for success/achievement
 Key note speakers from District
office and local leaders
Phone calls – invited parents to
POSITIVE RELATIONSHIPS
BETWEEN PARENT-CHILD
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within the framework of a comprehensive
counseling and guidance program
12/13 Demonstrate knowledge and skill in team
building
12/2 Demonstrate knowledge of and skill in
12/9 coordinating support and services necessary for
success in academic, career, personal and social
development and in providing appropriate
services to meet these student needs
Demonstrate knowledge of and skill in
11/22 coordinating guidance activities through which
pupils develop competency in self-management,
communication, interpersonal interaction, and
decision making
Date 28. Organizational Systems and Program
Development
12/18 Demonstrate knowledge by clearly explaining a
12/18 comprehensive school counseling and guidance
12/18 program and its impact on teaching and learning
Workshop/presentation. – presented by
Fresno State
After presenting a counseling lesson,
collaborate with counselor on changes
to be made based on classroom
responsiveness. Changes to be more
suitable/based on age/grade
Informed students about Khan
Academy (Free services) in preparation
for SAT, college enrichment courses at
Clovis Community (Free for students),
and helped with dual enrollment
applications for Reedley College (Free
for students
Developed lesson on self-control –
strategies on how to manage emotions,
behaviors and make good decisions.
Activity Description Rating Supervisor/Evaluator
Signature and Title
 Comprehensive school
counseling/guidance program – the
ability to serve all students in both
academic, social emotional, and
behavioral support with evidence-
based/effective
curriculum/interventions –
executed with fidelity and in
collaboration with teachers, other
staff members, administrators,
community members – based in
community concerns.
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 Comprehensive includes social-

emotional support, higher
education, fair/equality

Demonstrate understanding of basic principles

of organizational theory and change theory so as Organizational Theory/Change Theory
to be able to lead and work collaboratively as a requires establishing and following a
1/22/202 part of a total educational team set of values that guide
0 leadership/collaborative work.
-Michael Fullen Change Theory – value
employees/ members, connect with
team, transparency, feedback, constant
improvement.

12/18 Demonstrate understanding of the organization Elementary school counselors

12/18 of the school, dynamics of change, and the roles sometimes have multiple sites and
12/18 of individuals within the school setting check in on their caseload of students.
Usually social emotional needs.
Collaborate mostly with teachers,
administrators, & school psychologist.
Usually supports student on academic
success in preparation for high school.
During lunch duty, all admin is out to
support counselors on campus
monitoring. Often collaborate in
discipline, with teachers in schedule
change…
CUSD – trend of connecting/building
middle and high school campuses
together. 1 principal for entire campus
& 2 deputy principal, each at the
middle and high school. Also, typically
8 counselors serving both middle and
high school campuses – stay with
student from 7th grade until they
graduate.

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Demonstrate how to effectively identify a wide
2/12/202 range of philosophical, historical, political,
0 ethical, cultural, and economic forces that
impact the school organization and ecology
Demonstrate understanding the
interrelationships among prevention and
2/26.2020 intervention strategies, school organization, and
society
Demonstrate effective understanding of the
techniques used to guide, motivate, delegate,
2/12/202 and build consensus in program development,
0 and the achievement of results
Demonstrate knowledge of and skill in
2/19/202 conducting needs assessments and in planning,
0 developing, and implementing counseling and
guidance programs based on such assessments
Demonstrate adequate knowledge of the process
of developing comprehensive counseling and
guidance program budgets, sources of funding,
and appropriate expenditures
Demonstrate knowledge of and skill in
designing and implementing the evaluation of a
Discussed how cultural
forces/philosophical influences shape
the decision for students/families to
attend CTec high. Ex: Jehovah’s
Witnesses believe and intend not to
pursue higher education. A balance of
encouraging college while respecting
cultural beliefs.
RTI, MTSS, PBIS – SST meeting,
discussed opportunities available at
CTec to support students struggling
academically, tutoring hours.
Collaborate with teachers for buy in /
receptive to counseling ideas &
interventions. Ex: not meeting with
students during core courses and
communicating with teachers the best
time to call students in. Collaborative
effort to support future workings
Based on freshmen grades & overall
trend in poor organizational skills –
develop a guidance curriculum on
organization and studying/successful
habits.
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counseling and guidance program. This would

include the collection of date, understanding
validity and reliability and the preparation of an
evaluation report that demonstrates the impact
of the program on student outcomes related to
improved learning and achievement
Date 29. Prevention Education and Training Activity Description Rating Supervisor/Evaluator
Signature and Title
Demonstrate knowledge of and skill in Review of records that may indicate
11/18 identifying early signs and predictors of student learning disability – patterns/mostly Fs
learning problems and students expressing severe
difficulty not understanding material +
unable to process their thoughts onto
paper
Demonstrate knowledge of and skill in
developing, organizing, presenting, and
evaluating educational programs designed to
prevent learning difficulties and promote
learning success
Demonstrate knowledge of and skill in
developing, organizing, presenting, and
evaluating preventive in-service education
programs for school staff
12/4 Demonstrate knowledge of and skill in Researched/presented a video to a room
developing, organizing, and presenting, of students, community members, and
prevention programs for parents, family, and mentors at the Asian Success Student
community members Conference in CUSD – Gaman theme
to promote student success, resilience,
& perseverance
Demonstrate knowledge of and skill in working Supported students to using
2/26/202 with teachers to implement and evaluate ‘CALMING CORNER” items in class
0 educational programs designed to prevent vs taking the student out of class.
learning problems and promote student learning Teacher was receptive to using these
success and high academic achievement items when she was hesitant before.
Collaborated with Mrs. Lee

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Date 30. Research, Program Evaluation, and Activity Description Rating Supervisor/Evaluator
Technology Signature and Title
Demonstrate knowledge about basic principles
of research design in education and psychology
Demonstrate proficiency in the use of relevant Freshman F list – Q Global: review of
11/18 technology in order to conduct and disseminate class schedule to meet with student and
research, access information, and evaluate pupil discuss progress in class. Reviewed
progress missing assignments posted online and
follow up with student on grades.
Demonstrate skill in locating research data and
interpreting its meaning to pupils, parents,
school, and the community
Demonstrate knowledge and skills of program
evaluation including the gathering of needs
assessment data, the use of data in planning and
decision making, the development of evaluation
strategies, and the gathering of outcome data
focused on student learning and achievement
outcomes
Demonstrate skill in disseminating program
evaluation findings to program stakeholders,
and how proficient are candidates in the use of
evaluation outcomes to modify or extend
programs and interventions
12/13 Demonstrate an understanding of research Principal expressed concerns of self-
methods, statistical analysis, needs assessment, control so we changed planned lesson
and program evaluation to accommodate school/student needs.
Created a self-control lesson plan.

Practicum Internship Log Directions

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 PRACTICUM INTERNSHIP LOG

The student log is intended to capture the assessment component of the professional performance standards required by Fresno Pacific University.
In order to be recommended for your credential, you will need to meet the requirements of the PPS School Counseling program. One component
of those requirements is for each student to demonstrate their skill and understanding of each of the attached standards developed by the California
Commission on Teacher Credentialing.
The form must have the following for each section of every standard:
1. Date the activity was completed.
2. A detailed description of the activity.
3. A rating of 1 to 4 as an evaluative summary of the quality of the competence demonstrated in the activity.
4. A signature of the supervisor or the evaluator that can attest to the quality and completion of the activity.
The rating scale used for these activities is as follows:
4. Excellent: clearly demonstrates skill and understanding of the area under consideration.
3. Adequate: demonstrates skill and understanding of the area but the activity could be more detailed or a clearer exemplar.
2. Marginal: lacks some basic elements to demonstrate skill and understanding of the area under consideration.
1. Unsuccessful: activity does not demonstrate skill and understanding of the area under consideration.

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