Jun 30, 2022  
Graduate Academic Catalog 2019 - 2020 
    
Graduate Academic Catalog 2019 - 2020 [ARCHIVED CATALOG]

School Counseling, M.A./School Counseling Credential


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.  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.  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.

Students will be required to obtain liability insurance before school site based work begins in the second semester of the program.  Proof of liability insurance must be obtained by the program director prior to school site based placements occur. 

The following additional program requirements must be met to be employed as a School Counselor:

  1. A master’s degree in School Counseling or a related area.
  2. Successful completion of the Exit Exam Interview and Portfolio Review process. 
  3. Once the practicum internship, Exit Exam (and Master’s Degree requirements if necessary) are completed the individual may apply for the Pupil Personnel Services (PPS) credential in School Counseling.

Accreditation


State of California

Commission on Teacher Credentialing

1900 Capitol Avenue

Sacramento, California 95814-4213

Admissions Requirements

  1. Three current reference forms
  2. All other official transcripts from colleges/universities attended
  3. Copy of valid California credential or certificate of clearance (fingerprints)
  4. Verification of current negative TB test (last 12 months)
  5. Proof of passing score on the CBEST. (A minimum score of 100 will be accepted for admissions. However in order to exit the program a passing score of 123 or higher is required). 
  6. Letter of explanation if your GPA is under 3.00
  7. Prerequisite courses (all must be passed with a grade of a ‘C’ or better):
    • Child Development
    • Educational Statistics and Research Design
    • Introduction to Counseling Theories
    • Introduction to Psychology
  8. Interview with program director*

*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 
  • Standard 18 Professionalism, Ethics & Legal Mandates

II. Professional Skills and Training

A. Domains of School Counseling and Guidance Standard 

  • Standard 19 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

***NOTE: the CCTC standards, both Generic and School Counseling Specialization, will change in the Fall of 2021.  Any student who wishes to enter or return to the program will no longer be able to meet the above standards and will be subject to the new CCTC standards implemented Fall of 2021.  

ASCA National Model


I. School Counseling Programs

School counselors design and deliver school counseling programs that improve student outcomes.  The ASCA National Model: A Framework for School Counseling Programs, outlines the components of a school counseling program that is integral to the school’s academic mission and is created to have a significant positive impact on student achievement, attendance, and discipline.

II: Define

School counseling standards for students and professional practice serve as the defining documents of the school counseling profession.  Three sets of standards help new and experienced school counselors develop, implement, and assess a school counseling program.  

  • Student Standards: ASCA Mindsets & Behaviors for Student Success: K-12 College and Career Readiness Standards for every student.
  • Professional Standards: ASCA Ethical Standards for School Counseling and ASCA School Counselor Professional Standards and Competencies

III: Manage

To be delivered effectively, the school counseling program must be efficiently and effectively managed.  The ASCA National Model provides school counselors with the following program focus and planning tools to guide the design and implementation of a school counseling program that gets results. 

  • Program Focus: Beliefs, Vision statement, and Mission statement
  • Program Planning: school data summary, annual student outcome goals, action plans, lesson plans, annual administrative conference, use of time, calendars, and advisory committee. 

IV: Deliver

School Counselors deliver developmentally appropriate activities and services directly to students or indirectly for students as a result of the school counselor’s interaction with others. 

  • Direct Student Services: Instruction, Appraisal and Advisement, and Counseling
  • Indirect Student Services: Consultation, Collaboration, and Referrals

V: Assess

To achieve the best results for students, school counselors regularly assess their program to determine its effectiveness, inform improvements to their school counseling program design and delivery, and show how students are different as a result of the school counseling program.

  • Program Assessment: School Counseling Program Assessment and Annual Results Reports
  • School Counselor Assessment and Appraisal: ASCA School Counselor Professional Standards and Competencies Assessment.  School Counselor Performance Appraisal Template.

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.