Director of School Counseling Services Certificate
The program is designed for school counselors who wish to be certified as director of school counseling services. The Director of School Counseling Services endorsement authorizes the holder to serve as a director, administrator or supervisor of school counseling services, including the supervision of educational activities in areas related to and within the counseling program in grades preschool through 12.
The applicant’s academic and professional background are assessed in terms of state certification requirements in order to determine an appropriate plan of study, however, three courses are typically required.
Director of School Counseling Services Certificate
Emmanuel Ahia, Ph.D., J.D., LPC, NCC
Professor and Director
Ed.S. Counseling Program & M.A. Clinical Mental Health Counseling
Program Website: School Counseling
Associated Department: Department of Graduate Education, Leadership, and Counseling
Director of School Counseling Services Requirements
Three courses are typically required. Students are advised to consult with their advisor.
|CURR 531||Strategies for Curriculum Development, Design, Innovation and Change||3|
|EDAD 501||Educational Leadership and Organizational Theory||3|
|EDAD 505||Supervisor/Teacher Leadership for Improved Instruction and Student Learning||3|
|or COUN 660||Counseling Supervision: Issues, Concepts and Methods|
Courses and Descriptions
CURR 531 Strategies for Curriculum Development, Design, Innovation and Change 3 Credits
This course will address the importance of philosophy, historical precedents, learning theory, developmental theory, emerging social trends and issues, and recent trends in content knowledge as bases for designing and developing the K-12 curriculum. The articulation of curriculum aims and goals, the development and selection of learning experiences, the organization of learning experiences, and plans for evaluating curriculum outcomes are used as steps for developing the curriculum. Students investigate the roles teachers, teacher leaders, supervisors and administrators play in implementing curriculum designs in school settings. Students are expected to demonstrate course understandings through actual school applications and field experiences that are referenced to core curriculum content standards, professional development standards and national school leadership standards.
EDAD 501 Educational Leadership and Organizational Theory 3 Credits
This introductory course will provide leadership candidates with a framework for understanding the complexity of organizational behavior in an educational setting. Theories and issues in the technical core of teaching and learning, educational governance, leadership, communication patterns, decision-making, school culture, organizational problem solving and school change will be presented, examined and applied through a series of case studies and student initiated inquiry/research projects and presentations. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiencies developed by the Educational Leadership Constituent Council.
EDAD 505 Supervisor/Teacher Leadership for Improved Instruction and Student Learning 3 Credits
This course will explore the supervisory and evaluation practices in K-12 settings by examining and identifying the relationships among collegiality and collaboration, educational leadership, and the improvement of instruction. This course will emphasize the development of practical observation skills and approaches and the development of appropriate professional growth plans to enhance staff performance and bring about increased student learning. Multi-track evaluation programs will be examined as well as an analysis of current observation and supervisory approaches used in school districts. Participants in the course will develop a personal supervisory platform. This course will emphasize the development of collaborative and clinical supervision approaches as well as communication skills and interpersonal qualities of the effective supervisor. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiencies developed by the Educational Leadership Constituent Council.
COUN 660 Counseling Supervision: Issues, Concepts and Methods 3 Credits
This course introduces and critically examines issues and concepts that arise in the supervision of counseling and psychotherapy practitioners and trainees. Methods and techniques of supervision are presented to enable students to become knowledgeable and skilled providers of proficient clinical supervision. Psychotherapeutic, behavioral, integrative, systems, experiential, and developmental models of supervision are studied. The unique problems encountered in group, family, and couples counseling supervision are raised as well as legal, ethical, and multicultural issues. Administrative and contemporary issues such as inter- and intra-agency supervision, inter-agency communication, record keeping, evaluation, and taping of counseling sessions are examined.
Prerequisites: COUN 590.