Internship Site Supervisor Intern Evaluation Form: Fill & Download for Free

Managing internships for all schools, departments, and majors is straightforward and efficient with Mentor’s Internship Management. A fully searchable database of internship sites with the ability to assign, track, and evaluate, Internship Managementoffers:Flexible Administration and AccessInternships can be managed by a single administrator or by multiple administrators across different schools and departments. Each administrator can enter and update their own internship records, assign students, and solicit feedback with custom evaluation surveys for both student interns and internship supervisors. Student access to available internships can be limited by student major or searchable by all students. Granting access to students is easy through integration with your institution’s student information system.Easy Data Collection and UpdatingBuilding and maintaining your internship database is a snap with an easy-to-use form that captures company/organization name, description, contact information, major codes and categories, location, pay rate, and more. The internship administrator can also send a special URL to prospective internship sites and ask that they input their own internship description and other related information. Included internships can be activated or de-activated and can be flagged as filled for a given semester.Simple Searching and TrackingStudents can quickly find relevant internships with an intuitive search form, which will return all applicable internships and direct students to the internship management office or to the internship site, as specified by administrators. Assigning students and tracking internship records is a simple process, allowing administrators to monitor and report how many students are assigned to internship sites each semester. Email tools facilitate communication to and from student interns and their internship supervisors.Timely and Useful FeedbackInternship administrators can easily create student-intern and internship-supervisor surveys to evaluate the internship experience (student) and student intern performance (supervisor), educational and career-path value to the student, and workplace production value to the organization. Students and internship supervisors can instantly access the survey via a unique emailed URL and administers can compile and export results to Excel or any other statistical program for analysis. In addition, internship supervisors can request a reflective paper or report from student interns, which can be uploaded to their internship records.

Before I answer, I would like to mention that the intern experience in consulting (and not just BCG) varies across cases and across geographies. Hence, it would be best if my experience is not generalised. However, there are some elements that stay constant and I’ll point them out.So, what’s it like to intern at BCG? Awesome. I can’t point out any other 2 month stretch in my life that taught me so much, even including the hardest of terms at IIMA. Here’s what it entails -Orientation - The first three days are orientation to consulting, which essentially comprise of lectures by various consultants on essential skills required in consulting like problem solving, email communication, MS Office, etc. broken down to the minutest detail. There is also a separate session where they explain their evaluation process, parameters and benchmarks.I really liked that, since it showed transparency in the evaluation process by explaining it to interns beforehand itself.Staffing - After orientation, people are staffed on their respective cases. Previous experience might be taken into consideration while staffing but that is not generalisable. I was staffed on a turnaround case for a leading chemical manufacturer in India. After staffing, I called my Project Leader, who typically manages the end-to-end of case, to get some context and I was off to the client site on Monday.Work - A case is typically divided into many modules, and I was assigned one which dealt with increasing profits by making the production more efficient. Hence, on my first day itself, I visited the factory with the partner to know more about the issues. I was reporting to a SA2 (2nd year Senior Associate). Typically, interns (Summer Associates) report to SA2, Consultants or even Project Leader directly, depending on how the modules are structured.I started with capacity analysis, worked closely with the factory manager, production manager, quality manager and others in the plant to understand the entire production chain and determine the actual capacity.I had always found capacity analysis to be one of the easiest things while studying Operations Management but intern’s when I realised that it’s so tough to find the actual capacity in the real world because of the complexity of some processes.After we found out the capacity and the bottleneck, we started on figuring out initiatives to debottleneck and then started implementing them. While this was the major chunk of my work, I also created a dashboard to track production and helped in other profitability measures outside the scope of my work. I am not revealing more information here because we have a client confidentiality agreement and I am not yet experienced enough to know the boundaries to which they apply. In general, weekdays were quite loaded, as I stayed in the factory till late and then came back to the hotel and did some complementary analysis.Team - A good team is very important to have a good consulting experience. I worked mostly with my supervisor based out of the client factory, while the other team members were based out of the client headquarters in other district. So I had less frequent contact with my entire team, than people usually have in consulting. Nevertheless, whenever we were all in the same city, we used to go out for dinners, explore new eating places in the city and then come back and play board games to relax.My team mates were very chill during non-work hours, always happy to help with queries I had and also fun to hang out with. So, that helped, a lot.Client Interaction - BCG works very collaboratively with clients, forming teams comprising of BCG consultants and client employees at each level to ideate and actualise change. My entire day was spent at the client factory, interacting with the production head for some information that I wanted, then going to the shopfloor and getting real time info of the same and finally, running it past the factory head in the evening. I used to attend internal client meetings, have lunch with them, talk cricket with them and they used to drop me to my hotel. When I made the dashboard, my PL suggested that I present it to the company CEO and COO which went quite well.I really like how there are no boundaries drawn between the consultants and clients. It helps a lot in achieving better results.Learnings - As I mentioned, this was the phase of my life which taught me the most. I learned a lot about application of the business concepts I had learned, about observing everything from a business and analytical perspective, about insights from data analysis. And these were just the hard concepts, but I learned a lot more on the softer parts.I learned how to not take things at face value, how to ask deeper, prodding questions (E.g. 5-Why), about how people work and how to get work done. Imagine a person working in an industry for 50 years. 50 YEARS. And a person who is not even half the age of that work experience, comes and says that he’s doing it wrong, he needs to improvise. That was the most challenging task, and something I had to do everyday. I learned a lot from that task and it wouldn’t have been possible without this internship.Parties and Perks - Ironically, I forgot to add this in the first draft. Consulting is famous for its perks and it surely lived up to its reputation as I stayed in the swankiest of hotels and had the costliest of dinners (which might be appealing to some people). We were lucky that BCG had its ‘20 years in India’ anniversary during the time of our intern, and that celebration was immediately after the orientation ended. There was one party then and one farewell party after our internships, and both were crazy as hell, running till the wee hours of morning. Clearly a lot of people in BCG believe in the ‘Work Hard, Party Harder’ funda.On the last day of my internship, 15 people from the client management took me out for dinner and thanked me for working so collaboratively with them and helping them get better results. That was a very nice feeling, something I’ll remember my entire life.That was the best appreciation anyone could have given me for my work. And it would not have been possible if I were not interning at BCG. It is for these challenges, learnings and client bonding that I am pursuing a career in BCG.

Hello! I have been working in the field for a number of years now, and here is what I wish my graduate program had covered more thoroughly at my orientation, and throughout my time studying:Job insecurity can be very real.As is the case with most jobs in education, your position is entirely dependent on the school’s budget, which in turn is determined by yearly enrollment. The first few years of my employment, my position was excessed each year because of lower and lower enrollment rates at the schools where I worked. This had nothing to do with my IMPACT evaluation scores- I had great marks acoss the board! But, it put me in the difficult situaiton of applying for, interviewing for and stressing about, finding a new job every year in the same school district. It’s stressful, and something that they don’t really talk a lot about in graduate school. Unlike teachers, school counselor positions are just fewer, and so not only is competition for these vacancies a lot greater , you will have a more difficult time finding available positions amidst shrinking budgets. And, unlike teachers, we are not able to be certified to teach different content areas, making our opportunity for employment less flexibile than other educators. The inconsistency in my district basically forced me to puruse my clinical counseling license, where I felt I was more in control of my position and income.You need to know how to articulate your job functions to your supervisors and colleagues.Even though you have spent 2 to 3 years in graduate school studying what it means and what it is to be a school counselor, most people in the field of education actually have very little idea what it is you do- this includes your supervisors. I worked for a school who had never had a middle school counselor, and when I came aboard I assumed teachers and other staff knew what it is I did. They were very surprised to find that SC’s don’t : diagnose students, treat mental illness through therapy, and we don’t “babysit” students with challenging behavior when teacher’s aren’t sure what to do with them during the school day. It’s very important that you educate your peers about what it is you generally do, and more specifically, what you will be doing to support that specific school and their mission. I would recommend creating a comparison chart for your colleagues to contrast a school counselor with a clinician, and share that with them at the beginning of the year. I’d also encourage you to share with your supervsor the limits of your educational license. We are not clinicians, and your educational license does not extend to you the same protection most social workers employed by school districts have, in the form of malpractice insurance. You should NEVER be asked to intervene in a crisis situation in a clinical capacity, and should make sure that your supervisor understands why you might decline to evaluate a student who is in crisis. I am not saying you shouldn’t speak with students about their problems, or help a student out if they come to you obviously distressed. I am saying you should provide that student immediate support, and then refer them to someone on campus who is properly licensed to handle situations like this. This will greatly reduce the risk of extreme financial liability on your part, should it go awry. You could also create a year long program calendar that includes activities which meet the ASCA requirements, as well as your districts requirements for highly effective counselor’s. Not only will this ensure you are doing what you need to be doing, it will give your peers a better understanding of the activities they can expect to see you handling each month throughout the year. You can also ask for others to collaborate with you on different activities you plan which will make your job A LOT easier.Prepare to work very long hours throughout the year unless you are organized.School counselors work long hours. The school day doesn’t end when the bell for students rings. Counselor’s often schedule parent meetings after school, attend staff meetings before or after school, and bring a lot of their work home with them to complete in the evenings or on weekends. There just isn’t enough time in the day to get all of it done, and you will find that it is very difficult to stick to your days schedule. Student needs pop up. You might get pulled into unexpected situations. A parent might drop by unscheduled. Meetings will eat up a lot of your time. So be prepared to create systems that will automate a lot of your paperowrk, and reduce the amount of time you are spending working outside normal work hours. It can take up your entire life if you let it. You have to know how and when to set limits. I’d suggest getting really organized with your programming, and circulate your individual appointment schedule to teachers weekly. That way they know which students you are meeting with when. This will alleviate students asking for passes to see you during class, and minimize the number of drop ins that are coming your way, which can interrupt your schedule and set you behind. I’d also recommend creating a list of monthly goals, and then setting daily tasks so you don’t get lost in the overwhelming amount of “additional” things you’ll be asked to do. Make a detailed outlook calendar, and share it with your supervisor so they know what exactly what it is you’re working on, and won’t ask you to do unexpected things. Also be prepared to give some information about your progress for specific tasks. If they are looking at your detailed calendar daily, you’d better make sure you’re actually doing the things you say you are! And if you aren’t, be sure to be able to give specific examples of things that make it difficult to stick to your plan. I use a school counselor software called notecounselor (I pay for it out of pocket, its $60.00 a year). It allows me to import files, is HIPPA/FERPA compliant, has the capacity to create case notes for students in the form of direct/ indirect service categories, and allows me to create labels for my daily tasks. It also allows you to input the amount of time you spent on each of your duties that day, which is great to give to supervisors who can be sticklers about accountability. At the end of each day I generate a report that outlines what I did for that day, and how much time I spent on each task. Then I print it and place it in a binder. It can also generate monthly and quarterly reports, which I use in my portfolio during evaluation time. It will help explain why you didn’t get to the tasks you should have, and showcase how much time you really do spend with your students in other areas- data is great! You will be surprised how many people say to you “you just talk to kids all day, is that even a job?” If only they knew what we actually end up doing…ASCA is incredible! But not all schools understand the model.“ASCA” is a buzz word hiring managers and Principal’s look for when interviewing counselors, but they don’t typically know exactly what that means. I recently interviewed with a new school district who had hired outside reps to conduct the initial interview phase. She had no idea what ASCA was despite interviewing individuals for school counselor roles. Half way through the interview I realized that even though she nodded her head frequently when I mentioned ASCA she furrowed her brows and becamse glossy eyed. I asked her if she knew what it meant and she said she did not. So, I took the time to explain it to her in great detail, which gave my interview content a lot more context. Keep in mind, unlike you most education professional didn’t spend 2 to 3 years studying the model, and so you will need to educate them on what a true ASCA aligned school counseling program looks like, or how it can be implemented effectively in their school. This is particularly true if you are the only school counselor at your school, and other counselor’s haven’t already created a strong ASCA aligned program structure. So be prepared to give examples of what that would look like in your interview, and be able to discuss in detail what that means for improving the schools: climate, culture, student achievement, and diversity. For example, “I’ve noticed that bullying is an issue in middle and high school students, particularly cyber bullying. If I were to create an ASCA aligned initative to reduce instances of cyberbullying, it would look something like….” Or, “I’ve noticed on your website that there isn’t a club for LGBTQ students. In order to promote a school culture that is more inclusive and embraces cultural diversity, which is also a component of a strong ASCA program, I might help facilitate a club for interested participants.” Both highlight how you understand ASCA’s foundational principles in an applied way. Kudos if you can offer a solution to a problem you know is unique to that particular school.Make a portfolio of your work- go digital if it’s easier.Make sure you keep any programming you create: advisory calendars, sample lessons, proppsals, counseling group curriculum, grant applications, community partnerships, and sample guidance plans. You want to showcase the ways you’ve contributed ot the school communty at large, which is what hiring managers and Principal’s are looking for when they interview you. I wouldn’t spend a lot of time talking about individual counseling, it’s assumed that you will do this as part of your job. But, schools are interested in learning about how you can create interventions that will impact the entire student body- or at the very least, the students which will be on your caseload. If you can figure out a way to quantify these interventions to showcase how you had positive results, even better! For example, “I was able to reduce truancy rates by about 20% through targeting at risk students and including them in an 8 week pscyhoeducational group about the importance of school attendance.” Principals, like CEO’s, are interested in outcomes, so learn how to translate your accomplishments into quantifiable outcomes. There are a bunch of online digital portfolio platforms out there. I use these to keep track of my work without having a ton of papers laying around. Scan and upload your most important achievements so you can archive them in a meaningful display.Networking really REALLY matters in this field, especially if it’s your first job out of graduate school.Nepotism runs the world, my friends. And finding a job out of graduate school can be tough. Myself and another peer were the only two people to be offered full-time positions in public school districts the year we graduated- out of a class of 25. Others took positions in unrelated fields or for private schools who tend to pay way, way less. You can’t rely on getting an offer from your internship site-they just simply might not be hiring and they usually lack the ability to create a position for you no matter how awesome you are as an intern. You are not owed a job once you graduate because you have your degree. You have to know how and where to hustle. You might feel excited to showcase your papers, or talk a lot about your research projects, but honestly? No one cares. I mean that, too. Not a single hiring manager or Principal asked me what grade I received in my Psychology of Poverty class, nor did they bother looking at any of my reseach projects I proudly displayed in my portfolio. They were more interested in the applied knowledge I had learned at my internship site, and whether or not that training experience sufficiently prepared me for THEIR school. Don’t tout your academic accomplishments- they are important in academia, but less so in real world situations. In fact, the only reason my district called me in for an initial content interview is because a professor in one of my courses knew the Director of School Counseling for my district. I ate a huge slice of humble pie and hounded him until he agreed to send her my resume directly. And that’s how I got my in. Be prepared to go through a lengthy interview process, especially if you are new to a district. You will first attend a screening interview where HR will assess your candidacy for a position. Then, they will circulate your information to Principal’s who will request you come in for a panel interview. It takes months. I had to hustle to sell myself, and was repeatedly passed over for each interview I went on for someone who had more experience. I was only offered a position 2 days before the school year began when a counselor unexpectedly quit and other counselor’s with more experience had already found positions. I took the job even though it wasn’t the position I interviewed for, and ended up working in a school I would never have chosen as my first option. But that was how I got hired in the district I wanted, at the salary I wanted, 3 months after graduating. The same will be true when you transfer internally. Principals talk to one another- it’s an exclusive professional club, and they all know one another well. Whenever you leave one school for another in the same district, the first thing your potential new employer will do is call your soon-to-be former supervisor to ask if they should even bother hiring you; This will be an off the record conversation about you as a person first, and an employee second. No one will hire you if you have a reputation for being difficult to work with, or for having a bad attitude toward your superiors. A bad reference from a Principal can blacklist you from working in that district, and yes this is very much a real thing. They say they don’t do this but believe me, I’ve seen careers destroyed. So make sure you aren’t burning bridges when you choose to leave a school. Try to attend as many networking events as possible so you can get to know others in your district who share similar passions, and who one day may be able to help refer you for a job you might need. Remember, your job isn’t always secure because of unpredictable yearly budget cuts, and it’s comforting to know you can tap into your network for available positions.Weigh your options before deciding if this is something you want to do. It isn’t an easy field to be in, and it requires A LOT of work on your end. Job security isn’t always the best, and you will end up working way more than you anticipate- summers off are nice but you will have earned those days by the time November rolls around each school year from all the extra hours you end up putting in. Be comfortable networking, and understand that the education system is extremely nepotistic. You have to be willing to play by the rules if you even want to get put in the game.