Pupil Personnel Services, School Counseling - Program Review Launchpad

Program Design

Our program's learning outcomes are aligned with the California Commission on Teacher Credentialing Pupil Personnel Services School Counseling Program Standards and Performance Expectations. These Standards focus on the following areas:

• Outcome 1: Plan, implement, and evaluate an urban school counseling program aligned with the ASCA National Model.
• Outcome 2: Collaborate and consult with stakeholders such as parents and guardians, teachers, administrators and community leaders to create learning environments that promote educational equity and success for every student.
• Outcome 3: Apply knowledge and skills of direct services at multiple tiers of support including individual and group counseling, academic advising, and instruction and classroom management, to meet the needs of a diverse urban student population.
• Outcome 4: Demonstrate an awareness of how cultural values and biases impact the counselor-student relationship, and develop culturally responsive interventions that consider school, institutional, community, and environmental factors that enhance and impede student success.
• Outcome 5: Understand and use research methods, program evaluation, and accountability strategies to demonstrate the effectiveness of the school counseling program, and to advocate for all students in order to close achievement, opportunity and attainment gaps.
• Outcome 6: Identify and apply professional and personal qualities and skills of effective servant leaders through self-assessment related to school counseling skills and performance.
  
  Course of Study (Curriculum and Field Experience)

The program consists of a minimum of 60 units. A program planner will be provided to each student upon admission. Each Fall and Spring semester, students typically enroll in 5 courses. Summer enrollment is optional; there is limited availability of summer courses. School Counseling program courses are typically offered weeknights from 4:00-6:45PM or from 7:00-9:45PM, subject to change. Please note that the practicum and fieldwork experiences require that students be available to complete hours during the typical K-12 public school day (8AM-3PM). An asterisk (*) indicates new courses which will be offered beginning in 2022-23. 

Take all of the following (60-66 units): 

While completing program fieldwork requirements, typically in year 2 of the program, candidates are assessed once per semester during COUN 643A: School Counseling Field Work  and again in COUN 644A: Advanced School Counseling Field Work by both university and site supervisor. The fieldwork assessment consists of seven items and a five-point scale used to assess the extent to which candidates met expectations on program competencies. The assessment results are used during end of fieldwork assessment meetings between candidates, university, and site supervisors to identify candidate strengths and areas in need of improvement. If the fieldwork assessment indicates concerns related to the extent to which the candidate is meeting competencies, the university fieldwork coordinator is notified, and a plan of support is developed for the candidate. 

In addition to the site and university supervisor fieldwork assessment, candidates are assessed throughout fieldwork (COUN 643A and COUN 644A) for related school counselor performance expectations (SCPEs). This assessment is completed by the site supervisor and is also evaluated by the university supervisor to ensure fieldwork SCPEs have been met and completion of required fieldwork hours.  

Candidates are also assessed through a comprehensive examination that takes place at the end of the program and after Advancement to Candidacy. According to California Title 5 Requirements, the comprehensive examination is “an assessment of the student’s ability to integrate the knowledge of the area, show critical and independent thinking, and demonstrate mastery of the subject matter. The result of the examination evidence independent thinking, appropriate organization, critical analysis, and accuracy of documentation." Candidates receive guidance from program faculty about the dates and structure of the comprehensive examination.  

Candidates are advised about how they will be assessed in the program through practicum and fieldwork course syllabi and school counseling practicum/fieldwork handbook. Candidates are informed of results of assessment through site and university supervisor assessment meetings.  

School Counseling candidates receive initial and ongoing advising through their program coordinator and advisors from the College of Education Graduate Office as they progress through the program.  Candidates can also monitor their program progress through the MyCSULB Student Center Academic Requirements Report.  In addition, each candidate admitted to the School Counseling Program will also establish a file in the CSULB Credential Center and submit all supporting documentation including verification of CTC fingerprint clearance, Basic Skills, and proof of a bachelor’s degree from a regionally accredited institution.  Candidates receive a credential evaluation (program status report), completed by a credential analyst, indicating their current program status and requirements that are outstanding and required prior to credential recommendation.   

At the end of the final semester the program coordinator will provide a program completion document to the Credential Center.  A credential analyst will complete a final evaluation and confirm that all program and state requirements have been met prior to credential recommendation, including the Master’s Degree in School Counseling.  A credential analyst will ensure that only qualified candidates are recommended for a Pupil Personnel Services School Counseling Credential. 

7.1.1 Candidate Progress Monitoring Document
 

Pupil Personnel Services School Counseling Credential Evaluation (PDF)

7.1.2 Individual Development Plan (IDP) Form

Not applicable

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