School Counselor, M.A.Ed.

School Counselor Requirements (48 credit hours)

• ED 606 - Foundations of School Counseling in the Social & Cultural Context (3)
• ED 607 - Legal & Ethical Aspects of School Counseling (3)
• ED 608 - Advanced Child & Youth Psychology (3)
• ED 627 - Counseling Methods & Techniques (3)
• ED 631 - Academic & Career Planning (3)
• ED 633 - Community & Family Relations (3)
• ED 636 - Appraisal of Student Growth (3)
• ED 682 - School Counseling Program Development & Implementation (3)
• ED 683 - School Counseling Program Evaluation (3)
• EDL 603 - Counseling Theories (3)
• EDL 607 - Group & Individual Counseling (3)
• EDL 612 - Restorative Practices in Education (3)
• EDL 629 - Advanced Human Growth & Development (3)
• EDL 685 - School Leadership Practicum I (0.5-1)
• EDL 686 - School Leadership Practicum II (0.5-1)
• EDL 689 - Educational Research, School Counseling (2-3)
• EDL 695 - Educational Leadership - Internship (1-2)

• (EDL 695 must be taken twice)

Note:

Individuals who do not possess a bachelor’s degree in education from a state-approved educator preparation program must complete the following additional coursework requirements:

• ED 515 General Methods & Differentiated Learning (3)  
• ED 519 Managing the Learning Environment (3) 
• ED 535 Psychology of the Exceptional Child (3) 

School of Education Master’s Program Policies

Admissions Requirements

The admission requirements for graduate programs in the School of Education can be found on the Admissions  page. Students must also meet the following:

• Have a grade point average of 3.0 or higher on a 4.0 scale for all undergraduate or graduate-level coursework. Students with a GPA less than 3.0 or at least 2.75 may be admitted provisionally. Students admitted provisionally to the program must achieve a 3.0 GPA on the first nine credits in their program of study.
• The admissions committee will consider all applications to evaluate any additional prerequisite courses needed.
• Submit official transcript/s of the bachelor’s degree.

Student Status within the Graduate Program

Student in Good Standing

• Has successfully met all entrance requirements.
• Has maintained an overall GPA of 3.0 or better with no grade below “C” (only one course with “C” grades is allowed; students may retake a class with a grade below a “C” once).

Probationary Status

• A student may change status from “Student in Good Standing” to “Student on Probation” if any of the following criteria are met: overall GPA falls below 3.0 or student receives a grade of “C” or lower in any course.
• Students on probation due to GPA have six credit hours to return their GPA to 3.0 or above to regain “Good Standing”. Failure to raise the GPA may lead to dismissal from the program.

Professional Conduct

Students in the program are expected to conduct themselves as professionals-in-training both inside and outside the virtual classroom. We encourage and expect students to treat others (including classmates and instructors) with sensitivity and dignity. Impairment, incompetence, ethical misconduct, and/or problematic behavior may be identified and addressed in a variety of ways and by a variety of persons, including but not limited to students, faculty, supervisors, clients, and/or members of the community. If student behaviors or attitudes are egregious, he or she may be dismissed immediately. If student behaviors or attitudes are less dire, they will be addressed in a confidential meeting with the student’s faculty advisor and/or Dean of the College of Professional Schools who will make a plan for remediation in an articulated time frame. At the end of the stated period, during which time the students would be placed on probation, he or she could return to Student in Good Standing status, continue on probation, or be dismissed depending upon the ability to successfully complete the corrective action. Students may appeal this process at any time.

Outcomes

Graduates of this program will:

• Demonstrate knowledge of human development and behavior to promote the health and well-being of all students.
• Understand and utilize counseling theories and how to apply them for innovative and differentiated interventions.
• Use helping relationships to promote the health and well-being of all students through individual, group, classroom, and whole school interactions and activities.
• Know and understand how to use assessments to measure the academic, career, and personal/social development of students.
• Demonstrate knowledge of career development and processes and assists students in their career exploration and planning.
• Understand how cultural and social diversity affects learning and development.
• Understand how to develop, implement, and evaluate a comprehensive school counseling program.
• Understand how to collaborate with stakeholders to develop a school counseling vision and mission.
• Demonstrate the ability to lead and advocate effectively for a comprehensive school counseling program that promotes the success of all students.
• Understand the ethical, professional, and legal standards within a school counseling program.

Assessment

Signature Assessments will be in each course along with data collected from instructors, site supervisors, and mentors for all fieldwork.