Candidates in school counseling programs will utilize the School Counselor Performance Standards to establish objectives for their fieldwork. Additionally, their site-supervisors will assess them based on these standards. The 10 standards encompass a blend of CTC PPS: School Counseling Program Standards and ASCA Standards for School Counselor Preparation Programs.
SCPE 1: Foundations of School Counseling Professional Standards
ASCA Standard 1: Foundational Knowledge
1.1 Describe the organizational structure, governance, and evolution of the American education system as well as cultural, political, and social influences on current educational practices and on individual and collective learning environments.
1.2 Describe the evolution of the school counseling profession, the basis for a comprehensive school counseling program, and the school counselor’s role in supporting growth and learning for all students.
1.3 Describe aspects of human development, such as cognitive, language, social/emotional, and physical development, as well as the impact of environmental stressors and societal inequities on learning and life
outcomes.
SCPE 2: Professionalism, Ethics, and Legal Mandates
ASCA Standard 7: Ethical Practice
7.1 Engage in professional behavior that reflects ASCA Ethical Standards for School Counselors and relevant federal and state laws and district policies.
7.2 Describe the impact of federal and state laws and regulations, as well as district policies, on schools, students, families, and school counseling practice.
7.3 Seek consultation and supervision to support ongoing critical reflection in an effort to identify cultural blind spots and prevent ethical lapses.
SCPE 3: Student Academic Development
1. Demonstrate the role of the school counselors in academic tiered systems of support, and
develop strategies to intervene academically through appraisal, advisement, individual
student planning, goal-setting, etc.
2. Demonstrate knowledge of high school graduation requirements in assisting pupils to
develop appropriate academic plans, including alternative pathways to high school
completion (for example, General Education Development (GED) test, A-G requirements,
waivers for homeless, foster and probation youth, California High School Proficiency Exam
(CHSPE).
3. Ability to link the relationship of pupil academic performance to the world of work, family
life, and community service.
4. Identify the factors associated with prevention and intervention strategies to support
academic achievement and ensure equitable access to resources promoting academic
achievement, college and career development, and social/emotional development for
every student, such as: motivation, student efficacy, time management, study skills,
constructive problem solving, and teacher-student rapport.
5. Identify support systems and processes for students to successfully transition between
school levels (such as proving summer bridge programs for elementary to middle school,
middle to high school).
6. Knowledge and understanding of state and local academic standards, grading policies and
state testing.
7. Identify and explain English Language Development (ELD) class placement and
reclassification process, and methods to support success through the reclassification
process.
8. Awareness and understanding of parent rights and processes associated with Individual
Educational Plan (IEP), Section 504 Plan, and other academic accommodation and
modification programs.
9. Understand and apply approaches that recognize the importance of building on students'
strengths and assets as a foundation for supporting all students, especially historically
underserved students including students from low socioeconomic backgrounds, ethnicity
subgroups, English learners, foster youth, homeless youth and students with special
needs.
ASCA Standard 4: Student Learning Outcomes
4.1 Plan, organize, and implement a variety of instructional and counseling strategies as part of a
comprehensive school counseling program (direct and indirect student services) to improve preK-12 student
attitudes, knowledge, and skills.
4.2 Collaborate with stakeholders such as families, teachers, support personnel, administrators, and
community partners to create learning environments that promote educational equity, and support success
and well-being for every student.
4.3 Describe how to access school and community resources to make appropriate referrals based on the
needs of students.
4.4 Demonstrate pedagogical skills, including culturally responsive classroom management strategies,
lesson planning, and personalized instruction.
SCPE 4: Student College and Career Development
ASCA Standard 5: Designing, Implementing, and Evaluating Comprehensive School Counseling Programs
5.1 Use data and student standards, such as the ASCA Mindsets and Behaviors for Student Success and appropriate state standards, to create school counseling program goals and action plans aligned with school
improvement plans.
5.2 Use process, perception, and outcome data, program and needs assessments, and other survey tools to monitor and refine the school counseling program.
5.3 Use school-wide data to promote systemic change within the school so every student is prepared for post-secondary success.
SCPE 5: Social/Emotional Development
ASCA Standard 3: Instructional and School Counseling Interventions
3.1 Use multiple data points, including student interviews, direct observation, educational records,
consultation with parents/families/staff, and test results to systematically identify student needs and
collaboratively establish goals.
3.2 Identify research-based individual counseling, group counseling, and classroom instruction techniques to
promote academic achievement, college/career readiness, and social/emotional development for every
student.
3.3 Demonstrate digital literacy and appropriate use of technology to track student progress, communicate
effectively to stakeholders, analyze data, and assess student outcomes.
SCPE 6: Educational Foundations: Growth and Development, Learning Theory, Academic Achievement
ASCA Standard 2: Core Theories and Concepts
2.1 Describe established and emerging counseling and educational methods, including but not limited to childhood and adolescent development, learning theories, behavior modification and classroom management, social justice, multiculturalism, group counseling, college/career readiness, and crisis
response.
2.2 Demonstrate strengths-based counseling and relationship-building skills to support student growth and promote equity and inclusion.
2.3 Describe established and emerging counseling theories and evidence-based techniques that are effective in a school setting, including but not limited to rational emotive behavior therapy, reality therapy, cognitive-behavioral therapy, Adlerian, solution-focused brief counseling, person-centered counseling and
family systems.
SCPE 7: Leadership and Advocacy in Social Justice, Equity, and Access
ASCA Standard 6: Professional Practice
6.1 Explain appropriate scope of practice for school counselors defined as the overall delivery of the comprehensive school counseling program, providing education, prevention, intervention, and referral services to students and their families.
6.2 Demonstrate leadership, advocacy and collaboration for the promotion of student learning and achievement, the school counseling program, and the profession.
6.3 Engage in local, state and national professional growth and development opportunities and demonstrate an emerging professional identity as a school counselor.
SCPE 8: Program Development
ASCA Standard 5: Designing, Implementing, and Evaluating Comprehensive School Counseling Programs
5.1 Use data and student standards, such as the ASCA Mindsets and Behaviors for Student Success and appropriate state standards, to create school counseling program goals and action plans aligned with school improvement plans.
5.2 Use process, perception, and outcome data, program and needs assessments, and other survey tools to monitor and refine the school counseling program.
5.3 Use school-wide data to promote systemic change within the school so every student is prepared for post-secondary success.
SCPE 9: Research, Program Evaluation, and Technology
ASCA Standard 3: Instructional and School Counseling Interventions
3.1 Use multiple data points, including student interviews, direct observation, educational records, consultation with parents/families/staff, and test results to systematically identify student needs and collaboratively establish goals.
3.2 Identify research-based individual counseling, group counseling, and classroom instruction techniques to promote academic achievement, college/career readiness, and social/emotional development for every student.
3.3 Demonstrate digital literacy and appropriate use of technology to track student progress, communicate effectively to stakeholders, analyze data, and assess student outcomes.
SCPE 2: Professionalism, Ethics, and Legal Mandates
ASCA Standard 6: Professional Practice
6.1 Explain appropriate scope of practice for school counselors defined as the overall delivery of the comprehensive school counseling program, providing education, prevention, intervention, and referral services to students and their families.
6.2 Demonstrate leadership, advocacy and collaboration for the promotion of student learning and achievement, the school counseling program, and the profession.
6.3 Engage in local, state and national professional growth and development opportunities and demonstrate an emerging professional identity as a school counselor.