Summary of Proposed Action: Adds
200 hours teaching practicum requirement to the program standards for Initial
School Counselor; and remove specific references to CACREP document.
Background: Representatives
from the School Counselor preparation programs requested that this language be
expressly added to the standards to ensure that school counselors prepared in
Oregon as familiar with public school teaching as part of their overall program
preparation. Note: This portion of the practicum
is waived if obtained through prior teacher licensure.
Issues/Concerns that Surfaced (if
any):
Changed Since Last Commission Meeting?
¨
N/A; First reading – Hasn’t been before the Commission
þ
No; same as last meeting considered
¨ Yes
– As follows:
Fiscal Impact: None
(Programs are already doing this)
Staff Recommendation:
þ
Adopt rule as presented
¨ Adopt rule in the future refer to public
comment
¨
No recommendation
¨ File as temporary rule and refer to public comment
Copy of Permanent Rule for
Adoption
584-018-0305 (Final Version)
Knowledge, Skills, Abilities, Cultural
Competencies and Professional Dispositions for Initial School Counselor License
(1)
These standards align with the Counsel for Accreditation of Counseling
and Related Educational Programs (CACREP) school counselor standards found at:
http://www.cacrep.org; Candidates who are preparing to work as school
counselors will demonstrate the professional knowledge, skills, cultural
competence and practices necessary to promote the academic, career, and
personal and social development of all K–12 students.
(2)
In addition to the common core curricular experiences outlined in the
CACREP standards, and 200 total hours of a teaching practicum as obtained as part
of their total program practicum requirements or obtained through prior teacher
licensure; Initial School Counselor programs must provide evidence that student
learning has occurred in the following domains:
(3) Domain 1: Foundations:
(a) Knowledge:
(A) Know the history, philosophy, and
current trends in school counseling and educational systems;
(B) Understands ethical and legal
considerations specifically related to the practice of school counseling;
(C) Knows roles, functions, settings,
and professional identity of the school counselor in relation to the roles of
other professional and support personnel in the school;
(D) Knows professional organizations,
preparation standards, and credentials that are relevant to the practice of
school counseling;
(E) Understands current models of
school counseling programs and their integral relationship to the total
educational program;
(F) Understands the effects of:
Atypical growth and development, health and wellness, language; ability level,
multicultural issues, and factors of resiliency on student learning and
development; and
(G) Understands the operation of the
school emergency management plan and the roles and responsibilities of the
school counselor during crises, disasters, and other trauma-causing events.
(b) Skills and Practices:
(A) Demonstrates the ability to apply
and adhere to ethical and legal standards in school counseling; and
(B) Demonstrates the ability to
articulate, model, and advocate for an appropriate school counselor identity
and program.
(4) Domain 2: Counseling, Prevention and Intervention:
(a) Knowledge:
(A) Knows the theories and processes
of effective counseling and wellness programs for individual students and
groups of students;
(B) Knows how to design, implement,
manage, and evaluate programs to enhance the academic, career, and
personal/social development of students;
(C) Knows strategies for helping
students identify strengths and cope with environmental and developmental
problems;
(D) Knows how to design, implement,
manage, and evaluate transition programs, including school-to-work,
postsecondary planning, and college admissions counseling;
(E) Understands group
dynamics—including counseling, psycho-educational, task, and peer helping
groups—and the facilitation of teams to enable students to overcome barriers
and impediments to learning; and
(F) Understands the potential impact
of crises, emergencies, and disasters on students, educators, and schools, and
knows the skills needed for crisis intervention.
(b) Skills and Practices:
(A) Demonstrates self-awareness,
sensitivity to others, and the skills needed to relate to each diverse
individual, group, and classroom;
(B) Provides individual and group
counseling and classroom guidance to promote the academic, career, and personal
and social development of students;
(C) Designs and implements prevention
and intervention plans related to the effects of: Atypical growth and
development, health and wellness, language, ability level, multicultural
issues, and factors of resiliency on student learning and development;
(D) Demonstrates the ability to use
procedures for assessing and managing suicide risk; and
(E) Demonstrates the ability to
recognize his or her limitations as a school counselor and to seek supervision
or refer clients when appropriate.
(5) Domain 3: Diversity and Advocacy:
(a) Knowledge:
(A) Understands the cultural, ethical,
economic, legal, and political issues surrounding diversity, equity, and
multicultural excellence in terms of student learning;
(B) Identifies community,
environmental, and institutional opportunities that enhance, as well as
barriers that impede, the academic, career, and personal and social development
of students;
(C) Understands the ways in which
educational policies, programs, and practices can be developed, adapted, and
modified to be culturally congruent with the needs of students and their
families; and
(D) Understands multicultural
counseling issues, as well as the impact of ability levels, stereotyping,
family, socioeconomic status, gender, and sexual identity, and their effects on
student achievement.
(b) Skills and Practices:
(A) Demonstrates multicultural
competencies in relation to diversity, equity, and opportunity in student
learning and development;
(B) Advocates for the learning and
academic experiences necessary to promote the academic, career, and
personal/social development of students;
(C) Advocates for school policies,
programs, and services that enhance a positive school climate and are equitable
and responsive to multicultural student populations; and
(D) Engages parents, guardians, and
families to promote the academic, career, and personal and social development
of students.
(6) Domain 4: Assessment:
(a) Knowledge:
(A) Understands the influence of
multiple factors such as: Abuse, violence, eating disorders, attention deficit
hyperactivity disorder, and childhood depression; that may affect the personal,
social, and academic functioning of students;
(B) Knows the signs and symptoms of
substance abuse in children and adolescents, as well as the signs and symptoms
of living in a home where substance abuse occurs; and
(C) Identifies various forms of needs
assessments for academic, career, and personal and social development.
(b) Skills and Practices:
(A) Assesses and interprets students’
strengths and needs, recognizing uniqueness in cultures, languages, values,
backgrounds, and abilities;
(B) Selects appropriate assessment
strategies that can be used to evaluate a student’s academic, career, and
personal/social development;
(C) Analyzes assessment information in
a manner that produces valid inferences when evaluating the needs of individual
students and assessing the effectiveness of educational programs;
(D) Makes appropriate referrals to
school and/or community resources; and
(E) Assesses barriers that impede
students’ academic, career, and personal and social development.
(7) Domain 5: Research and Evaluation:
(a) Knowledge:
(A) Understands how to critically
evaluate research relevant to the practice of school counseling;
(B) Knows models of program evaluation
for school counseling programs;
(C) Knows basic strategies for
evaluating counseling outcomes in school counseling such as: behavioral
observation and program evaluation;
(D) Knows current methods of using
data to inform decision making and accountability such as: school improvement
plan and school report card; and
(E) Understands the outcome research
data and best practices identified in the school counseling research
literature.
(b) Skills and Practices:
(A) Applies relevant research findings
to inform the practice of school counseling;
(B) Develops measurable outcomes for
school counseling programs, activities, interventions, and experiences; and
(C) Analyzes and uses data to enhance
school counseling programs.
(8) Domain 6: Academic Development:
(a) Knowledge:
(A) Understands the relationship of
the school counseling program to the academic mission of the school;
(B) Understands the concepts,
principles, strategies, programs, and practices designed to close the
achievement gap, promote student academic success, and prevent students from
dropping out of school; and
(C) Understands curriculum design,
lesson plan development, classroom management strategies, and differentiated
instructional strategies for teaching counseling- and guidance-related
material.
(b) Skills and Practices:
(A) Conducts programs designed to
enhance student academic development;
(B) Implements strategies and
activities to prepare students for a full range of postsecondary options and
opportunities; and
(C) Implements differentiated
instructional strategies that draw on subject matter and pedagogical content
knowledge and skills to promote student achievement.
(9) Domain 7: Collaboration and Consultation:
(a) Knowledge:
(A) Understands the ways in which
student development, well-being, and learning are enhanced by
family-school-community collaboration;
(B) Knows strategies to promote,
develop, and enhance effective teamwork within the school and the larger
community;
(C) Knows how to build effective
working teams of school staff, parents, and community members to promote the
academic, career, and personal and social development of students;
(D) Understands systems theories,
models, and processes of consultation in school system settings;
(E) Knows strategies and methods for
working with parents, guardians, families, and communities to empower them to
act on behalf of their children;
(F) Understands the various peer
programming interventions such as: peer meditation, peer mentoring, and peer
tutoring; and how to coordinate them; and
(G) Knows school and community
collaboration models for crisis or disaster preparedness and response.
(b) Skills and Practices:
(A) Works with parents, guardians, and
families to act on behalf of their children to address problems that affect
student success in school;
(B) Locates resources in the community
that can be used in the school to improve student achievement and success;
(C) Consults with teachers, staff, and
community-based organizations to promote student academic, career, and
personal/social development;
(D) Uses peer helping strategies in
the school counseling program; and
(E) Uses referral procedures with
helping agents in the community such as: mental health centers, businesses, and
service groups; to secure assistance for students and their families.
(10) Domain 8: Leadership:
(a) Knowledge:
(A) Knows the qualities, principles,
skills, and styles of effective leadership;
(B) Knows strategies of leadership
designed to enhance the learning environment of schools;
(C) Knows how to design, implement,
manage, and evaluate a comprehensive school counseling program;
(D) Understands the important role of
the school counselor as a system change agent; and
(E) Understands the school counselor’s
role in student assistance programs, school leadership, curriculum, and
advisory meetings.
(b) Skills and Practices:
(A) Participates in the design,
implementation, management, and evaluation of a comprehensive developmental
school counseling program; and
(B) Plans and presents
school-counseling-related educational programs for use with parents and
teachers such as: parent education programs, materials used in classroom
guidance, and advisor and advisee programs for teachers.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
Hist.: TSPC 4-2012, f. & cert. ef. 5-18-12; TSPC 1-2013, f. & cert. ef.
2-14-13
584-018-0305 (Amended Version)
Knowledge, Skills, Abilities, Cultural
Competencies and Professional Dispositions for Initial School Counselor License
(1) These standards align with
the Counsel for Accreditation of Counseling and Related Educational Programs
(CACREP) school counselor standards found at: http://www.cacrep.org; [(Specifically,
pp. 40–46 of the 2009 CACREP standards document.)] Candidates who are
preparing to work as school counselors will demonstrate the professional
knowledge, skills, cultural competence and practices necessary to promote the
academic, career, and personal and social development of all K–12 students.
(2) In addition to the common
core curricular experiences outlined in [Professional Identity section of]
the CACREP standards, [at subsection (G)] and 200 total hours of a teaching practicum as obtained as part of
their total program practicum requirements or obtained through prior teacher
licensure; Initial School Counselor programs must provide evidence that
student learning has occurred in the following domains:
[(1)] (3) Domain 1: Foundations:
(a) Knowledge:
(A) Know the history, philosophy, and
current trends in school counseling and educational systems;
(B) Understands ethical and legal
considerations specifically related to the practice of school counseling;
(C) Knows roles, functions, settings,
and professional identity of the school counselor in relation to the roles of
other professional and support personnel in the school;
(D) Knows professional organizations,
preparation standards, and credentials that are relevant to the practice of
school counseling;
(E) Understands current models of
school counseling programs and their integral relationship to the total
educational program;
(F) Understands the effects of:
Atypical growth and development, health and wellness, language; ability level,
multicultural issues, and factors of resiliency on student learning and
development; and
(G) Understands the operation of the
school emergency management plan and the roles and responsibilities of the
school counselor during crises, disasters, and other trauma-causing events.
(b) Skills and Practices:
(A) Demonstrates the ability to apply
and adhere to ethical and legal standards in school counseling; and
(B) Demonstrates the ability to
articulate, model, and advocate for an appropriate school counselor identity
and program.
[(2)] (4) Domain 2: Counseling, Prevention and Intervention:
(a) Knowledge:
(A) Knows the theories and processes
of effective counseling and wellness programs for individual students and
groups of students;
(B) Knows how to design, implement,
manage, and evaluate programs to enhance the academic, career, and
personal/social development of students;
(C) Knows strategies for helping
students identify strengths and cope with environmental and developmental problems;
(D) Knows how to design, implement,
manage, and evaluate transition programs, including school-to-work,
postsecondary planning, and college admissions counseling;
(E) Understands group
dynamics—including counseling, psycho-educational, task, and peer helping
groups—and the facilitation of teams to enable students to overcome barriers
and impediments to learning; and
(F) Understands the potential impact
of crises, emergencies, and disasters on students, educators, and schools, and
knows the skills needed for crisis intervention.
(b) Skills and Practices:
(A) Demonstrates self-awareness,
sensitivity to others, and the skills needed to relate to each diverse
individual, group, and classroom;
(B) Provides individual and group
counseling and classroom guidance to promote the academic, career, and personal
and social development of students;
(C) Designs and implements prevention
and intervention plans related to the effects of: Atypical growth and
development, health and wellness, language, ability level, multicultural
issues, and factors of resiliency on student learning and development;
(D) Demonstrates the ability to use
procedures for assessing and managing suicide risk; and
(E) Demonstrates the ability to
recognize his or her limitations as a school counselor and to seek supervision
or refer clients when appropriate.
[(3)] (5) Domain 3: Diversity and Advocacy:
(a) Knowledge:
(A) Understands the cultural, ethical,
economic, legal, and political issues surrounding diversity, equity, and
multicultural excellence in terms of student learning;
(B) Identifies community,
environmental, and institutional opportunities that enhance, as well as
barriers that impede, the academic, career, and personal and social development
of students;
(C) Understands the ways in which
educational policies, programs, and practices can be developed, adapted, and
modified to be culturally congruent with the needs of students and their
families; and
(D) Understands multicultural
counseling issues, as well as the impact of ability levels, stereotyping,
family, socioeconomic status, gender, and sexual identity, and their effects on
student achievement.
(b) Skills and Practices:
(A) Demonstrates multicultural
competencies in relation to diversity, equity, and opportunity in student
learning and development;
(B) Advocates for the learning and
academic experiences necessary to promote the academic, career, and
personal/social development of students;
(C) Advocates for school policies,
programs, and services that enhance a positive school climate and are equitable
and responsive to multicultural student populations; and
(D) Engages parents, guardians, and
families to promote the academic, career, and personal and social development
of students.
[(4)] (6) Domain 4: Assessment:
(a) Knowledge:
(A) Understands the influence of
multiple factors such as: Abuse, violence, eating disorders, attention deficit
hyperactivity disorder, and childhood depression; that may affect the personal,
social, and academic functioning of students;
(B) Knows the signs and symptoms of
substance abuse in children and adolescents, as well as the signs and symptoms
of living in a home where substance abuse occurs; and
(C) Identifies various forms of needs
assessments for academic, career, and personal and social development.
(b) Skills and Practices:
(A) Assesses and interprets students’
strengths and needs, recognizing uniqueness in cultures, languages, values,
backgrounds, and abilities;
(B) Selects appropriate assessment
strategies that can be used to evaluate a student’s academic, career, and
personal/social development;
(C) Analyzes assessment information in
a manner that produces valid inferences when evaluating the needs of individual
students and assessing the effectiveness of educational programs;
(D) Makes appropriate referrals to
school and/or community resources; and
(E) Assesses barriers that impede
students’ academic, career, and personal and social development.
[(5)] (7) Domain 5: Research and Evaluation:
(a) Knowledge:
(A) Understands how to critically
evaluate research relevant to the practice of school counseling;
(B) Knows models of program evaluation
for school counseling programs;
(C) Knows basic strategies for
evaluating counseling outcomes in school counseling such as: behavioral
observation and program evaluation;
(D) Knows current methods of using
data to inform decision making and accountability such as: school improvement
plan and school report card; and
(E) Understands the outcome research
data and best practices identified in the school counseling research
literature.
(b) Skills and Practices:
(A) Applies relevant research findings
to inform the practice of school counseling;
(B) Develops measurable outcomes for
school counseling programs, activities, interventions, and experiences; and
(C) Analyzes and uses data to enhance
school counseling programs.
[(6)] (8) Domain 6: Academic Development:
(a) Knowledge:
(A) Understands the relationship of
the school counseling program to the academic mission of the school;
(B) Understands the concepts,
principles, strategies, programs, and practices designed to close the
achievement gap, promote student academic success, and prevent students from
dropping out of school; and
(C) Understands curriculum design,
lesson plan development, classroom management strategies, and differentiated
instructional strategies for teaching counseling- and guidance-related
material.
(b) Skills and Practices:
(A) Conducts programs designed to
enhance student academic development;
(B) Implements strategies and
activities to prepare students for a full range of postsecondary options and
opportunities; and
(C) Implements differentiated instructional
strategies that draw on subject matter and pedagogical content knowledge and
skills to promote student achievement.
[(7)] (9) Domain 7: Collaboration and Consultation:
(a) Knowledge:
(A) Understands the ways in which
student development, well-being, and learning are enhanced by
family-school-community collaboration;
(B) Knows strategies to promote,
develop, and enhance effective teamwork within the school and the larger
community;
(C) Knows how to build effective
working teams of school staff, parents, and community members to promote the
academic, career, and personal and social development of students;
(D) Understands systems theories,
models, and processes of consultation in school system settings;
(E) Knows strategies and methods for
working with parents, guardians, families, and communities to empower them to
act on behalf of their children;
(F) Understands the various peer
programming interventions such as: peer meditation, peer mentoring, and peer
tutoring; and how to coordinate them; and
(G) Knows school and community
collaboration models for crisis or disaster preparedness and response.
(b) Skills and Practices:
(A) Works with parents, guardians, and
families to act on behalf of their children to address problems that affect
student success in school;
(B) Locates resources in the community
that can be used in the school to improve student achievement and success;
(C) Consults with teachers, staff, and
community-based organizations to promote student academic, career, and
personal/social development;
(D) Uses peer helping strategies in
the school counseling program; and
(E) Uses referral procedures with
helping agents in the community such as: mental health centers, businesses, and
service groups; to secure assistance for students and their families.
[(8)] (10) Domain 8: Leadership:
(a) Knowledge:
(A) Knows the qualities, principles,
skills, and styles of effective leadership;
(B) Knows strategies of leadership
designed to enhance the learning environment of schools;
(C) Knows how to design, implement,
manage, and evaluate a comprehensive school counseling program;
(D) Understands the important role of
the school counselor as a system change agent; and
(E) Understands the school counselor’s
role in student assistance programs, school leadership, curriculum, and
advisory meetings.
(b) Skills and Practices:
(A) Participates in the design,
implementation, management, and evaluation of a comprehensive developmental school
counseling program; and
(B) Plans and presents
school-counseling-related educational programs for use with parents and
teachers such as: parent education programs, materials used in classroom
guidance, and advisor and advisee programs for teachers.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
Hist.: TSPC 4-2012, f. & cert. ef. 5-18-12; TSPC 1-2013, f. & cert. ef.
2-14-13