Program Director: Dena M. Fiori, Ed.D.
Overview
The School Counseling credential/Master of Arts in School Counseling degree authorizes an individual to work as a credentialed School Counselor in a public school setting and requires a minimum of 59 units of coursework in the advanced component listed below. A sequence of courses is determined by the program director. In addition to the 59 units, there are four prerequisites.
Students will be required to obtain liability insurance before school site based work can begin.
Up to 15 units of credit from an accredited graduate program in counseling, psychology or a related area may be transferred into the School Counseling program, where such courses are judged by the School Counseling Program Director to be equivalent to those required in the graduate program. All other provisions of the general graduate policy on transfer of credit shall apply.
The following additional program requirements must be met to be employed as a School Counselor:
- A master's degree in School Counseling or a related area.
- Successful completion of the Exit Exam Interview and Portfolio Review process.
- Once the practicum internship, Exit Exam (and Master's Degree requirements if necessary) are completed the individual may apply for the full credential.
Accreditation
State of California
Commission on Teacher Credentialing
1900 Capitol Avenue
Sacramento, California 95814-4213
Admissions Requirements
- Three current reference forms
- All other official transcripts from colleges/universities attended
- Copy of valid California credential or certificate of clearance (fingerprints)
- Verification of current negative TB test (last 12 months)
- Verification of passing the CBEST
- GRE or MAT results
- Letter of explanation if your GPA is under 3.00
- Interview with program director*
- Prerequisite courses:
- Child Development
- Educational Statistics and Research Design
- Introduction to Counseling Theories
- Introduction to Psychology
*Program applicants will be required to submit an impromptu writing sample of approximately one page at the time they are scheduled to meet with the program director for an interview. The sample of written expression will be part of the documentation required to determine candidate competence. In the event that program prospects are judged by the Graduate Admission Committee to have writing deficiencies (provided they have met the other requirements) they may be accepted under the condition that they take a professional writing class.
Program Student Learning Outcomes
Program learning outcomes are based on the CCTC Pupil Personnel Services (PPS) Standards as well as the American School Counselor Association (ASCA) National Model competencies. Each of those standards are listed below in their independent section:
Generic Standards
Standard 1 Program Design, Rationale, and Coordination
Standard 2 Growth and Development
Standard 3 Socio-Cultural Competence
Standard 4 Assessment
Standard 5 Comprehensive Prevention and Early Intervention for Achievement
Standard 6 Professional Ethics and Legal Mandates
Standard 7 Family-School Collaboration
Standard 8 Self-esteem and Personal and Social Responsibility
Standard 9 School Safety and Violence Prevention
Standard 10 Consultation
Standard 11 Learning Theory and Educational Psychology
Standard 12 Professional Leadership Development
Standard 13 Collaboration and Coordination of Pupil Support Systems
Standard 14 Human Relations
Standard 15 Technological Literacy
Standard 16 Supervision and Mentoring
School Counselor Specialization Standards
I. Core Knowledge Base and Foundations Standard
- Standard 17 Foundations of the School Counseling Profession Standard
- Standard18 Professionalism, Ethics & Legal Mandates
II. Professional Skills and Training
A. Domains of School Counseling and Guidance Standard
- Standard19 Academic Development Standard
- Standard 20 Career Development Standard
- Standard 21 Personal and Social Development
B. Themes of School Counselor Preparation Standard
- Standard 22 Leadership Standard
- Standard 23 Advocacy Standard
- Standard 24 Learning, Achievement, and Instruction
C. Functions of School Counselors Standard
- Standard 25 Individual Counseling Standard
- Standard 26 Group Counseling and Facilitation Standard
- Standard 27 Collaboration, Coordination and Team Building Standard
- Standard 28 Organizational and System Development Standard
- Standard 29 Prevention Education and Training Standard
- Standard 30 Research, Program Evaluation and Technology
III. Field Experience and Competency Evaluation Standard
- Standard 31 Field Experience Standard
- Standard 32 Determination of Candidate Competence
ASCA National Model
I. School Counseling Programs
School counselors should possess the knowledge, abilities, skills and attitudes necessary to plan, organize, implement and evaluate a comprehensive, developmental, results-based school counseling program that aligns with the ASCA National Model.
II: Foundations
School counselors should possess the knowledge, abilities, skills and attitudes necessary to establish the foundations of a school counseling program aligning with the ASCA National Model.
III: Delivery
School counselors should possess the knowledge, abilities, skills and attitudes necessary to deliver a school counseling program aligning with the ASCA National Model.
IV: Management
School counselors should possess the knowledge, abilities, skills and attitudes necessary to manage a school counseling program aligning with the ASCA National Model.
V: Accountability
School counselors should possess the knowledge, abilities, skills and attitudes necessary to monitor and evaluate the processes and results of a school counseling program aligning with the ASCA National Model.
Locations Offered
North Fresno, Visalia, Merced and Bakersfield Campuses
Program Length/Semester Starts
The program is five semesters in length with cohorts starting each fall.
