Certification
Initial and Professional School Counselor Certificate Requirements
Individuals must complete the following coursework, practicum, and internship requirements for the Initial and Professional School Counselor certificate through the “Individual Evaluation” pathway.
Graduate Coursework
“Graduate coursework” means studies that can be credited toward a graduate degree granted by an institution of higher education that is approved by the Commissioner of Education or by an institutional accrediting agency recognized for this purpose by the United States Department of Education.
Individuals must complete 48 semester hours (NEW) for the Initial certificate, and 60 semester hours for the Professional certificate, of graduate school counselor coursework that includes study in the following eight competencies. For the “Certificate Progression” pathway for the Professional certificate, individuals must complete 12 additional semester hours of graduate school counselor coursework that includes study in any of the following eight competencies:
- Foundations in professional school counseling. Study in this area focuses on foundations in professional school counseling, such as understanding the history and purpose/philosophy of, and the laws, policies, and regulations governing school counseling. School counselors engage in continuous professional growth and development, advocate for appropriate school counselor identity and roles, and adhere to ethical practices.
- Career development and college readiness. Study in this area focuses on career development and college readiness, such as use of a variety of research-based school counseling approaches to provide services to meet the career needs of all students.
- Supportive school climate and collaborative work with school, family and community. Study in this area focuses on supportive school climate and collaborative work with school, family and community, such as collaborating with colleagues, families, and community members to cultivate an inclusive, nurturing, and physically safe learning environment for students, staff, and families.
- Equity, advocacy and diversity in programming and in support for students. Study in this area focuses on equity, advocacy and diversity in programming and in support of students, such as understanding cultural contexts in a multicultural society, demonstrating fairness, equity and sensitivity to every student, and advocating for equitable access to instructional programs and activities.
- Child growth, development and student learning. Study in this area focuses on child growth, development and student learning, such as using knowledge of child development, individual differences, learning barriers, and pedagogy to contribute to and support student learning.
- Group and individual counseling theories and techniques for prevention, intervention, and responsive services. Study in this area focuses on group and individual counseling theories and techniques for prevention, intervention, and responsive services to meet the academic, personal, social and career needs of all students.
- Best practices for the profession and in school counseling programming. Study in this area focuses on best practices for the profession and in school counseling programming, such as assessing, developing, implementing, leading, and evaluating a data-driven school counseling program that is comprehensive, utilizes best practices and advances the mission of the school.
- Research and program development to advance the school counseling program, its components and the profession. Study in this area focuses on research and program development to advance the school counseling program, its components and the profession.
Practicum
Individuals must complete a 100-clock hour structured, college-supervised practicum under the direct supervision of the certified pupil personnel service provider who has official responsibility for the students. If the practicum carries college credit, such credit will apply toward graduate study requirements.
The practicum must be in a K-12 school setting under the supervision of an institution of higher education that is accredited by an institutional accrediting agency recognized for this purpose by the United States Department of Education and has an approved educator preparation program for the certificate sought.
During the 100 clock hours:
- At least 40 of the 100 clock hours in the practicum must be supervised direct student service hours in group counseling, individual counseling and school counseling core curriculum lesson delivery.
- At least 60 of the 100 clock hours in the practicum must focus on developing, implementing and evaluating key school counseling program elements such as: student outcomes and standards; curriculum; individual student needs and plans; responsive services; consultation with others on behalf of student; time management; school counseling program goals; data analysis; action plans; calendars/schedules; and advisory panels, councils and committees.
The Practicum would be verified on an official transcript with a satisfactory grade.
Internship
Individuals must complete a 600-clock hour structured, college-supervised internship under the direct supervision of the certified pupil personnel service provider who has official responsibility for the students. If the internship carries college credit, such credit will apply toward graduate study requirements.
The internship must be in a K-12 school setting under the supervision of an institution of higher education that is accredited by an institutional accrediting agency recognized for this purpose by the United States Department of Education and has an approved educator preparation program for the certificate sought.
Prior to the candidate’s internship, a written agreement shall be executed with the employing school or school district by which the school or school district agrees to consult with the candidate before determining the candidate’s load and provide daily mentoring and supervision of the candidate during the internship experience by a certified school counselor. Mentoring and supervision may be provided by other qualified school personnel only if the employing school district cannot provide a certified school counselor in the school building in which the internship occurs.
During the 600 clock hours:
- At least 240 of the 600 clock hours in the internship must be supervised direct student service hours in group counseling, individual counseling and school counseling core curriculum lesson delivery.
- At least 360 of the 600 clock hours in the internship must focus on developing, implementing and evaluating key school counseling program elements such as: student outcomes and standards; curriculum; individual student needs and plans; responsive services; consultation with others on behalf of student; time management; school counseling program goals; data analysis; action plans; calendars/schedules; and advisory panels, councils and committees.
- At least 300 of the 600 clock hours in the internship must be in the elementary grades (K-8).
- At least 300 of the 600 clock hours in the internship must in the secondary grades (9-12).
The Internship refers to a structured, college-supervised practical experience for a student enrolled in a graduate School Counseling program. These skills are practiced under the direct supervision of the college and a certified School Counselor who have official responsibility for the student. If the internship carries college credit, such credit will apply toward graduate study requirements. NOTE - the internship must be in a K-12 school setting under the supervision of a regionally accredited college or university having an approved program of preparation specific to School Counselor. It is verified on an official transcript with a satisfactory grade.