School Counseling, M.A./School Counseling Credential

Program Director: Dena M. Fiori, Ed.D.

Overview

The Master of Arts in School Counseling degree with Pupil Personnel Services Credential in School Counseling authorizes an individual to work as a credentialed School Counselor in a public-school setting. This graduate program requires a minimum of 50 units of coursework (listed below) and a minimum of 800 hours of field experience in pk-12 settings. A sequence of courses and educational plan is determined by the program director. In addition to the 50 units, there are three prerequisites required for admission (If you obtain a bachelors degree in psychology from FPU, UC, or a CSU all prerequisites will be waived). Up to 9 units of credit from an accredited graduate program in counseling, psychology, or a related area may be transferred into the School Counseling program. Course eligibility is determined by the School Counseling Program Director to be equivalent to those required in this graduate program. All other provisions of the general graduate policy on transfer of credit shall apply.

***Students will be required to obtain liability insurance through the American School Counselor Association (ASCA) during the first session of the program.  Proof of liability insurance must be obtained by the program director prior to school site-based observations and PK-12 field experience. 

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 hours, field experience, exit exam, and Master's Degree requirements are completed, the individual may apply for the Pupil Personnel Services (PPS) credential in School Counseling.

Accreditation

 Admissions Requirements

1. Two current reference forms
2. Official transcripts from all colleges/universities attended  
3. Letter of explanation if your GPA is under 3.00
4. Prerequisite courses (all must be passed with a grade of a 'C' or better):
   • Child Development
   • Educational Statistics and Research Design
   • Introduction to Psychology
5. Interview with program director and committee*

*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 (PSLO) and Student Learning Objectives (SLO) are based on the Commission on Teacher Credentialing Pupil Personnel Services (PPS) School Counseling Performance Expectations (SCPE).  The PSLO's for this program are listed below:

Program Student Learning Outcomes (PSLO)

PSLO 1: Foundations of the School Counseling Professional Standards: Candidates demonstrate knowledge and understanding of the core areas including history, philosophy, and trends in school counseling; state and national standards; modes of comprehensive and developmental school counseling and guidance programs; and the theoretical bases for counseling practices in schools.

PSLO 2: Professionalism, Ethics & Legal Mandates: Candidates demonstrate understanding of professional codes of ethics and current legal mandates, as well as an awareness of the range of legal issues, such as statutory, regulatory, and case law affecting the delivery of pupil services.

PSLO 3: Student Academic Development: Candidates demonstrate understanding of the concepts, principles, strategies, programs, and practices for enabling pupils to experience academic success and achieve at high levels.

PSLO 4: Student College and Career Development: Candidates demonstrate knowledge of the components of career development programs and opportunities to develop, implement, and evaluate such programs in schools.

PSLO 5: Social/Emotional Development: Candidates apply knowledge and understanding to the theories, concepts, processes, skills, and practices required for successful personal social development.

PSLO 6: Educational Foundations: Growth and Development, Learning Theory, and Academic Achievement: Candidates demonstrate skills in the planning, organizing, and implementing educational programs designed to promote pupil learning and high academic achievement. Candidates also demonstrate knowledge in preventing problems that pose barriers to learning and achievement such as stereotypes, discrimination, school climate, and socioeconomic status.

PSLO 7: Leadership and Advocacy in Social Justice, Equity, and Access: Candidates demonstrate the qualities, principles, and styles of effective leadership. Candidates also utilize the knowledge, skills, and attitudes of effective leadership by acting as agents of change in planning, organizing, implementing, managing and evaluating the outcomes of school counseling and guidance programs that increase student learning and achievement.

PSLO 8: Program Development: Candidates demonstrate understanding of the organization, structure, and cultural context of schools as educational systems and are able to plan, develop, implement and evaluate systemic and comprehensive counseling and guidance programs that are part of an overall school plan.

PSLO 9: Research, Program Evaluation, and Technology: Candidates demonstrate knowledge about basic principles of research design, action research, and program evaluation. This includes traditional experimental design as well as qualitative and single subject designs.

ASCA National Model

The American School Counselor Association (ASCA) supports school counselors' efforts to help students focus on academic, career, and social/emotional development so they achieve success in school and are prepared to lead fulfilling lives as responsible members of society.

ASCA provides professional development, publications, and other resources, research, and advocacy to school counselors around the globe (ASCA, 2021).

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.

Locations Offered

Synchronous Online

Program Length/Semester Starts

The program ranges from 4-7 semesters, determined by the academic plan chosen. Cohorts begin in Fall, Spring, and Summer.

Degree Pathway

School Counseling MA Degree Pathway