CES8785 completes the internship pair in Capella's PhD in Counselor Education and Supervision, bringing your supervised hours to 600.
Capella's catalog says students refine the skills developed in CES8784 and engage in supervised teaching practice during a master's-level residency. Like Internship 1, it requires no fewer than 300 hours of supervised practice.
The residency element is what makes this course distinct. Teaching live in front of master's-level counseling students, under supervision, tests your planning, presence and ability to adapt, and the written work asks you to analyze all three.
Course at a Glance
| Item | Details |
|---|---|
| University | Capella University |
| Course code | CES8785 |
| Level | Doctoral (PhD CES students only) |
| Credits | 4; graded S/NS |
| Prerequisite | CES8784 |
| Hours | At least 300 supervised hours |
| Distinctive element | Supervised teaching during a master's-level residency |
What CES8785 Covers
- Refining Internship 1 skills: deepening teaching, supervision and research work begun in CES8784.
- Residency teaching: supervised teaching practice with master's-level counseling students during a residency.
- Supervised practice hours: completing the second block of 300 hours.
- Professional growth: evaluating how far you have moved since the practicum and where you still need development.
Key Ideas for Internship 2
Teaching Skills to Adult Counseling Students
Residency teaching usually centers on counseling skills rather than lectures. Effective sessions demonstrate a skill, give students structured practice and offer quick, specific feedback. Your planning should show why each activity fits the learners and the outcome.
Example: You are asked to teach reflection of feeling. Instead of a long explanation, you model it in a two-minute demonstration, put students in triads with a speaker, a counselor and an observer using a short checklist, then debrief common errors. In your reflection you note that students rushed to advice, and explain how you would adjust the observer checklist next time.
Gatekeeping and Evaluation
Counselor educators assess whether trainees are ready to progress. In supervised teaching you may give formative feedback on skills. Writing about this means balancing support with honest evaluation, and following program policy and ethics codes.
Teaching Philosophy
Many students use this course to sharpen a statement of how they teach and why. A credible statement is short, grounded in learning theory and illustrated with something you actually did.
Typical Assignments and How to Approach Them
| Assignment type | What it tests | How to approach it |
|---|---|---|
| Residency teaching plan | Outcomes, activities, assessment | Align each activity to an outcome and plan how you will check learning |
| Post-teaching reflection | Analysis of your teaching | Use student responses and supervisor feedback, then name changes |
| Supervision analysis | Mature use of supervision models | Compare this term with Internship 1 using de-identified examples |
| Summative growth paper | Integration across the internships | Organize by role and show evidence of change over time |
Getting Ready for Residency Teaching
Preparation makes the difference between a nervous session and a useful one. Work through these steps in the weeks before residency:
- Confirm the topic, time slot and outcomes with your supervising faculty member.
- Draft a session plan with timings, materials and a fallback activity if something runs short.
- Prepare clear instructions for any practice activity, so students know their roles at once.
- Decide how you will check learning before students leave, such as a quick demonstration or short exit question.
- Agree with your supervisor what feedback you want, and arrange a debrief.
After the session, write notes the same day. Memory fades fast, and the details of what students did are what make your reflection convincing.
Showing Growth Across Both Internships
By the end of CES8785 you have 600 supervised hours behind you. Written work often asks what changed. The most convincing answers compare specific moments: how you handled a supervisee's resistance in Internship 1 versus now, or how your session planning tightened after residency feedback.
Organize this by role, teaching, supervision and research, and support each claim with an example, a piece of feedback or an artifact.
Where Students Get Stuck
- Too much content. Residency time is short. Teach one skill well rather than covering a chapter.
- Reflection that only praises. Supervisors expect you to spot what did not work.
- Repeating Internship 1. The course asks you to refine, so show progression, not a rerun.
- Hours pressure late in term. Residency dates are fixed; plan other hours around them.
Study Tips for CES8785
- Re-read your CES8784 reflections and list three skills to improve this term.
- Rehearse your residency session aloud and time each activity.
- Ask your supervisor for feedback on one specific teaching behavior.
- Keep teaching artifacts organized; they are useful for future academic job applications.
How We Help with CES8785
Send the assignment prompt, scoring guide, your teaching topic and earlier feedback. A writer with a counseling background can prepare a model teaching plan or reflection, give feedback on a teaching philosophy draft, or edit your papers for clarity and APA style.
GradeEssays is independent of Capella University. We do not teach, supervise or log hours for you; our work is a study and reference aid, and what you submit must be your own under Capella's academic integrity policy. Every order is written from scratch and plagiarism-checked before delivery.
Finish Your Internships Strongly
Share your assignment and feedback from Internship 1. We help you build plans and reflections that show real growth.
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Frequently Asked Questions
CES8785 refines the Internship 1 skills and adds supervised teaching practice during a master's-level residency.
No fewer than 300 supervised hours, completing the 600 required across both internships.
Capella lists CES8784.
Satisfactory/not satisfactory (S/NS).
Yes. We can give feedback on your draft or prepare a model that shows structure and tone, which you then rewrite around your own experience.
No. Residency teaching is your supervised practice; we help only with planning, study models and written work.