Master of Arts in Education: School Counseling with Pupil Personnel Services Credential

Program Description/Overview

With increasing frequency, schools must find ways to help students learn while coping with a broad array of challenges that include language and cultural barriers; exposure to violence, victimization, or substance abuse; attention deficit, and other neurological/ behavioral disorders.

This program prepares students to gain the PPS (Pupil Personnel Services) credential that allows them to practice in California’s schools. The program will be of interest to recent college graduates with bachelor’s degrees, current teachers, school personnel and people in other related fields.

Program Learning Outcomes/Goals

Coursework for this program assures that each candidate has knowledge and displays leadership in the following areas:

1. Data-Based Decision-Making and Accountability: School counselors have knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments. School counselors use such models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services. Data-based decision-making permeates every aspect of professional practice. 
2. Consultation and Collaboration: School counselors have knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to particular situations. School counselors collaborate effectively with others in planning and decision-making processes at the individual, group, and system levels. 
3. Effective Instruction and Development of Cognitive/Academic Skills: School counselors have knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills. School counselors, in collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, instructional interventions and consultation.  
4. Socialization and Development of Life Skills: School counselors have knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills. School counselors, in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, consultation, behavioral assessment/intervention, and counseling. 
5. Student Diversity in Development and Learning: School counselors have knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. School counselors demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs. 
6. School and Systems Organization, Policy Development, and Climate: School counselors have knowledge of general education, special education, and other educational and related services. They understand schools and other settings as systems. School counselors work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others. 
7. Prevention, Crisis Intervention, and Mental Health: School counselors have knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. School counselors provide or contribute to prevention and intervention programs that promote the mental health and physical well-being of students. 
8. Home/School/Community Collaboration: School counselors have knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery. School counselors work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families. 
9. Research and Program Evaluation: School counselors have knowledge of research, statistics, and evaluation methods. School counselors evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services. 
10. School Counseling Practice and Development: School counselors have knowledge of the history and foundations of their profession; of various service models and methods; of public policy development applicable to services to children and families; and of ethical, professional, and legal standards. School counselors practice in ways that are consistent with applicable standards, are involved in their profession, and have the knowledge and skills needed to acquire career-long professional development. 
11. Information Technology: School counselors have knowledge of information sources and technology relevant to their work. School counselors access, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services.

Training Model

This program is offered in executive format (with residency requirements) and utilizes an apprenticeship model of training. The program’s residency requirement offers a one day meeting, one of which is offered at the San Francisco campus and the other at the San Diego campus.

Program-Specific Admission Requirements

1. Pass a TB test
2. Receive a Certificate of Clearance from CCTC
3. Complete a FBI screening
4. Submit official transcripts from all colleges and universities attended

Licensure

The program prepares candidates to be eligible for the PPS Credential in School Counseling, approved by the California Commission on Teacher Credentialing (CTC). Graduation from this program results only in the recommendation to the California CTC for the PPS Credential in School Counseling. Students interested in this program and working in California K-12 school systems should review all CTC requirements as published on their website: https://www.ctc.ca.gov/credentials/req-services.

Programmatic Accreditation

California Commission on Teacher Credentialing (CCTC)

Internship, Practicum, and/or Dissertation Information

Students who are seeking the PPS Credential in School Counseling must complete a 600-hour internship. Internships may be paid or non-paid. Paid internships are dependent upon the budgets and policies associated with individual school districts.

Credit Units

Total Credit Units: 49

Total Core Credit Units: 49

Total Elective Credit Units: N/A

Total Concentration Credit Units: N/A

Degree Requirements

1. Comprehensive exam
2. Praxis exam

Curriculum Plan

Gainful Employment

For important information about the educational debt, earnings, and completion rates of students who attended this program, please visit https://www.alliant.edu/media/gainful-employment-disclosure/Master_Education_School_Counseling_PPS_Cred_MA.html.