Outline of the state of Montana
Requires practicum or internship

School Counseling Staff Qualifications

School Counseling Staff Qualifications

state statutes or regulations recommends minimum certification standards that include advanced coursework and graduate degree requirements for counselors and completion of a practicum or internship.

Administrative Rules of Montana 10.57.435 Class 6 specialist license - school counselor

(1) To obtain a Class 6 specialist license with a school counselor endorsement an applicant must provide verification of:

  • (a) a master's degree from a regionally accredited college or university; and
  • (b) completion of a CACREP accredited school counselor program which included an internship in a school setting of 600 hours; or
  • (c) for those applicants who did not earn a degree from a CACREP accredited program:
  • (i) a master's degree in school counseling from a regionally accredited college or university; and
  • (ii) recommendation from an accredited specialist program defined in ARM 10.57.102, which included an internship in a school setting of 600 hours.
Policy Type

Administrative Rules of Montana 10.58.512 School Counseling K-12

(1) The program requires that successful candidates:

  • (a) demonstrate knowledge of the history, current trends, philosophy, current and emerging computer technology, and professional activities related to the practice of professional school counseling K-12;
  • (b) demonstrate competence in developing relationships with service agencies such as community, public, private, medical, employment, and educational agencies for referral and collaborative service delivery to promote student success;
  • (c) demonstrate competence in the use of theories of individual and family development and transitions across the life span, theories of learning and personality development, and human behavior including developmental crises, exceptionality, addictive behavior, psychopathology, and environmental factors that affect both normal and abnormal behavior;
  • (d) demonstrate knowledge of educational philosophies, curriculum development, school organization, and management to facilitate student success in the areas of academic, career, and personal/social development;
  • (e) demonstrate knowledge of the role of 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, including Montana American Indians;
  • (f) demonstrate competence in the coordination of school counseling program components and understand how they are integrated within the school community in collaboration with the efforts of other educators and agencies;
  • (g) demonstrate competence in elementary, middle, and high school counseling in:
  • (i) planning, designing, implementing, and evaluating a comprehensive and development school counseling program;
  • (ii) appraising and interpreting interviews, observations, and formal assessments (e.g., aptitude, interest, achievement, and personality tests);
  • (iii) promoting student success using 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);
  • (iv) utilizing a variety of developmentally appropriate intervention strategies in individual, family, and group counseling;
  • (v) consulting with educators, family members, and other professionals regarding assessment and intervention to enhance the physical, academic, psychological, cognitive, and social development of all students;
  • (vi) utilizing prevention and intervention programs that address issues such as drugs and alcohol, conflict/anger/violence management, eating disorders, child abuse and neglect, teenage pregnancy, family relations, childhood depression and suicide, school drop-outs, grief/separation/loss issues, and crisis management;
  • (vii) managing, using, analyzing, and presenting educational research, performance, and evaluation data (e.g., standardized test scores, grades, retention, and placement);
  • (viii) acquiring new knowledge and skills, and refining existing skills through professional renewal (i.e., self-reflection, continuing education, and professional development); and
  • (ix) acquiring knowledge of special education laws, rules, and regulations and demonstrated competence in the knowledge of developmental and educational issues of exceptional students and their families;

[AMD & TRANS, to 10.58.610, 2014 MAR p. 2936, Eff. 7/1/15.]

Policy Type