New York - School Counseling Staff Qualifications: Staff Qualifications and Professional Development

Area: 
Staff Qualifications And Professional Development
Policy Type: 
Regulation
Summary: 

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

New York Codes, Rules and Regulations 52.21 Registration of curricula in teacher education.

(2) Standards for programs leading to initial certification as a school counselor. In addition to meeting the applicable provisions of this Part, programs leading to initial certification as a school counselor shall be programs leading to a master's degree or higher, which shall include a minimum of 48 semester hours of graduate study, including but not limited to the six core content areas described in subparagraph (i) of this paragraph and shall have a minimum college-supervised practicum of 100 hours and a college-supervised internship of 600 hours as described in subparagraph (ii) of this paragraph.

  • (i) Six core content areas. The program shall include a requirement that the candidate complete study that prepares candidates with knowledge, understanding, and skills in at least the following six core content areas of school counseling and the subareas for these core content areas, as further defined by the commissioner in guidance:
    • (a) Foundations in professional school counseling, including understanding the history and purpose/philosophy of, and the laws, policies, and regulations governing school counseling. School counselors engage in continuous professional growth and development, advocate for appropriate school counselor identity and roles, and adhere to ethical practices;
    • (b) Career development and college readiness, including use of a variety of research-based school counseling approaches to provide services to meet the career needs of all students;
    • (c) Supportive school climate and collaborative work with school, family and community, including collaborating with colleagues, families, and community members to cultivate an inclusive, nurturing, and physically safe learning environment for students, staff, and families;
    • (d) Equity, advocacy and diversity in programming and in support of students, including understanding cultural contexts in a multicultural society, demonstrating fairness, equity and sensitivity to every student, and advocating for equitable access to instructional programs and activities;
    • (e) Child growth, development and student learning, including using knowledge of child development, individual differences, learning barriers, and pedagogy to contribute to and support student learning; and
    • (f) Group and individual counseling theories and techniques, including the use of a variety of research-based counseling approaches to provide prevention, intervention, and responsive services to meet the academic, personal, social and career needs of all students.
  • (ii) Programs leading to initial certification as a school counselor shall:
    • (a) have a minimum of 100 clock hours of a college-supervised school counseling practicum in a K-12 school counseling program setting that shall consist of:
      • (1) a minimum of 40 clock hours of direct student contact in group counseling, individual counseling and school counseling core curriculum lesson delivery; and
      • (2) a minimum of 60 clock hours on developing, implementing and evaluating key school counseling program elements such as:
      • (i) student outcomes and standards;
      • (ii) curriculum;
      • (iii) individual student needs and plans;
      • (iv) responsive services;
      • (v) consultation with others on behalf of student;
      • (vi) time management;
      • (vii) school counseling program goals;
      • (viii) data analysis;
      • (ix) action plans;
      • (x) calendars/schedules; and
      • (xi) advisory panels, councils, and committees;
    • (b) have a minimum of 600 clock hours in a supervised school counseling internship in a K-12 school counseling program which shall consist of:
      • (1) a minimum of 240 clock hours of supervised direct student service in group counseling, individual counseling and school counseling core curriculum lesson delivery;
      • (2) a minimum of 360 supervised clock hours focused on developing, implementing and evaluating key school counseling program elements such as:
      • (i) student outcomes and standards;
      • (ii) curriculum;
      • (iii) individual student needs and plans;
      • (iv) responsive services;
      • (v) consultation with others on behalf of student;
      • (vi) time management;
      • (vii) school counseling program goals;
      • (viii) data analysis;
      • (ix) action plans;
      • (x) calendars/schedules; and
      • (xi) advisory panels, councils, and committees;
      • (3) a minimum of 300 clock hours of the internship must be in the elementary and middle school grades (K-8) and a minimum of 300 clock hours of the internship must in the secondary grades (9-12);
      • (4) prior to the candidate’s internship, the institution shall execute a written agreement with the employing school or school district by which the school or school district agrees to consult with program faculty and the candidate before determining the candidate’s load and provide daily mentoring and supervision of the candidate during the internship experience by a certified school counselor. Mentoring and supervision may be provided by other qualified school personnel only if the employing school district cannot provide a certified school counselor in the school building in which the internship occurs;
    • (c) the internship and practicum shall:
      • (1) be consistent with the program’s philosophy, purposes and objectives and carefully selected and planned by program faculty, with learning outcomes specified and their achievement regularly evaluated;
      • (2) be accompanied by coursework or seminars and supervised by one or more faculty who participate actively in the program and in program development, and who have training and skills in supervision and the expertise to provide supervision. Full-time faculty shall participate in supervising candidates during their internship and practicum experiences;
      • (3) provide candidates with experiences in a variety of communities and across the range of student development levels, experiences practicing skills interacting with parents or caregivers, experiences in high needs schools, and experiences with each of the following student populations: socioeconomically disadvantaged students, students who are English language learners, and students with disabilities.

(3) Standards for programs leading to professional certification as a school counselor. Programs leading to professional certification as a school counselor shall require a candidate to complete either:

  • (i) a registered program leading to a master’s degree, with a minimum of 60 semester hours of graduate study, which shall meet the program registration requirements for a school counselor program leading to the initial certificate as described in paragraph (2) of this subdivision, including but not limited to, 48 semester hours of graduate study, the 100 clock hours of practicum and the 600 clock hour internship, and also require the candidate to complete a minimum of 12 semester hours of additional graduate study in at least the following two core content areas and the subareas for these core content areas, as further defined by the commissioner in guidance: best practices for the profession and in school counseling programming, including assessing, developing, implementing, leading, and evaluating a data-driven school counseling program that is comprehensive, utilizes best practices, and advances the mission of the school; and research and program development, including the use of research and evaluation in advancing the school counseling program, its components and the profession; or
  • (ii) a registered program leading to an advanced certificate with a minimum of 12 semester hours of graduate study in at least the following two core content areas and the subareas for these content areas, as further defined by the commissioner in guidance: best practices for the profession and in school counseling programming and research and program development, as described in subparagraph (i) of this paragraph. Only individuals who have completed a registered school counselor program leading to initial certification as a school counselor or its equivalent, and who hold their initial certification as a school counselor, or individuals who have met the requirements for initial certification as a school counselor shall be admitted to a school counseling program that leads to an advanced certificate.

(4) Institutional Accountability. Institutions shall be accountable for the quality of their programs leading to certification in school counseling and the candidates who complete such programs, and shall demonstrate that their school counseling programs are evaluated regularly and that such evaluations are considered for making program improvements.

(5) Accreditation. School counseling programs registered for the first time on or after September 1, 2020 leading to initial and/or professional certification under this subdivision shall be accredited by an acceptable professional education accrediting association, meaning an organization that is approved by the department and is recognized by the United States Department of Education or the Council for Higher Education Accreditation, within seven years of the date of their initial registration, and shall be continuously accredited thereafter by an acceptable professional education accrediting association.


New York Codes, Rules and Regulations 80-2.3 Certificates valid for pupil personnel service (school attendance teacher, school counselor, school dental hygiene teacher, school nurse-teacher, school psychologist and school social worker).

(b) School counselor.

(1) Provisional certificate.

  • (i) The candidate shall hold a baccalaureate degree from a regionally accredited institution of higher education or from an institution approved by the department, and in addition shall have completed 30 semester hours of approved graduate study in the field of school counseling, including supervised practice in guidance.
  • (ii) Time validity. The provisional certificate shall be valid for five years from date of issuance.

(2) Permanent certificate. The candidate shall have completed, in addition to the requirements for the provisional certificate, two years of school experience in the field of pupil personnel services and 30 semester hours of graduate study in the field of school counseling. Within the total program of preparation, the candidate shall have been awarded a master's degree.

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