Level of Specialization
The Master of Education in School Counseling degree program is intended for individuals who plan a professional career in school counseling. In this program, the school counselor is viewed as a professional who provides services to all students in a K-12 school setting. In serving this population, the school counselor seeks to facilitate the learning and positive development of all students, and provides preventative, remedial and, at times, crisis intervention services. Thus, at the conclusion of this graduate program, candidates possess the requisite knowledge, skills, and dispositions that will allow them to function effectively in the holistic development of students in the K-12 setting. These competencies are based upon the six unit outcomes which form the foundation for the conceptual framework of the College of Education. These outcomes include becoming a dedicated professional, instructional leader, continuous assessor, educational advocate, collaborative bridge-builder, and reflective decision-maker.
A background in teacher education is NOT a requirement for admission to the School Counseling Program. Students who successfully complete the program will be eligible for certification as a K-12 school counselor in Maryland.
The School Counseling Program is accredited by the Maryland State Department of Education.
- To provide academic preparation in major content areas of school counseling, grades K-12
in accordance with the CACREP Standards for School Counseling Programs.
- To provide supervised opportunities for practical application of school counseling which underscore academic learning.
- To train students in ethical practices of school counseling as prescribed by the American Counseling Association
and the American School Counseling Association.
- To require knowledge, application, analysis, and reflection of current thought and research in the field.
- To require knowledge, recognition, and ability to work with children in a school setting in developmental, preventative, remedial, and crisis counseling.
- To develop knowledge and skills in consulting with faculty, parents, and referral sources in the community.
- To develop technological skills necessary to function as a school counselor.
- To require an internship experience which integrates the program's content and skills with on-site activities and assessment.
- To develop knowledge of and ability to work with a wide array of diversity issues which are present in a K-12 environment.
- To foster personal growth in conjunction with professional knowledge and skill development.
Special Admission Criteria
PLEASE NOTE: Students will be admitted for graduate study in School Counseling once a year in the summer. Application deadline is March 1.
Applicants to the M.Ed. in School Counseling Program must comply with the following:
- If applicants have not earned at least a 3.0 grade point average on a 4.0 scale in their undergraduate programs, they must submit a minimum score of 402 on the Miller Analogies Test or a minimum of 1,000 (V+Q) on the General Test of the Graduate Record Examination
prior to the interview. Scores below the above criteria may be considered on an individual basis.
- Applicants must provide the names, occupational titles, addresses, and phone numbers of at least three references, two of whom must be previous work supervisors or someone who will be able to respond to questions concerning the candidate's suitability for graduate study in School Counseling.
- Applicants will provide a typewritten statement which will answer questions about themselves. These questions will be supplied by the Office of Graduate Services as part of the application for graduate study.
- Applicants are required to have a pre-admission interview with the Graduate Program Coordinator.
- Applicant's undergraduate preparation must include the following courses (or their equivalent as determined by the Program Coordinator) for a total of 6 hours:
- Introduction / General Psychology
- Educational Psychology or Developmental Psychology (Child or Adolescent)
- Applicants must provide documentation of experience working with children and/or adolescents through paid employment, extensive volunteer work and/or internship.
Program Description - 45 credits
Professional Education Core: 6 credits
EDUC 603 Principles and Practices of Research
EDUC 606 Developmental Theory and Experiential Growth
Area of Concentration: 33 credits
Core Counseling Skills
Program Planning & Service Delivery
Social & Cultural Diversity: Issues & Counseling Interventions
Lifestyle, Career Development & Decision-Making
Theories & Techniques in School Counseling
Legal, Ethical and Professional Issues in School Counseling
Group Dynamics & Interventions n the School Setting
Assessment Issues in the School Setting
School Counseling Seminar
EDUC 700 Research Paper or Project or 3 credit elective. Electives may be selected from psychology, special education, or other disciplines with approval from the Program Coordinator.
Capstone: 6 credits
SCCO 693 Internship in School Counseling
Total credit hours: 45
Special Degree Requirements
Students seeking a master's degree in School Counseling are required to file a study plan with the Program Coordinator prior to the first course. Once approved, any changes in course work require permission of the Program Coordinator.
Admission to Candidacy
Application for Admission to Candidacy is made after completion of 15-18 credit hours of graduate course work. This must include the two Professional Education Core courses (EDUC 603 and EDUC 606) as well as a minimum of six hours in the School Counseling Concentration (including SCCO 600 and SCCO 609). A cumulative GPA of 3.0 is also required, as well as the completion of any provisional admissions requirements. Transfer credits are not counted toward the 15-18 credits unless they are accepted as equivalent courses and then the grades are not calculated in the GPA.
The Program Coordinator together with the program faculty will review the application and make a decision regarding degree candidacy based on evidence of satisfactory academic performance and professional growth and development of the student. If a student's performance is found to be not acceptable, or the student's behavior indicates concern for optimal functioning as a school counselor, the Program Coordinator and program faculty have the right to require that the student be removed from the program based on the student's aptitude, professional growth, or potential. If a student is removed from the program, s/he has the right to appeal to the
Graduate Leadership Team of the Education Professions Department
. If the appeal is denied, the student may reapply to the program after one year.
All students seeking a degree in School Counseling are required to successfully complete the comprehensive examination. The exam will be given once in the fall and once in the spring. Students typically take the exam during or just prior to their final semester in the program. If there is a question regarding the quality of responses on the comprehensive examination, it will be read by another faculty member. If necessary, the student will have the opportunity to rewrite a question one time, or to complete an oral examination with the School Counseling Faculty.
Personal Growth Experience
All students are required to participate in a counseling experience designed to enhance self-growth and self-awareness. This may be individual or group counseling, or a structured workshop, and must be a minimum of 12 contact hours in length. Students are to establish appropriate documentation of this experience with the Program Coordinator.
PLEASE NOTE: A criminal background check will be required by the hiring school system PRIOR TO employment as a School Counselor. In addition, some internship sites may require a criminal background check prior to approving students for the internship placement.
School Counseling Coordinator: Dr. Karla Diehl / Phone: 301-687-4422