Model addresses minimum certification or degree requirements for school counselors.

Model addresses minimum certification or degree requirements for school counselors.

a) Academic Development Domain The competent school counselor understands the learning process and the academic environment and develops programs and interventions that promote the achievement of all students.

1) Knowledge Indicators - The competent school counselor: A) understands the national Standard related to the academic development of students across all grade levels. (See "The ASCA National Standard for Students" (2004), published by the American School Counselor Association, 1101 King Street, Suite 625, Alexandria, Virginia 22314 and posted at http://ascamodel.timberlakepublishing.com/files/NationalStandard.pdf. No later amendments to or editions of these Standard are incorporated by this Section.) B) understands the concepts, principles, and strategies that enable students to achieve and be academically successful. C) understands the relationship of academic performance to the world of work, family life, and community service. D) provides positive direction for academic program planning and for implementing academic support systems. 2) Performance Indicators - The competent school counselor: A) implements strategies and activities that enhance students' academic development. B) provides students across grade levels with academic assistance to overcome barriers to academic growth and achievement. C) works collaboratively with all school personnel and parents to insure student academic achievement. D) initiates interventions that maximize learning, identifies learning styles, teaches study skills, enhances test-taking skills, and motivates students to learn and achieve. b) Career Development Domain The competent school counselor is knowledgeable about the world of work, career theories, and related life processes and develops programs and interventions to promote the career development of all students.

1) Knowledge Indicators - The competent school counselor: A) understands the Standard referred to in subsection (a)(1)(A) of this Section related to the career and vocational development of students across all grade levels. B) understands career development theories and decision-making models applicable for grade levels. C) applies education-to-career principles and student outcomes to the career program. D) understands career development program planning, organization, implementation, administration, and evaluation. E) understands the world of work, labor market information, and job trends. F) understands the phases of career development (awareness, exploration, orientation, and preparation) and how they are applied across grade levels. G) understands career and educational planning, placement, and follow-up. H) understands the use of technology in career planning. I) understands career counseling processes, techniques, resources, and tools, including those applicable to specific populations. 2) Performance Indicators - The competent school counselor: A) integrates career and counseling theories into a comprehensive approach to career counseling. B) enhances students' self-awareness through individual appraisal, appropriate career information, course selection alternatives, and career exploration activities. C) assists students to identify and understand their abilities, interests, problem-solving abilities, aptitudes, and goal-setting strategies. D) develops programs and involves parents with respect to their child's career development. E) provides career development consultation and resources to teachers for infusing career development activities into the curriculum. F) collaborates with community business and industry representatives to promote work-based learning opportunities and support. G) helps students develop skills in locating, evaluating, and interpreting career information. H) guides students in the use of career resources such as occupational and labor market information, visual and printed media, computer-based career systems, electronic systems, and the use of the internet. I) administers and interprets assessment tools such as interest inventories, aptitude batteries, personality inventories and self-assessment tools to help students with educational and career decisions. J) assists students with work-based opportunities such as job-shadowing and internships. c) Personal/Social Development Domain The competent school counselor understands the developmental needs of the school-aged population and develops programs and interventions that promote optimum personal and social development.

1) Knowledge Indicators - The competent school counselor: A) understands the Standard referred to in subsection (a)(1)(A) of this Section related to the personal/social development of students across all grade levels. B) understands the concepts and strategies that lead to attitudes, knowledge, and interpersonal skills that help students understand and respect themselves and others. C) understands programs that promote school safety and violence prevention. D) understands strategies for helping students make decisions, set goals and develop resiliency. E) understands the skills necessary for developing effective communication skills that promote cooperation, understanding, and interest in others. F) understands the processes of conflict resolution and anger management. G) understands methods that help students appreciate differences between people and promotes tolerance. 2) Performance Indicators - The competent school counselor: A) enables students to acquire knowledge of their personal strengths, assets, personal values, beliefs, and attitudes. B) fosters students' sense of self-esteem, efficacy, and personal dignity so they develop positive attitudes toward themselves as unique and worthy individuals. C) helps students identify and express feelings. D) assists students to set healthy personal boundaries and to understand and assert their rights of privacy. E) helps students understand and apply the need for self-control and management of anger. F) teaches ways for students to get along with peers, parents, and authority figures. G) assists students with maintaining healthy family relationships, including teaching the dynamics of family interaction. H) helps students understand the consequences of decisions and choices. I) helps students understand the relationship among rules, laws, safety, and the protection of individual rights. J) assists students in understanding the emotional and physical dangers of abuses, e.g., substance, sexual, physical. K) addresses issues of stress and anxiety and teaches students appropriate strategies for coping with peer pressure and managing life's events. L) provides resources to students who are in need of additional professional help. d) Classroom Instruction and Counseling Curriculum The competent school counselor understands instructional planning and designs developmental counseling curriculum based upon knowledge of the student, the community and the overall educational program.

1) Knowledge Indicators - The competent school counselor: A) understands basic classroom management. B) understands the counseling curriculum as a component of the developmental approach. C) understands and encourages a team approach with classroom teachers. D) understands multiple definitions of intelligence in order to adapt, adjust, and diversify instructional methodologies. E) understands the concept and process of program evaluation. 2) Performance Indicators - The competent school counselor: A) utilizes classroom management skills to focus students' attention and engagement. B) develops, organizes, and implements the curriculum around the personal/social, career/vocational, and academic/educational domains and their goals. C) coordinates, plans, and delivers the program in a team format with teachers. D) presents lessons, programs, etc., using varied strategies to meet the needs of a diverse student body. E) uses knowledge of normal growth and development to promote positive mental health and assist students in acquiring and using life skills. F) designs, interprets, and applies program evaluations and feedback to improve service delivery systems. e) Responsive Service: Crisis Intervention The competent school counselor understands and implements appropriate responses to crises and utilizes a variety of intervention strategies for students, families, and communities facing emergency situations.

1) Knowledge Indicators: The competent school counselor: A) understands what defines a crisis, the appropriate process responses, and a variety of intervention strategies to meet the needs of the individual, group, or school community. B) understands the theory and techniques needed to implement a school-wide crisis plan. 2) Performance Indicators: The competent school counselor: A) implements appropriate techniques for and interventions to assist students and their families facing crisis situations. B) provides leadership to the school and community in a crisis. C) involves appropriate school and community professionals as well as the family in a crisis situation. D) intervenes appropriately and ethically with students who may be suicidal or homicidal. f) Responsive Service: Individual Counseling The competent school counselor understands and utilizes a variety of individual counseling strategies and provides appropriate referral services.

1) Knowledge Indicators - The competent school counselor: A) understands the theory and process of various individual counseling approaches for crisis or short-term situations (brief counseling strategies). B) understands the responsive services as a component of a developmental approach. C) understands the specialized needs and resources available for students who are disabled, gifted, or at risk or who have dropped out. D) understands appropriate strategies for students expressing difficulties dealing with relationships, personal, educational, or career planning concerns, and/or normal developmental tasks. 2) Performance Indicators - The competent school counselor: A) chooses and utilizes appropriate counseling techniques for individual students. B) assists students in clarifying problems, considering causes, and identifying alternative solutions and possible consequences so that appropriate action can be taken. C) counsels students on personal and social issues and facilitates development of long-and short-term goals. D) addresses a variety of students' developmental problems. E) makes referrals to appropriate professionals when necessary. F) provides activities to meet the immediate needs of students that may be identified by students, parents, teachers, or other referrals. g) Responsive Service: Group Counseling The competent school counselor understands and implements principles of group work in the school setting.

1) Knowledge Indicators - The competent school counselor: A) understands principles of group dynamics, including group process components, developmental stage theories, group members' roles and behaviors, and therapeutic factors of group work. B) understands group leadership styles and approaches. C) understands theories of group counseling, including commonalties, distinguishing characteristics and pertinent research literature. 2) Performance Indicators - The competent school counselor: A) utilizes group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria, and methods of evaluation of effectiveness. B) implements various approaches used for other types of group work, including task groups, focus groups, prevention groups, support groups, psycho-educational groups, therapy groups, and developmental groups, which will infuse the counseling curriculum. C) practices professional Standard for group work as advocated by the national and State professional counseling organizations. h) Individual Student Planning The competent school counselor understands and uses a variety of strategies to encourage students' development of academic, personal/social, and career competencies.

1) Knowledge Indicators - The competent school counselor: A) understands methods for helping students monitor and direct their own learning and personal/social and career development. B) understands individual student planning as a component of the developmental model. C) understands how to apply knowledge about individual appraisal by using tests and non-test information to assist students with academic and career planning. D) understands applications of technology in student planning, e.g., electronic portfolio, use of internet. 2) Performance Indicators - The competent school counselor: A) helps students develop and evaluate personal goals and educational and career plans. B) provides individual advisement to students to enhance their personal/social development and to help them acquire skill in setting and achieving academic and career goals. C) applies knowledge about individual appraisal by using tests and non-test information to help students assess their abilities, interests, skills, and achievements to develop short- and long-range plans. D) provides placement activities to assist all students with transitions from one educational program to another, from one school to another, and from school to work. E) incorporates technology when working with students in individual planning. i) Consultation The competent school counselor understands various consultation models and maintains collaborative relationships within and outside the school community.

1) Knowledge Indicators - The competent school counselor: A) understands the role of the school counselor as consultant and is knowledgeable of various consulting models. B) understands the necessity for empowering families to act on behalf of their children. C) understands the necessity for programs designed to address academic/educational, personal/social, career/vocational, and other developmental needs of the students. D) understands the counselor's role, function, and relationship to other student service providers. 2) Performance Indicators - The competent school counselor: A) utilizes various consulting models. B) guides and/or facilitates families' assumption of responsibility for problem solving. C) provides a multi-dimensional approach to consultation in academic/educational, personal/social, career/ vocational, and other developmental areas. D) participates in multi-disciplinary team meetings and demonstrates the ability to make appropriate referrals to outside agencies and other student service providers within the school system. E) consults with parents, teachers, student services staff, other educators, and community agencies regarding strategies for helping students. j) Systems Support The competent school counselor understands the overall educational system, acts as a facilitator of change, and engages in planning and management tasks needed to support the comprehensive developmental school counseling program.

1) Knowledge Indicators - The competent school counselor: A) understands systems support as a component in the developmental approach. B) understands program development that is comprehensive and educational. C) understands the commitment to life-long learning. 2) Performance Indicators - The competent school counselor: A) provides activities that establish, maintain, and enhance the developmental school counseling program as well as other educational programs. B) demonstrates a commitment to life-long learning. C) develops and implements activities to orient staff and community to the counseling program through regular efforts to enhance and maintain staff and community relations. D) serves on departmental curriculum committees, school improvement committees, or advisory boards and assists in developing curricula that meet students' developmental needs. E) engages in planning and management tasks needed to support activities of the comprehensive school counseling program. F) participates in continuous professional development. k) Program Development The competent school counselor understands and utilizes organizational and management tools needed to implement an effective developmental program.

1) Knowledge Indicators - The competent school counselor: A) understands data gathered from groups and individuals as they relate to student outcomes and learning Standard. B) understands the need for and the process of planning, developing, and implementing a comprehensive school counseling program. C) understands the need for developing school counseling programs based on the needs of students and the school to become an effective learning community. D) understands the comprehensive developmental school counseling concept. E) understands the necessity for goals and objectives in a school counseling program. F) understands competency levels as related to student achievement. G) understands the importance of planning and time management within a comprehensive developmental school counseling program. 2) Performance Indicators - The competent school counselor: A) uses available resources in implementing a comprehensive counseling program, including funding and staff resources. B) uses data compiled from needs assessments in planning the counseling program. C) uses data from multiple sources, including surveys, interviews, focus groups, and needs assessments, to enhance students' outcomes. D) designs, implements, monitors, and evaluates a comprehensive developmental school counseling program with an awareness of the various systems affecting students, parents, and school faculty and staff. E) implements and evaluates specific strategies designed to meet program goals and objectives for enhancing students' competencies. F) identifies student achievement competencies and implements activities and processes to assist students in achieving these competencies. G) prepares a counseling calendar reflecting appropriate time commitments and priorities within a comprehensive developmental school counseling program. l) Prevention Education and Training The competent school counselor is aware of and implements prevention education programs.

1) Knowledge Indicators - The competent school counselor: A) is aware of student and school problems that could limit or diminish the capacity of students to learn and achieve at their highest levels. B) is knowledgeable of prevention measures to overcome or resolve problems or barriers to learning. 2) Performance Indicators - The competent school counselor: A) identifies early signs and predictors of learning problems. B) is able to organize and present prevention programs for students, staff, parents, and community members, as appropriate. m) Assessment The competent school counselor understands basic concepts of, technology for, and implications of various assessment and evaluative instruments.

1) Knowledge Indicators - The competent school counselor: A) understands the purposes and meaning of assessment from multiple perspectives: historical, sociological, and educational. B) understands the basic concepts of standardized and non-standardized testing and other assessment techniques. C) understands the use of technology in assessment. D) understands the statistical concepts, including scales of measurement, measures of central tendency, indices or variability, shapes and types of distributions, and correlation. E) understands reliability (theory of measurement error, models of reliability, and the use of reliability information) and validity (evidence of validity, types of validity), and the relationship between reliability and validity. F) understands the implications of age, gender, sexual orientation, ethnicity, language, disability, culture, spirituality, and other factors related to assessment and evaluation. 2) Performance Indicators - The competent school counselor: A) analyzes testing information needed and selects appropriate tests, methods and/or materials to gather information and/or perform assessments. B) uses various strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling. C) interprets and accurately uses the statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlation. D) accurately selects and interprets assessment tools based on reliability and validity when appropriate. E) interprets assessments accurately with understanding of diversity and its implications. F) uses and applies appropriate technology in assessment. n) Research and Program Evaluation The competent school counselor understands the importance of, and engages in, research and program evaluation.

1) Knowledge Indicators - The competent school counselor: A) understands various types of research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research. B) understands statistical methods used in conducting research. C) understands the use of technology in conducting research and in program evaluation. D) understands the principles and applications of needs assessment and program evaluation. E) understands the importance of research in the practice of school counseling. 2) Performance Indicators - The competent school counselor: A) identifies and applies research designs appropriate to various counseling situations and problems. B) analyzes data with appropriate statistical methods and computer statistical packages. C) uses formal and informal methods of needs assessment and program evaluation to design and modify developmental counseling programs. D) conducts research and program evaluations within ethical and legal parameters. E) uses appropriate research to demonstrate accountability. F) uses technology in conducting research and program evaluation. o) Professional Orientation and Identity The competent school counselor understands and actively participates within the profession.

1) Knowledge Indicators - The competent school counselor: A) understands the importance of active participation and leadership in the appropriate school counseling professional organizations. B) understands community, environmental, and institutional barriers that impede and/or enhance students' academic success and overall development. C) understands the unique characteristics of the school environment and K-12 curriculum. 2) Performance Indicators - The competent school counselor: A) joins and takes an active part in appropriate local, State, and national school counseling professional organizations. B) uses community resources to enhance academic and social/emotional growth, plans appropriate interventions within the context of the community, and advocates for programmatic efforts to eliminate barriers to students' success. C) designs and implements a developmental counseling curriculum that provides all students at all grade levels with knowledge and assistance in acquiring and using life skills. D) participates in continuing professional development activities. p) History of School Counseling and Current Trends The competent school counselor understands the history and current trends and issues of the profession and includes this knowledge when establishing comprehensive developmental counseling programs.

1) Knowledge Indicators - The competent school counselor: A) understands history, philosophy, and current trends and issues in school counseling. B) understands the counselor's roles, functions and relationships with other school and student service providers. C) understands technology and computer applications in counseling. 2) Performance Indicators - The competent school counselor: A) addresses current trends and issues daily in the school. B) incorporates current trends into the developmental curriculum. C) works collaboratively with other school and student service providers. D) uses technology and computer applications directly with students. q) Human Growth and Development The competent school counselor understands the individual diversity of human growth, development, and learning and provides experiences that promote the physical, intellectual, social, and emotional development of the student.

1) Knowledge Indicators - The competent school counselor: A) understands theories of individual and family development and transitions across the life span. B) understands that students' physical, social, emotional, ethical, and cognitive development influences learning. C) understands theories of learning, personality development, child and adolescent development, and the range of individual variation. D) understands how students construct knowledge, acquire skills, and develop habits of mind. E) understands that differences in approaches to learning and performance interact with development. F) understands the developmental stages of children and adolescents as they relate to counseling approaches and appropriate interventions. G) understands human behaviors, including developmental crises, disability, addictive behavior, and psychopathology, and situational and environmental factors as they affect both normal and abnormal behavior. H) understands the characteristics and effects of the cultural and environmental milieu of the child and the family, including cultural and linguistic diversity, socioeconomic level, abuse/neglect, and substance abuse. I) understands the role of drug therapy as it affects students' behavior. J) understands the characteristics of normal, delayed, and disordered patterns of communication and interaction and their impact on learning. 2) Performance Indicators - The competent school counselor: A) uses theories of learning, personality, and human development to plan activities and experiences that respond to students' individual and group needs at the appropriate level of development. B) analyzes individual and group performance in order to design interventions that meet learners' current needs in the cognitive, social, emotional, ethical, and physical domains at the appropriate grade level. C) plans interventions appropriate to students' developmental levels. D) utilizes strategies for facilitating optimum student development over the life-span. E) recognizes the characteristics of individuals with various disabilities and the effects these may have on individuals. F) implements interventions relevant to students' developmental levels. G) recognizes the effect that addictive behavior, psychopathology, and situational and environmental factors have on both normal and abnormal behavior. H) recognizes the effects of cultural and environmental factors on students' performance. I) recognizes that medications can have effects on the educational, cognitive, physical, social, and emotional behaviors of individuals. r) Standard and Best Practices in School Counseling The competent school counselor knows and applies the Standard referred to in subsection (a)(1)(A) of this Section in developing his or her role and function in establishing school counseling programs.

1) Knowledge Indicators - The competent school counselor: A) understands the requirements of professional credentialing, certification, and licensure. B) understands the unique characteristics of school counseling as a profession as defined in Sections 10-22.24a and 10-22.24b of the School Code [105 ILCS 5/10-22.24a and 10-22.24b]. C) understands the Standard referred to in subsection (a)(1)(A) of this Section. 2) Performance Indicators: The competent school counselor: A) designs school counseling services to include the functions listed in Section 10-22.24b of the School Code as appropriate to the setting and student grade levels. B) manages time to include individual student planning, responsive services, system support, and developmental counseling curriculum activities. C) participates in professional development and keeps current on State and national initiatives. s) The Helping Relationship The competent school counselor possesses knowledge and skills necessary to establish helping relationships appropriate to the school setting.

1) Knowledge Indicators - The competent school counselor: A) understands various counseling theories, including traditional models, multicultural models, brief counseling interventions, and systems and family theories, as appropriate to school counseling. B) understands how individual student characteristics, including age, gender, ethnic differences, race, culture, learning abilities and styles, and value dimensions, relate to the helping process. C) understands the limitations of his or her ability and training and is aware of referral resources. D) understands the counseling process and is aware of various skills, methods, and behaviors used in both prevention and intervention. E) understands the skills necessary to build a therapeutic and trusting relationship with a client. F) understands how to develop long- and short-term intervention plans consistent with curriculum, learner diversity, and learning theory. 2) Performance Indicators - The competent school counselor: A) uses established counseling theory in the counseling process and applies it to the developmental needs of the client. B) exhibits flexibility in adapting counseling technique to client diversity. C) makes necessary and appropriate referrals. D) demonstrates skills in developing therapeutic relationships, goal setting, intervention strategies, and evaluation of counseling outcomes with clients. E) demonstrates appropriate skills in working with parents. F) uses developmental and counseling theories to design and implement comprehensive and developmental programs. G) creates long-term and short-term intervention plans. H) applies appropriate diagnoses and case conceptualization skills to clients. t) Social and Cultural Diversity The competent school counselor possesses the knowledge and skills to appropriately address issues of diversity, cultural difference, and change.

1) Knowledge Indicators - The competent school counselor: A) is aware of and sensitive to the implications of his or her own social and cultural background. B) is aware of how his or her own cultural background and experiences influence his or her attitudes, values, and biases about psychological processes. C) is knowledgeable about diverse groups with which she or he may work. D) understands how race, culture, ethnicity, sexual orientation, physical and mental characteristics, and other areas of diversity affect personality formation, vocational choice, and manifestation of difficulties and strengths in academic, career, and personal/social development. E) understands how gender affects personality formation, academic choice, vocational choice, and manifestations of difficulties and strengths in academic, career, and personal and social development. F) understands the impact of sexual harassment on students' personal, social, emotional, and academic development. 2) Performance Indicators - The competent school counselor: A) incorporates an approach to social and cultural diversity that is equitable for all students. B) adopts intervention skills appropriate to the specific diverse needs of the student. C) develops programs for students that acknowledge their diversity and meet special needs as appropriate. D) incorporates a gender-equitable and culturally sensitive approach in dealing with students, families, staff, and the community. E) utilizes appropriate non-traditional strategies in career and academic counseling. F) adopts appropriate methods to intervene when students use inappropriate language or behaviors relating to issues of social and cultural diversity. G) teaches how oppression, racism, discrimination, intolerance, homophobia, heterosexism, and stereotyping may affect students personally and their work. u) Ethical Concerns and Legal Matters The competent school counselor is aware of current legal issues and ethical guidelines of the profession and acts accordingly.

1) Knowledge Indicators - The competent school counselor: A) understands the Standard referred to in subsection (a)(1)(A) of this Section with regard to professional ethics. B) understands legal Standard, including Illinois' School Code [105 ILCS 5] and Mental Health and Developmental Disabilities Code [405 ILCS 5], that apply to the counseling process. C) understands the school counselor's responsibility for knowing and complying with federal, State, and local legislation, regulations, and policies. D) understands that, in the event conflict arises among competing expectations, the school counselor shall be guided by the ACA Code of Ethics (2005), published by the American Counseling Association, 5999 Stevenson Avenue, Alexandr

a) Each applicant for the school support personnel endorsement for school counselor shall hold a master's or higher degree awarded by a regionally accredited institution of higher education in school counseling. b) Each applicant shall have completed an Illinois program approved for the preparation of school counselors pursuant to Subpart C or a comparable approved program in another state or country or hold a comparable certificate or license issued by another state or country (see Section 25.425). c) Each candidate shall have completed a supervised counseling practicum of at least 100 clock hours that provided interaction with individuals and groups of school age and included at least 40 hours of direct service work. Except as provided in subsection (e), each applicant shall have completed a structured and supervised internship that is part of an approved program. 1) The internship shall be of a length that is determined by the approved program to be adequate to enable candidates to meet the Standard set forth at 23 Ill. Adm. Code 23.110 but shall entail at least 600 hours and last no less than one semester, during which the candidate shall engage in the performance of various aspects of the counseling role and shall be gradually introduced to the full range of responsibilities associated with that role. However, the internship for an individual with at least two years of teaching experience may, at the discretion of the institution offering the approved program, consist of no fewer than 400 hours. In each case at least 240 hours of the internship shall involve direct service work with individuals and groups of school age. 2) The internship shall occur in a school setting except that, at the discretion of the institution, a maximum of one-third of the hours required may be credited for experiences in other related settings such as hospitals or day care settings that, in the judgment of the institution, expose the candidate to the needs of school-aged children and prepare the candidate to function as a school counselor. d) Except as provided in subsections (e) and (f), each applicant shall either: 1) hold or be qualified to hold a professional educator license endorsed for teaching; or 2) have completed, as part of an approved program, coursework addressing: A) the structure, organization and operation of the educational system, with emphasis on P-12 schools; B) the growth and development of children and youth, and their implications for counseling in schools; C) the diversity of Illinois students and the laws and programs that have been designed to meet their unique needs; and D) effective management of the classroom and the learning process. e) An applicant who holds another state's certificate or license in school counseling shall not be subject to the requirements of subsection (c) or subsection (d) if he or she presents evidence of at least one year of full-time experience as a school counselor on a valid, comparable out-of-state school counseling certificate or license that allows the holder to work as a school counselor in that state's public schools or on an Illinois educator license with stipulations endorsed for provisional educator with a school support personnel endorsement for school counselor. f) An applicant who has completed an approved school counseling program in another state that includes an internship meeting the requirements of subsection (c) shall not be subject to the requirements of subsection (d). g) Each candidate shall be required to pass the applicable content-area test (see Section 25.710), as well as the test of basic skills, subject to the provisions of Section 25.720 and the timeline for the passage of each test set forth in Section 21B-30 of the School Code [105 ILCS 5]. (See also 23 Ill. Adm. Code 23.110.)

To employ school counselors. A school counselor is a qualified specialist who holds a School Service Personnel certificate endorsed in school counseling issued pursuant to Section 21-25 [105 ILCS 5/21-25] of this Code and who either (i) holds or is qualified for an elementary, secondary, special K-12, or special preschool-age 21 certificate issued pursuant to Section 21-2 or 21-4 [105 ILCS 5/21-2 or 105 ILCS 5/21-4] of this Code or (ii) in lieu of holding or qualifying for a teaching certificate, has fulfilled such other requirements as the State Board of Education and the State Teacher Certification Board may by rule establish. An individual who has completed an approved program in another state may apply for a School Service Personnel certificate endorsed in school counseling and shall receive such a certificate if a review of his or her credentials indicates that he or she meets the additional requirements of this Section. Only persons so licensed and endorsed may use the title “school counselor”.

School counseling services in public schools may be provided by school counselors as defined in Section 10-22.24a of this Code [105 ILCS 5/10-22.24a] or by individuals who hold a Professional Educator License with a school support personnel endorsement in the area of school counseling under Section 21B-25 of this Code [105 ILCS 5/10-21B.25].