Or. Admin. R. 584-018-0305 - Preliminary School Counselor License: Program Standards
(1) Candidates who are preparing to work as
initial school counselors will demonstrate the professional knowledge, skills,
cultural competencies and professional dispositions necessary to promote the
academic, career, and personal and social development of all K-12
students.
(2) The Commission may
provide state approval to an Initial School Counselor preparation program that
prepares candidates for an initial school counselor license only if it
includes:
(a) Content that will enable
candidates to meet the competency standards for school counselors set forth in
subsection (3) to (11) or the 2016 Counsel for Accreditation of Counseling and
Related Educational Programs (CACREP) school counselor standards.
(A) The educator preparation provider (EPP)
must provide notice of the selected option to the Commission prior to the state
recognition process. The notice must be provided in the manner and form, as
provided in the Program Review and Standards Handbook.
(B) If the EPP selects the 2016 Counsel for
Accreditation of Counseling and Related Educational Programs (CACREP) school
counselor standards, the EPP must complete the Specialized Professional
Associations process for program review, as provided in 584-400-0070
State Recognition: Continuing Programs (Program Review
Process).
(b)
Field experience as set forth in section (12) of this rule; and
(c) Integration of principles of cultural
competency and equitable practice in each competency standard through the
entire Initial School Counselor licensure program.
(3) Initial School Counselor programs must
provide evidence that student learning has occurred in the following domains of
school counselor competency standards:
(4) 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.
(5)
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.
(6) 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.
(7) 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.
(8) 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.
(9) 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.
(10) 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.
(11) 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.
(12) Field Experience:
The Initial School Counselor Preparation Program shall provide practica in
public and/or private school settings for purposes of instruction, assessment
of competency, and integration of field work with academic study.
(a) Prospective school counselor candidates
who have two years of teaching experience in Oregon schools or out-of-state
public or regionally accredited private schools upon completion of an initial
school counselor preparation program must:
(A) Complete a practicum consisting of 200
clock hours of supervised counseling in a public school setting; and
(B) Assemble a portfolio or work sample to
demonstrate the candidate's ability to meet the expectations of the public
school's counseling program.
(b) Prospective school counselor candidates
who do not have two years of teaching experience in any public or regionally
accredited private schools upon completion of an initial school counselor
preparation program:
(A) Complete a
supervised practicum consisting of a minimum of 200 clock hours in a regular
classroom in a public school, to include a minimum of 75 clock hours of full
responsibility for directing learning;
(B) Complete a minimum of 600 clock hours of
supervised counseling experience in a public school;
(C) Assemble and analyze one work sample to
illustrate his/her ability to foster student learning; and
(D) Assemble a portfolio or work sample to
demonstrate the candidate's ability to meet the expectations of the public
school's counseling program. The Initial School Counselor Preparation Program
shall:
(i) Determine jointly with the
practicum site supervising counselor that the candidate has demonstrated the
skills and competencies required for licensure in the practicum.
(ii) Establish and implement policies on
supervision of practicum candidates that state the responsibilities of unit
supervisors and practicum site supervisors and administrators, including the
frequency of observations and conferences with the candidates.
(iii) Make a minimum of four
supportive/evaluative visits during the practicum. At least twice during the
practicum, the unit's supervisors meets with the candidate and the practicum
site supervisor in joint conferences to discuss performance and
evaluation.
Notes
Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
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