Pupil Personnel Services: School Counseling

Overview

• Published by the Commission on Teacher Credentialing, May 2020
• Focuses on Preconditions, Program Standards, and Performance Expectations for school counseling.

Preconditions

• Bachelor’s Degree: Required from a regionally accredited college/university.
• Program Curriculum: Must meet specific unit/hour requirements (48 semester units or equivalent).
• Intern Programs: Candidates must be ready for supervised practice.

Common Principles, Values, and Goals

• Multidisciplinary Teams: School counselors, psychologists, social workers, etc., work together.
• Comprehensive Programs: Address academic, personal, social challenges.
• Cultural Responsiveness: Focus on equity, avoiding student marginalization.

Program Standards

Program Design

• Informed by theory and research.
• Ensures development across academic, college-career, and social-emotional domains.
• Partnerships with advisory committees and other stakeholders.

Candidate Preparation

• Focus on School Counselor Performance Expectations (SCPEs).
• Emphasizes understanding and applying ethical and legal standards.

Monitoring and Support

• Ongoing assessment of candidates.
• Support for candidates’ academic and personal development.

Clinical Practice

• Field Experience: Minimum 800 hours across different school levels.
• Supervision: By professionals with relevant credentials.

Determination of Competence

• Assessment of candidates’ knowledge, skills, and abilities using SCPEs.

Performance Expectations (SCPEs)

Foundations

• Understand effective school counseling programs.
• Core counseling theories and models like ASCA.

Professionalism

• Ethical decision-making and understanding of legal mandates.
• Developing self-care plans for stress management.

Student Development

• Academic: Role in academic support and graduation pathways.
• College/Career: Understanding college entrance criteria and financial aid.
• Social/Emotional: Addressing crises and promoting well-being.

Educational Foundations

• Theories of growth and learning.
• Classroom management and engagement practices.

Leadership and Advocacy

• Role as change agents and advocates for equity.
• Integration of multicultural competencies.

Program Development

• Planning and evaluating comprehensive counseling programs.

Research and Technology

• Use data to assess program impact.
• Application of technology in program management.

Glossary

• MTSS: Multi-tiered system of support focusing on prevention and intervention.
• Cultural Competence: Awareness and respect for diverse cultural identities.
• Trauma-Informed Care: Understanding and responding to trauma in students.

These notes serve as a high-level summary of the key components and standards of the Pupil Personnel Services: School Counseling program as outlined by the Commission on Teacher Credentialing.