School Counseling: Master of Arts in Education (MAEd) with Pupil Personnel Services (PPS) Credential

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The School Counseling: Masters of Arts in Education (MAEd) with Pupil Personnel Services (PPS) Credential in School Counseling prepares candidates to gain the PPS Credential in School Counseling, approved by the California Commission on Teacher Credentialing (CCTC), which allows them to practice in California public schools. The program will be of interest to recent college graduates with bachelor’s degrees, current teachers, school personnel, and professionals in related fields. The program can be completed by those who work at other jobs during the week, with some flexibility in their schedules to complete 100 hours of practicum activities within schools (K-12) and 600 hours of field work experience.

Program Outcomes

To prepare counselors who value the diversity of humankind, and whose multicultural competencies make them proficient in successfully working with students of diverse cultures and languages, and/or who require special needs.
To prepare competent, confident, and conscientious counselors who are proficient in their subject content and are able to use a repertoire of best practices that will successfully impart their knowledge and foster action research in their assessments, and interventions.
To prepare counselors who are knowledgeable about the psychological factors that enable learning and are able to apply that knowledge in their work.
To prepare counselors who are proficient in the uses of contemporary technologies to facilitate student learning.
To prepare counselors who are knowledgeable of human behavior and are skilled in school climate change with regard to motivation, violence prevention, collaboration, and stress management.
To prepare counselors as change agents, who as caring leaders will meet the challenges of education in the 21st century, by facilitating effective learning communities and empowering their colleagues as advocates of the profession.

Training Model

Program participants must complete 100 hours of practicum activities within schools (K-12) and 600 hours of field work experience.

Practicum is the initial orientation to the work of school counselor professionals. School counseling candidates must complete four semesters of practicum, consisting of a minimum of one hundred (100) total clock hours in a practicum experience. School counselor candidates are expected to spend at least two to five hours each week in school settings in conjunction with courses and course assignments. Examples of such experiences include:

Peer counseling related to a university or college program practicum course
Personal and career assessments
Personal counseling experience in either an individual or group context
School-based programs serving parents and family members
Community service programs serving children and families
School-related experience such as “shadowing” a school counselor, observing classroom instruction, attending district and school-based meetings, and mapping school-based community resources

School Counseling candidates are required to complete a supervised field experience of six hundred (600) clock hours that is begun after successful completion of the practicum experience. The field experience provides an opportunity for the candidate to perform, under supervision, the functions of school counselors in school counseling domains.

Up to one hundred and fifty (150) clock hours shall be devoted to issues of diversity. This may be satisfied with up to 100 clock hours in a diversity program or with the development and implementation of a program that addresses diversity issues, AND one of the following two options: 1) at least fifty (50) clock hours shall be with at least ten (10) pupils (individually or in a group) of a racial and ethnic background different from that of the candidate; or 2) all 150 clock hours with pupils of a racial and ethnic background different from that of the candidate.

School counselors are evaluated in the following areas during the field experience:

(a) Professionalism: Conducts himself/herself in a responsible and professional manner; is punctual for meetings; completes reports in a timely manner; participates in a community of school counselors (staff meetings, workshops, seminars, etc.); collaborates effectively with educational and auxiliary staff; possesses effective communication skills; possesses effective interpersonal skills; demonstrates sensitivity toward others from different cultures and backgrounds.

(b) Intervention Skills: Plans, recommends, implements and evaluates interventions effectively; forms appropriate working relationships with students, families and staff Is knowledgeable about a range of academic interventions and/or how to monitor interventions within the classroom; is knowledgeable about a range of socio-emotional or trauma-related interventions; demonstrates knowledge about behavioral interventions; demonstrates knowledge of requirements, procedures of behavior support plans; helps plan and implement appropriate classroom management procedures with other educational staff; understands issue of student attendance and SARBs; understands issues of guidance counseling and career counseling; possesses effective counseling skills (and/or is knowledgeable about counseling services within the community).

(c) Supervision: Recognizes his/her own limitations and seeks supervision as needed; is reliable with regard to supervision appointments; takes initiative in supervision such as coming prepared, questioning, challenging, and taking an active role; is realistic about his/her own strengths and weaknesses; expectations of the supervisor are appropriate and realistic.

(d) Professional Competencies

I. Domains of School Counseling and Guidance: Skills in promoting the academic development of pupils; knowledge and skills in career development; ability to promote the personal and social development of pupils.

II. Themes of School Counselor Preparation: Possesses leadership skills; skills and attitudes for advocating for the learning and academic success of all pupils; knowledge of classroom management strategies and techniques for assisting teachers with classroom organization.

III. Functions of School Counselors Individual Counseling: Ability to help pupils cope with personal and interpersonal problems as well as skills in crisis intervention; understanding of group dynamics and skills in group work; effective in promoting collaboration and coordination among school staff, parents, family and community members; ability to understand a comprehensive school counseling and guidance program; skills in planning organizing and implementing educational programs designed to promote pupil learning and high academic achievement; skills in conducting needs assessments, program evaluations, and utilizing technology.