TSPC Requirements
584-065-0300
Knowledge, Skills and Abilities for Initial School Counselor License
(1) School Counseling Program: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to develop and deliver a school counseling program that is comprehensive, demonstrates continuous improvement and advances the mission of the school. Candidates:
(a) Know the history, philosophy and current trends in school counseling and educational programs;
(b) Prepare action plans and school counseling calendars that reflect appropriate time commitments and priorities in a comprehensive developmental school counseling program.
(c) Understand the relationship of the school counseling program to the academic and student services program in the school.
(d) Develop, design, implement, monitor and evaluate a comprehensive developmental school counseling program including an awareness of various systems that affect students, school and home.
(2) School Counseling and Student Competencies: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to apply deep and broad understanding of academic, career, personal/social student competencies. Candidates:
(a) Integrate a school counseling program into the total school curriculum by systematically providing information and skills training to assist preK-12 students in maximizing their academic, career and personal/social development.
(b) Identify student academic, career and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies.
(c) Have knowledge and understanding of community, environmental and institutional opportunities that enhance, as well as barriers that impede student academic career, and personal/social success and overall development.
(d) Develop constructive partnerships with parents, guardians, families and communities in order to promote each student’s academic, career, and personal/social success.
(3) Human Growth and Development: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to apply comprehensive, in-depth knowledge of human growth and development to improve student learning and well-being. Candidates:
(a) Develop coordination, collaboration, referral and team-building efforts with teachers, parents, support personnel and community resources to promote program objectives and facilitate successful student development and achievement of all students.
(b) Have strategies of leadership designed to enhance the learning environment of schools.
(c) Develop developmental approaches to assist all students and parents at points of educational transition (e.g., home to elementary school, elementary to middle to high school, high school to postsecondary education and career options).
(4) Counseling Theories and Techniques: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to demonstrate a comprehensive understanding of established and emerging counseling theories. They possess a thorough knowledge of techniques and processes that form the foundation for effective school counseling with a diverse population. Candidates:
(a) Have knowledge of prevention and crisis intervention strategies;
(b) Develop individual and small-group counseling approaches that promote school success, through academic, career and personal/social development for all;
(c) Develop individual, group and classroom guidance approaches systematically designed to assist all students with academic, career and personal/social development.
(d) Develop approaches to peer facilitation, including peer helper, peer tutor and peer mediation programs.
(e) Understand the issues that may affect the development and functional of students (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression and suicide.)
(f) Develop approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs.
(g) Apply theories, models and processes of consultation and change with teachers, administrators, other school personnel, parents, community groups, agencies and students as appropriate.
(5) Equity, Fairness and Diversity: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to model and promote behavior appropriate in a diverse and global society by showing respect for and valuing all members of the community. They demonstrate fairness, equity, and sensitivity to every student, and they advocate for equitable access to instructional programs and activities. Candidates:
(a) Advocate for all students and for effective school counseling programs.
(b) Understand the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling.
(c) Apply strategies and methods of working with parents, guardians, families and communities to empower them to act on behalf of their children.
(6) School Climate: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to work to establish and foster an emotionally, socially and physically safe learning environment for students, staffs and families. Candidates:
(a) Promote the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate.
(b) Understand the role, function and professional identify of the school counselor in relation to the roles of other professional and support personnel in the school;
(7) Collaboration with Family and Community: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to work collaboratively with families and community members to achieve common goals for the education of students, improvement of schools, and advancement of the larger community. Candidates:
(a) Are knowledgeable of the community and community resources, and they utilize available resources to make appropriate referrals based on the needs of students.
(b) Demonstrate the ability to plan for and present school counseling-related educational programs to administrators, teachers, parents and the community.
(c) Understand systems theories and relationship among and between community systems, family systems and school systems and how they interact to influence the students and affect each system.
(d) Develop strategies to promote, develop and enhance effective teamwork within the school and larger community.
(8) Informational Resources and Technology: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to be skilled in the selection and use of informational resources and technology and use them to facilitate the delivery of a comprehensive school counseling program that meets student needs. Candidates:
(a) Use technology in the design, implementation, monitoring and evaluation of a comprehensive school counseling program.
(b) Have knowledge and application of current and emerging technology in education and school counseling to assist students, families and educators in using resources that promote informed academic, career, and personal/social choices.
(9) Student Assessment: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to understand the principles and purposes of assessment, and the collection and use of data. Candidates:
(a) Regularly monitor student progress and communicate the purposes, design, and results of assessments to various audiences.
(b) Use, analyze, manage and present data from school-based information (e.g. standardized testing, grades, enrollment, attendance, retention, placement), surveys, interview, focus groups and needs assessments to improve student outcomes.
(10) Leadership, Advocacy, and Professional Identity: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to work as leaders and advocates in the promotion of student learning and achievement. Candidates:
(a) Adhere to ethical practices and engage in professional growth and development.
(b) Understand current issues, policies, laws and legislation relevant to school counseling.
(11) Reflective Practice: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to integrate their knowledge, skills and life experience to respond effectively to new or unexpected critical events and situations. Candidates:
(a) Monitor and refine their work with continuous, in-depth reflection.
584-065-0300
Knowledge, Skills and Abilities for Initial School Counselor License
(1) School Counseling Program: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to develop and deliver a school counseling program that is comprehensive, demonstrates continuous improvement and advances the mission of the school. Candidates:
(a) Know the history, philosophy and current trends in school counseling and educational programs;
(b) Prepare action plans and school counseling calendars that reflect appropriate time commitments and priorities in a comprehensive developmental school counseling program.
(c) Understand the relationship of the school counseling program to the academic and student services program in the school.
(d) Develop, design, implement, monitor and evaluate a comprehensive developmental school counseling program including an awareness of various systems that affect students, school and home.
(2) School Counseling and Student Competencies: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to apply deep and broad understanding of academic, career, personal/social student competencies. Candidates:
(a) Integrate a school counseling program into the total school curriculum by systematically providing information and skills training to assist preK-12 students in maximizing their academic, career and personal/social development.
(b) Identify student academic, career and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies.
(c) Have knowledge and understanding of community, environmental and institutional opportunities that enhance, as well as barriers that impede student academic career, and personal/social success and overall development.
(d) Develop constructive partnerships with parents, guardians, families and communities in order to promote each student’s academic, career, and personal/social success.
(3) Human Growth and Development: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to apply comprehensive, in-depth knowledge of human growth and development to improve student learning and well-being. Candidates:
(a) Develop coordination, collaboration, referral and team-building efforts with teachers, parents, support personnel and community resources to promote program objectives and facilitate successful student development and achievement of all students.
(b) Have strategies of leadership designed to enhance the learning environment of schools.
(c) Develop developmental approaches to assist all students and parents at points of educational transition (e.g., home to elementary school, elementary to middle to high school, high school to postsecondary education and career options).
(4) Counseling Theories and Techniques: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to demonstrate a comprehensive understanding of established and emerging counseling theories. They possess a thorough knowledge of techniques and processes that form the foundation for effective school counseling with a diverse population. Candidates:
(a) Have knowledge of prevention and crisis intervention strategies;
(b) Develop individual and small-group counseling approaches that promote school success, through academic, career and personal/social development for all;
(c) Develop individual, group and classroom guidance approaches systematically designed to assist all students with academic, career and personal/social development.
(d) Develop approaches to peer facilitation, including peer helper, peer tutor and peer mediation programs.
(e) Understand the issues that may affect the development and functional of students (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression and suicide.)
(f) Develop approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs.
(g) Apply theories, models and processes of consultation and change with teachers, administrators, other school personnel, parents, community groups, agencies and students as appropriate.
(5) Equity, Fairness and Diversity: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to model and promote behavior appropriate in a diverse and global society by showing respect for and valuing all members of the community. They demonstrate fairness, equity, and sensitivity to every student, and they advocate for equitable access to instructional programs and activities. Candidates:
(a) Advocate for all students and for effective school counseling programs.
(b) Understand the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling.
(c) Apply strategies and methods of working with parents, guardians, families and communities to empower them to act on behalf of their children.
(6) School Climate: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to work to establish and foster an emotionally, socially and physically safe learning environment for students, staffs and families. Candidates:
(a) Promote the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate.
(b) Understand the role, function and professional identify of the school counselor in relation to the roles of other professional and support personnel in the school;
(7) Collaboration with Family and Community: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to work collaboratively with families and community members to achieve common goals for the education of students, improvement of schools, and advancement of the larger community. Candidates:
(a) Are knowledgeable of the community and community resources, and they utilize available resources to make appropriate referrals based on the needs of students.
(b) Demonstrate the ability to plan for and present school counseling-related educational programs to administrators, teachers, parents and the community.
(c) Understand systems theories and relationship among and between community systems, family systems and school systems and how they interact to influence the students and affect each system.
(d) Develop strategies to promote, develop and enhance effective teamwork within the school and larger community.
(8) Informational Resources and Technology: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to be skilled in the selection and use of informational resources and technology and use them to facilitate the delivery of a comprehensive school counseling program that meets student needs. Candidates:
(a) Use technology in the design, implementation, monitoring and evaluation of a comprehensive school counseling program.
(b) Have knowledge and application of current and emerging technology in education and school counseling to assist students, families and educators in using resources that promote informed academic, career, and personal/social choices.
(9) Student Assessment: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to understand the principles and purposes of assessment, and the collection and use of data. Candidates:
(a) Regularly monitor student progress and communicate the purposes, design, and results of assessments to various audiences.
(b) Use, analyze, manage and present data from school-based information (e.g. standardized testing, grades, enrollment, attendance, retention, placement), surveys, interview, focus groups and needs assessments to improve student outcomes.
(10) Leadership, Advocacy, and Professional Identity: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to work as leaders and advocates in the promotion of student learning and achievement. Candidates:
(a) Adhere to ethical practices and engage in professional growth and development.
(b) Understand current issues, policies, laws and legislation relevant to school counseling.
(11) Reflective Practice: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to integrate their knowledge, skills and life experience to respond effectively to new or unexpected critical events and situations. Candidates:
(a) Monitor and refine their work with continuous, in-depth reflection.