Every graduate of the school counseling emphasis in Counselor Education will create a portfolio that will document the student's progress in the mastery of the knowledge, skills, and dispositions required of professional school counselors in the state of Wisconsin .
This portfolio is designed to be developmental (showing learning and growth), reflective (documenting reflection upon that learning and growth), and evaluative (providing feedback to the student and to the program about graduates' competencies).
The portfolio will be submitted for evaluation and feedback three times. Specific dates will be announced by the department at the beginning of each academic year . Please note that the department is in transition with the overall portfolio process. These requirements and structures go into effect in the summer of 2006. any student with questions regarding timing of his/her portfolio should consult with his/her advisor.
First submission: Semester in which Review of Progress is completed
Second submission: Semester enrolled in Practicum
Final submission: Spring Semester of Internship year
In each submission, the student will demonstrate progress in each selected element from the Professional Competencies document. This progress will be documented through the use of artifacts (defined as work the student has done in coursework during his/her program of studies) and written reflective statements. Please note that philosophy statements and reflective statements are to be revised based on current coursework and feedback from earlier submissions, but that artifacts are not to be changed once submitted. Students should not remove any prior material. (Place revised material with dates on top of old material indicating clearly that this is the updated version: All portfolio documents need to be dated to avoid any confusion)
Materials in the portfolios will be evaluated according to the form included in this packet.
These artifacts and written statements will be submitted as follows:
NOTE: For persons who have already started the portfolio process, the original guidelines and timelines will remain in effect.
Submission #1: Semester enrolled in 738 (3 Philosophy Statements and 4 Themes/Elements)
Submission #2: Semester enrolled in 745 (3 Philosophy Statements revised and total of 10
Themes/Elements)
Submission #3: Spring Semester of Internship year ( 3 Philosophy Statements revised and
total of 18 Themes/Elements)
Effective Summer 2006
Submission #1 : Semester in which Review of Progress is completed
a. Philosophy of Counseling (Need to connect to literature and learning)
b. Philosophy of Education (Need to connect to literature and learning)
c. Philosophy of School Counseling (Need to connect to literature and learning)
d. Reflective writing requirement for 2 elements
1. Why this element is important for school counselors, in terms of the core values of communication skills, human
relations and professional dispositions (valuing diversity, ethical practice), content knowledge, pedagogical knowledge,
and pupil service practice.
2. How this element is demonstrated in the artifact selected.
3. Evaluation of your performance of this element and plans for your continued improvement in this element.
e. Artifacts for at least 2 elements
(Group project artifacts need to be limited because evaluation is focused on individual student development. If a group
artifact is used the reflection needs to connect to the individual student learning and growth.)
****Artifacts – 12 maximum for the 18 total elements (5-7 must come from core
classes and the rest from school counseling courses)
Submission #2 : Semester enrolled in Practicum
a. Philosophy of Counseling (revised based on new learning addressing courses taken)
b. Philosophy of Education ( revised based on new learning addressing courses taken)
c. Philosophy of School Counseling (revised based on new learning addressing courses taken)
d. Reflective writing requirement for 6 more elements
1. Why this element is important for school counselors, in terms of the core values of communication skills, human relations
and professional dispositions (valuing diversity, ethical practice), content knowledge, pedagogical knowledge, and pupil service practice.
2. How this element is demonstrated in the artifact selected.
3. Evaluation of your performance of this element and plans for your continued improvement in this element.
e. Artifacts for at least 6 more elements (8 elements total)
(Group project artifacts need to be limited because evaluation is focused on individual student development. If a group
artifact is used the reflection needs to connect to the individual student learning and growth.)
****Artifacts – 12 maximum for the 18 total elements (5-7 must come from core
classes and the rest from school counseling courses)
Final Submission : Spring Semester of Internship year
a. Philosophy of Counseling ( revised based on new learning addressing courses taken)
b. Philosophy of Education ( revised based on new learning addressing courses taken)
c. Philosophy of School Counseling( revised based on new learning addressing courses taken)
d. Reflective writing requirement for each element (18 elements total)
1.Why this element is important for school counselors, in terms of the core values of communication skills,
human relations and professional dispositions (valuing diversity, ethical practice), content knowledge, pedagogical
knowledge, and pupil service practice.
2. How this element is demonstrated in the artifact selected.
3. Evaluation of your performance of this element and plans for your continued improvement in this element.
e. All 18 elements completed using a total of 12 artifacts—This means you will find documents or exhibits that demonstrate
your achievements in more than one element/competency. (Group project artifacts need to be limited because
evaluation is focused on individual student development. If a group artifact is used the reflection needs to connect to the
individual student learning and growth.)
****Artifacts – 12 maximum for the 18 total elements (5-7 must come from core
classes and the rest from school counseling courses)
These portfolios will be evaluated by the counseling faculty. Two faculty will review the first submission and one faculty (same person) will review the second and third submissions. Portfolios must demonstrate certain levels of proficiency (see Feedback and Data Collection form for details).
Submission #1: Tolerance: Must average at the basic level
Submission #2 : Tolerance: Must average between basic and proficient
Final portfolio: Tolerance: Must average at the proficient level
If students do not attain the levels of proficiency as described above, the following actions will be taken:
Submission #1 : Formative feedback and revisions completed to meet proficiency and portfolio resubmitted to first reviewer (faculty member who sends feedback).
Submission #2 : Students not meeting minimum performance as evaluated in this portfolio will meet with the faculty member who reviewed portfolio to talk about their performance and to design a plan to address deficiencies including revisions to be completed to meet proficiency and portfolio re-submitted. Meeting with advisor may also be suggested.
Final Portfolio : Students not meeting minimum performance as evaluated in this portfolio will meet with the faculty member who reviewed portfolio, and/or advisor , their internship supervisor, and the chair of the department. In this meeting, various performance indicators will be discussed: the student's internship, academic, and portfolio performance will be integrated and a plan for remediation will be designed (which may include, but will not be limited to, retaking the internship year). Resubmission or revised portfolio required prior to graduation.
Updated August 2006