MO School Counselor Performance Assessment (MoSCPA)
Score Report Feedback
Task 3: Professional Relationships: Interacting
with Faculty, Family, and/or Community
Score Level 1
There are three kinds of writing required in this task: descriptive, analytic, and reflective writing. Often, a
response assigned a score of 1 provides little or no analysis or reflection. As you read through your submitted
response, compare what you have written with the requirements of the guiding prompts. When a guiding
prompt requests a rationale, think about the evidence you could submit to support your choices. Responses that
receive a score of 1 also may exhibit one or more of the following characteristics.
Step 1: Planning the Interactive Presentation for the Internship Site
The response may provide minimal evidence of the selection of significant discussion points/topics to be
discussed with the site supervisor. The topics/points may be unrelated to the planning and the presentation.
The rationale for the choice of points/topics may be incomplete or disconnected from the points/topics. There
may be little or no evidence of sources to be consulted in preparation for the meeting. If sources are mentioned,
they may be inappropriate or insignificant. The rationale may be missing. 3.1.1
The response may provide little or no evidence of a plan to promote particular roles and responsibilities of the
professional school counselor in a comprehensive guidance and counseling program. There may be mention of a
plan, but the rationale may be missing. The audience may be identified, but it may not be an appropriate
audience, and the rationale for its choice may be missing. Steps to plan for an interactive presentation may be
missing, or the plan may be based on a misconception of what makes a presentation interactive. Examples for
support may be missing. Strategies for fostering rapport may be minimal or be disconnected from the audience,
or the plan may be based on a misconception of what activities actually build rapport. Evidence of the
application of feedback received from the site supervisor may be trivial, and examples for support may be
missing. 3.1.2
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Step 2: Implementing the Interactive Presentation for the Internship Site
The response may provide little or no evidence of the promotion of the roles and responsibilities of the
professional school counselor to the audience. There may be mention of some aspects of the roles and
responsibilities, but little or no emphasis on promotion (e.g., having the audience understand the positive effect
of the counselor on the school community, activities sponsored by the counselor that benefit students, or
counseling tips that could be used by colleagues). Examples from the video to support conclusions may be
missing. The response may provide little or no evidence of interactive strategies used during the presentation to
encourage audience engagement. The presentation may be conducted solely as a lecture. Examples may be
missing. There may be minimal evidence of strategies used to foster rapport in order to build relationships.
There may be evidence of an activity such as a question-and-answer period but little or no evidence that shows
the presenter’s ability to relate to members of the audience. Examples from the video to support conclusions
may be missing. 3.2.1
Step 3: Analyzing the Interactive Presentation for the Internship Site
The response may provide ineffective evidence of the identification of areas of strength in the interactive
presentation. There may be minimal reasons explaining why they are areas of strength. There may be trivial
evidence of a focus on content (e.g., lack of examples of roles and responsibilities) and a focus on delivery (e.g.,
clarity, eye contact, facilitation of information from the audience). Some evidence that addresses content may
be present, or some evidence that addresses delivery may be present, but not both. Analysis of interactions,
including the fostering of rapport to build relationships, may be missing. Analysis of interactions to build
relationships may be ineffective. Citing of examples from the video, if present, may be disconnected from any
analysis.
The response may provide ineffective evidence of the identification of areas in need of improvement in the
interactive presentation. There may be minimal reasons explaining why they are areas needing improvement.
There may be trivial evidence of a focus on content and a focus on delivery. Some evidence that addresses
content may be present, or some evidence that addresses interactions may be present, but not both. Analysis
of fostering rapport to build relationships may be missing. Citing of examples from the video, if present, may be
disconnected from any analysis. 3.3.1
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Step 4: Reflecting
The response may provide little or no evidence of modifications that could be made to the presentation for
future use (e.g., narrow the focus, add discussion of programs, ist specific interactions). There may be some
reflection on modifications to the content or to the interactions (including the building of relationships with
faculty, family, and/or community), but not both. Reference to the feedback forms and the video may be
ineffective. What references to the feedback there is may be disconnected from the modifications.
There may be minimal evidence of follow-up activities to be provided to the presentation audience. What
evidence is there may be inappropriate for fostering rapport to build relationships or may have little or no
connection to the specific presentation audience. Support from the video and feedback may be ineffective. A
rationale may be missing. 3.4.1
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Score Level 2
There are three kinds of writing required in this task: descriptive, analytic, and reflective writing. Often, a
response assigned a score of 2 emphasizes descriptive writing. As you read through your submitted response,
consider how much analytic and reflective writing is present. Responses that receive a score of 2 also may
exhibit one or more of the following characteristics.
Step 1: Planning the Interactive Presentation for the Internship Site
The response may provide partial evidence of the selection of significant discussion points/topics to be
discussed with the site supervisor (e.g., listing of points/topics rather than discussion). The rationale for the
choice of points/topics may be loosely connected to the points/topics. There may be incomplete evidence of
sources to be consulted in preparation for the meeting. The rationale may be cursory or loosely connected to
the sources (e.g., listing of resources). 3.1.1
The response may provide limited evidence of a plan to promote particular roles and responsibilities of the
professional school counselor in a comprehensive guidance and counseling program. There may be a rationale,
but the evidence may be loosely connected to the choice of roles and responsibilities. The audience may be
identified, but the rationale for its choice may be missing. Steps to plan for an interactive presentation may be
confusing; activities to make the presentation interactive may be incomplete. Examples for support may be
loosely connected. Strategies for fostering rapport may be limited, or the strategies to foster rapport may be
confused with strategies for interaction. Evidence of the application of feedback received from the site
supervisor may be sketchy, and examples for support may be loosely connected. 3.1.2
Step 2: Implementing the Interactive Presentation for the Internship Site
The response may provide incomplete evidence of the promotion of the roles and responsibilities of the
professional school counselor to the audience. There is evidence of the roles and responsibilities, but partial
emphasis on promotion (e.g., having the audience understand the positive effect of the counselor on the school
community, sponsoring activities that benefit students, or offering counseling tips to colleagues). Evidence from
the video to support conclusions may be cursory. The response may provide uneven evidence of interactive
strategies used during the presentation to encourage audience engagement; the only interactive strategy may
be at the beginning and for a brief time or may be loosely connected to the focus of the presentation. Examples
may be limited. There may be partial evidence of strategies used to foster rapport in order to build relationships.
There may be some evidence of an activity such as a question-and-answer period, but evidence that shows the
ability to relate to members of the audience may be sketchy. Examples from the video to support conclusions
may be limited. 3.2.1
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Step 3: Analyzing the Interactive Presentation for the Internship Site
The response may provide incomplete evidence of the identification of areas of strength in the interactive
presentation. There may be partial reasons explaining why they are areas of strength. There may be limited
evidence of a focus on content and a focus on delivery, although one could be stronger than the other. Analysis
of the fostering of rapport to build relationships may be confusing. Examples from the video may be loosely
connected to the analysis.
The response may provide incomplete evidence of the identification of areas in need of improvement in the
interactive presentation. There may be limited reasons explaining why they are areas needing improvement.
There may be partial evidence of a focus on content and a focus on delivery, although one may be stronger than
the other. Analysis of the strategies to engage the audience and to foster rapport to build relationships may be
ineffective. Citing of examples from the video, if present, may be disconnected from any analysis. 3.3.1
Step 4: Reflecting
The response provides partial evidence of modifications that could be made to the presentation for future use.
There is thorough evidence of the reflection on modifications to the content and the interactions, including the
building of relationships with faculty, family, and/or community. Reference to the feedback forms and the video
are tightly connected to support the conclusions.
There may be limited evidence of follow-up activities to be provided to the presentation audience. What
evidence is there may be loosely connected to the fostering of rapport to build relationships, or it may have
partial connection to the specific presentation audience. Support from the video and feedback may be loosely
connected. A rationale may be incomplete. 3.4.1
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Score Level 3
Step 1: Planning the Interactive Presentation for the Internship Site
The response provides appropriate evidence of the selection of significant discussion points/topics to be
discussed with the site supervisor. The rationale for the choice of points/topics is clear. There is informed
evidence of sources to be consulted in preparation for the meeting with a clearly connected rationale. 3.1.1
The response provides effective evidence of a plan to promote particular roles and responsibilities of the
professional school counselor in a comprehensive guidance and counseling program. The plan effectively
denotes how both roles and responsibilities will be made clear to the audience. The rationale is clearly
connected to the choice of roles and responsibilities. The audience is identified, and the rationale for the choice
of audience is relevant. Steps to plan for an interactive presentation are clear, and examples are used effectively
to support the explanation of the steps. Strategies for fostering rapport are logical and clearly connected to the
way that audience engagement will be accomplished. Rationales for the choice of strategies are also clear.
Evidence of the application of feedback received from the site supervisor is appropriate, and examples for
support are aligned. 3.1.2
Step 2: Implementing the Interactive Presentation for the Internship Site
The response provides relevant evidence of the promotion of the roles and responsibilities of the professional
school counselor to the audience. The topics covered are appropriate, and the promotion is effective. The
examples clearly support the conclusions and are directly related to the video. The response provides effective
evidence of interactive strategies used during the presentation to encourage audience engagement. Examples to
support the conclusions are informed. There is effective evidence of strategies used to engage the audience and
foster rapport in order to build relationships; the connection between the fostering of rapport and the building
of relationships is clearly made. Examples from the video to support conclusions are connected. There may also
be examples from other areas of the presentation not on the video that support the conclusions. 3.2.1
Step 3: Analyzing the Interactive Presentation for the Internship Site
The response provides effective evidence of the identification of areas of strength in the interactive
presentation. There are relevant reasons explaining why they are areas of strength. There is clear evidence of a
focus on both content and delivery. Evidence of the analysis of interactions, including the fostering of rapport to
build relationships, is appropriate. Examples from the video are connected to the analysis.
The response provides appropriate evidence of the identification of areas in need of improvement in the
interactive presentation. There is effective evidence explaining why they are areas needing improvement. There
is clear evidence of a focus on both content and delivery. Analysis of interactions, including the fostering of
rapport to build relationships, is informed. Examples from the video are connected to the analysis. 3.3.1
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Step 4: Reflecting
The response provides relevant evidence of modifications that could be made to the presentation for future use.
There is effective evidence of reflection on modifications to the content and the interactions, including the
building of relationships with faculty, family, and/or community. References to the feedback forms and the
video are connected to support the conclusions.
There is effective evidence of follow-up activities to be provided to the presentation audience. There is informed
evidence of the fostering of rapport to build relationships connected to the specific presentation audience.
Support from the video and feedback is connected to the conclusions. There is an appropriate rationale for the
choice of follow-up activities. 3.4.1
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Score Level 4
Step 1: Planning the Interactive Presentation for the Internship Site
The response provides significant evidence of the selection of significant discussion points/topics to be discussed
with the site supervisor. Discussion of points/topics is fully developed. The rationale for the choice of
points/topics is thorough. There is detailed evidence of sources to be consulted in preparation for the meeting,
with a tightly connected rationale. 3.1.1
The response provides extensive evidence of a plan to promote particular roles and responsibilities of the
professional school counselor in a comprehensive guidance and counseling program. The plan significantly
denotes how both roles and responsibilities will be made clear to the audience. The rationale is tightly
connected to the choice of roles and responsibilities. The audience is identified, and the rationale for the choice
of audience is detailed. Steps to plan for an interactive presentation are thorough, and examples are used
extensively to support the explanation of the steps. Strategies for fostering rapport are insightful and tightly
connected to the way that audience engagement will be accomplished. Rationales for the choice of strategies
are also thorough. Evidence of the application of feedback received from the site supervisor is detailed, and
examples for support are tightly connected. 3.1.2
Step 2: Implementing the Interactive Presentation for the Internship Site
The response provides significant evidence of the promotion of the roles and responsibilities of the professional
school counselor to the audience. The topics covered are substantive, and the promotion is detailed. The
examples consistently support the conclusions and are tightly connected to the video. The response provides indepth evidence of interactive strategies used during the presentation to encourage audience engagement.
Examples to support the conclusions are significant. There is substantive evidence of strategies used to foster
rapport in order to build relationships; the connection between the fostering of rapport and the building of
relationships is thorough. Examples from the video to support conclusions are significant. If appropriate, there
are further examples from other areas of the presentation not on the video that support the conclusions. 3.2.1
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Step 3: Analyzing the Interactive Presentation for the Internship Site
The response provides significant evidence of the identification of areas of strength in the interactive
presentation. There are insightful reasons explaining why they are areas of strength. There is thorough evidence
of a focus on both content and delivery. Evidence of the analysis of interactions, including the fostering of
rapport to build relationships, is significant. Numerous examples from the video are tightly connected to the
analysis.
The response provides in-depth evidence of the identification of areas in need of improvement in the interactive
presentation. There is substantive evidence explaining why they are areas needing improvement. There is
detailed evidence of a focus on both content and delivery. Analysis of interactions, including the fostering of
rapport to build relationships, is significant. Numerous examples from the video are tightly connected to the
analysis. 3.3.1
Step 4: Reflecting
The response provides significant evidence of modifications that could be made to the presentation for future
use. There is thorough evidence of the reflection on modifications to the content and the interactions, including
the building of relationships with faculty, family, and/or community. References to the feedback forms and the
video are tightly connected to support the conclusions.
There is significant evidence of follow-up activities to be provided to the presentation audience. There is
detailed evidence of the fostering of rapport to build relationships tightly connected to the specific presentation
audience. Support from the video and feedback is tightly connected to the conclusions. There is an insightful
rationale for the choice of follow-up activities. 3.4.1
© 2015 MoDESE. The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender,
national origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services,
activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the
General Counsel, Coordinator—Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480,
Jefferson City, MO 65102-0480; telephone number 573-526-4757 or TTY 800-735-2966; e-mail [email protected].
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