Fieldwork Experiences

SCPE 1: Foundations of School Counseling Professional Standards 

• Utilized the American School Counselor Association’s mindsets and behavior standards to guide the lesson objectives for group curriculum and individual sessions. 

• Analyzed attendance, grade, and behavior reports and patterns to inform my practice of service delivery on all tiers. 

• Applied theoretical approaches informed by my understanding of students’ diverse needs, self-perceptions, lived experiences, and observed developmental abilities to best deliver my services. 

SCPE 2: Professionalism, Ethics, and Legal Mandates

• Navigated ethical dilemmas through the use of the American School Counselor Association model and consultation with colleagues 

• Attended various professional development opportunities such as the California Association of School Counselors, the National Association of College Admission Counseling, American School Counselor Association, and American Counseling Association.

• Informed students of their rights to confidentiality while explaining my role as a mandated reporter. 

SCPE 3: Student Academic Development

• Created and facilitated a preventative academic counseling individual counseling for students with low in-progress grades to increase self-accountability, and awareness of academic resources, as well as policies, and prevent academic stress. 

• Utilized the SMART goal model with students at a tier three level to assist students with academic development and resilience. 

• Collaborated with teachers to gather information about student behavioral patterns impacting their academic performance to gain a clearer understanding of ways in which the student should receive support. 

SCPE 4: Student College and Career Development

• Assisted students in the process of building strong applications and informed decision-making for university enrollment. 

• Facilitated a culturally sustaining small group for Native and Indigenous-identifying girls on college and career pathways.  

• Delivered school-wide workshop on UC Personal Statement writing for all 12th grade students.

• Utilized career assessment and exploration tools such as RAISEC and California Career Zone. 

SCPE 5: Social/Emotional Development​

• Delivered tier-three individual counseling to students to cultivate a sense of self and confidence utilizing theoretical approaches such as strengths-based counseling, student-centered, and cognitive behavioral therapy.

• Created and delivered culturally responsive tier-two group counseling to improve social-emotional skills such as self-advocacy, self-confidence, accountability, boundary-setting, and coping. 

• Created and facilitated a tier-one counseling initiative on Healthy Relationships through the Petals of Positivity Event. 

SCPE 6: Educational Foundations: Growth and Development, Learning Theory, Academic Achievement

• Collaborated and consulted with supervisor, school psychologist, social workers, and teachers to predict and/or identify student learning barriers and brainstorm potential approaches to increase student self-confidence and efficacy.

• Observed individual students in the classroom space to identify student strengths, growth areas, and potential learning barriers. 

SCPE 7: Leadership and Advocacy in Social Justice, Equity, and Access

• Attended Comprehensive Student Assistance Teams comprised of classroom teachers, school administrators, the school social worker, and other school personnel to develop specialized plans for identified scholars, implement appropriate interventions, and monitor their progress.

• Proposed data-informed interventions within the multi-tiered, multi-domain support systems to provide specific services to student populations. 

• Collected and shared resources across my positions at Mission Hills High School and the Native American and Indigenous Scholars Project to maximize access and improve my delivery of services.  

• Facilitated Mariposa and Raices groups to increase Latino students' belongingness on campus.

SCPE 8: Program Development

• Utilized quantitative as well as qualitative data to inform the development of tier two group curriculum "Mariposa" to reach students who scored lowest on the Panorama School Belongingness Data. 

• Collaborated and consulted with families and colleagues to increase and improve my understanding of students holistically. 

• Analyze California School Dashboard district and schoolwide data to discuss patterns and consult on potential interventions with appropriate stakeholders.  

​SCPE 9: Research, Program Evaluation, and Technology

• Utilized program resources, research, and student voices to inform the creation of “digital storytelling” individual interventions.

• Reviewed process, perception, and results data through pre- and post-assessments to assess program effectiveness for tier-two interventions. 

• Utilized student information systems such as Synergy and Aeries to access and review student and family information.