Missouri Code of State Regulations
Title 5 - DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
Division 20 - Division of Learning Services
Chapter 400 - Office of Educator Quality
Section 5 CSR 20-400.640 - Certification Requirements for Initial Student Services Certificate
Universal Citation: 5 MO Code of State Regs 20-400.640
Current through Register Vol. 49, No. 6, March 15, 2024
PURPOSE: This amendment will replace initial counselor K-8 and initial counselor 7-12 certificates with an initial counselor K-12 certificate and update the requirements for the counselor culminating clinical experience.
(1) An applicant for a Missouri Initial Student Services Certificate, valid for a period of four (4) years, may be granted an Initial Student Services Certificate subject to the certification requirements found in 5 CSR 20-400.500 and the following additional requirements:
(A) The Initial Student Services Certificate
for Career Education Counselor, valid for a period of four (4) years from the
effective date of the certificate, will be issued to those persons meeting the
following requirements:
1. The applicant must
have secured a Career Education Counselor position in their area of
professional/technical preparation and/or training and the employing school
district or postsecondary institution must request and endorse certification
for the applicant;
2. The applicant
must either-
A. Possess a bachelor's degree
in education from an educator preparation program approved by the Missouri
Department of Elementary and Secondary Education (department); or
B. Possess a permanent or professional or a
career education certificate of license to teach; and
3. Completion of a minimum of a master's
degree from an accredited institution in one (1) of the following areas:
education, school counseling, counseling, rehabilitation counseling, vocational
evaluation, counseling psychology, or a closely-related mental health
discipline; and complete additional graduate coursework specific to school
counseling, as designated by the recommending certification official approved
by the department, including a supervised internship or field experience of at
least three hundred (300) hours in an appropriate school setting;
(B) The Initial Student Services
Certificate for School Counselor (Grades K- 12), valid for a period of four (4)
years from the effective date of the certificate, will be issued to those
persons meeting the following requirements:
1.
Recommendation for certification from the designated official of a counselor
preparation program approved by the department;
2. Completion of a course in
Psychology/Education of the Exceptional Child; and
3. The applicant must possess either-
A. Completion of a master's degree with a
major emphasis in school counseling from a college or university meeting
approval of the department, based upon the completion of a planned program of
at least forty-two (42) semester hours of approved graduate credit courses in
counseling with at least twelve (12) semester hours focused upon counseling in
the elementary and secondary schools-
(I)
Knowledge and/or competency in each of the following areas:
(a) Student Development-
I. Human Growth and Development;
II. Counseling Theories and
Interventions;
III. Helping
Relationships;
IV. Social and
Cultural Diversity;
V. Appraisal of
Student Growth and Achievement; and
VI. Career Development and
Planning;
(b) Program
Implementation-
I. Structural
Components;
II. Program
Components;
III. Technology;
and
IV. Program, Personnel, and
Results Evaluation;
(c)
Professional Relationships-
I. Interpersonal
Skills;
II.
Collaboration;
III. Consultation
Theories and Strategies; and
IV.
School and Community Involvement;
(d) Leadership and Advocacy-
I. Personal Well-Being;
II. Leadership and Professionalism;
III. Student Advocacy;
IV. Program Leadership; and
V. School Climate and Culture;
(e) Ethical and Professional
Conduct-
I. Ethical Standards;
II. Professional Standards;
III. District and School Policies;
and
IV. Legal Requirements;
and
(II) Field
and Clinical Experience (three (3) semester hours minimum of three hundred
(300) clock hours of which two hundred (200) clock hours will be in a major
area (elementary or secondary); fifty (50) clock hours in a minor area
(elementary or secondary); and the remaining fifty (50) clock hours will be at
the discretion of the program and candidate)-
(a) Culminating Clinical Experience. This
refers to elementary and secondary school placement(s) in which candidates
actively participate and complete class assignments and work with students as
requested while under the supervision of a school counselor. The candidate
should experience a wide range of class settings and have opportunities to
collaborate with the supervising school counselor, preparation program
supervisors, and/or other stakeholders working to improve student learning;
or
B. A
master's degree or higher degree in education, school counseling, counseling,
counseling psychology, rehabilitation counseling, or a closely-related mental
health discipline; and completed additional graduate coursework specific to
school counseling, as designated by the recommending certification official of
a counselor preparation program approved by the department; along with the
following:
(I) Possess a bachelor's degree in
education from a educator preparation program approved by the department;
or
(II) Complete a curriculum in
teaching methods and practices, classroom management, and the psychology of the
exceptional child, as specified by the recommending certification officer of a
counselor preparation program approved by the department; and
(III) Field and Clinical Experience (minimum
of three hundred (300) clock hours of which two hundred (200) clock hours will
be in a major area (elementary or secondary); fifty (50) clock hours in a minor
area (elementary or secondary); and the remaining fifty (50) clock hours will
be at the discretion of the program and candidate)-
(a) Culminating Clinical Experience. This
refers to [an] elementary and secondary school placement(s) in which candidates
actively participate and complete class assignments and work with students as
requested while under the supervision of a school counselor. The candidate
should experience a wide range of class settings and have opportunities to
collaborate with the supervising school counselor, preparation program
supervisors, and/or other stakeholders working to improve student learning;
and
4. Must achieve a score equal to or in excess
of the qualifying score of any assessment(s) required by the State Board of
Education (board). The official score report shall be submitted to the
department;
(C) The
Initial Student Services Certificate for School Psychological Examiner
(Kindergarten - Grade 12), valid for a period of four (4) years from the
effective date of the certificate, will be issued to those persons meeting the
following requirements:
1. The applicant shall
hold a valid Missouri professional teaching certificate or student services
certificate of license to teach as an elementary or secondary school
counselor;
2. Completion of a
master's degree from a college or university meeting approval of the Missouri
Department of Elementary and Secondary Education in one (1) of the following
areas:
A. Counseling Psychology;
B. Educational Psychology;
C. School Counseling; and
D. Education;
3. Recommendation for certification from the
designated official of an approved Psychological Examiner preparation
program;
4. Completion of a course
in Psychology/Education of the Exceptional Child;
5. The applicant must achieve a score equal
to or in excess of the qualifying score on the required exit assessment(s) as
defined in 5 CSR 20-400.310 and
5 CSR
20-400.440. The official score shall be submitted to
the department; and
6. A minimum of
twenty-four (24) semester hours of professional preparation at the graduate
level with competencies demonstrated in all areas listed to the satisfaction of
an approved preparation program-
A. Course
Areas-
(I) Psychological Development: Child,
Adolescent, or Developmental Psychology;
(II) Psychology of Education;
(III) Statistical Methods;
(IV) Psychology of Personality or
Psychodiagnostics;
(V)
Psychological Tests and Measures for the Analysis of Student
Performance;
(VI) Individual
Intelligence Tests; and
(VII)
Individual Diagnostic Assessments (other than the Wechsler Scales and the
Stanford-Binet Intelligence Scale);
B. Competencies-
(I) Applying Methods and/or Techniques of
Interpretation of Tests;
(II)
Analyzing and Identifying Differences to include tiered systems for supporting
instruction and behavior;
(III)
Interpreting Formal and Informal Diagnostic Assessments and Applying to Guide
Interventions;
(IV) Utilizing
Knowledge of Classroom Environment, Psychological Principles, and Data to
assist in the development of student educational plans;
(V) Applying Diagnostic Inter-viewing
Techniques;
(VI) Collaborating and
Consulting with Other Professionals to Identify Instructional
Strategies;
(VII) Administering and
Interpreting the Wechsler Scales, the Stanford-Binet Intelligence Scale, and
other psychoeducational instruments; and
(VIII) Providing services consistent with
ethical, legal, and professional standards; and
C. Field and Clinical Experiences (minimum of
one hundred fifty (150) clock hours)-
(I)
Culminating Clinical Experience. This culminating clinical experience must be
in an educational setting with children and youth of school age while under the
supervision of a certified School Psychological Examiner or School
Psychologist. The culminating clinical experience must include the
administration and interpretation of individual intelligence tests, formal and
informal diagnostic procedures, and the application of the information to
develop instructional strategies;
(D) The Initial Student Services Certificate
for School Psychologist, valid for a period of four (4) years from the
effective date of the certificate, will be issued to those persons meeting the
following requirements:
1. Completion of a
specialist or higher degree with a major emphasis in school psychology from an
approved School Psychologist preparation program;
2. Recommendation for certification from the
designated official of a School Psychologist preparation program approved by
the department;
3. A minimum of
sixty (60) semester hours of professional preparation at the graduate level
with competencies demonstrated in all areas listed to the satisfaction of an
approved School Psychologist preparation program-
A. Psychological Foundations-
(I) Biological Bases of Behavior;
(II) Human Learning;
(III) Social and Cultural Bases of
Behavior;
(IV) Child and Adolescent
Development;
(V) Individual
Differences, including human exceptionalities; and
(VI) Developmental Psychology;
B. Educational Foundations-
(I) Instructional Design; and
(II) Organization and Operations of
Schools;
C.
Interventions/Problem Solving-
(I) Diverse
Methods and Models of Assessment;
(II) Linked to Direct Interventions;
and
(III) Linked to Indirect
Interventions;
D.
Statistics and Research Methodologies-
(I)
Statistics;
(II) Research and
Evaluation Methods; and
(III)
Measurement; and
E.
Professional School Psychology-
(I) History
and Foundations of School Psychology;
(II) Legal and Ethical Issues;
(III) Professional Issues and
Standards;
(IV) Alternative Models
for Delivery of School Psychological Services;
(V) Emergent Technologies; and
(VI) Roles and Functions of the School
Psychologist;
4. Competencies-
A. Data-Based Decision Making and
Accountability. School psychologists have knowledge of varied models and
methods of assessment and data collection methods for identifying strengths and
needs, developing effective services and programs, and measuring progress and
outcomes. As part of a systematic and comprehensive process of effective
decision making and problem solving that permeates all aspects of service
delivery, school psychologists demonstrate skills to use psychological and
educational assessment, data collection strategies, and technology resources
and apply results to design, implement, and evaluate response to services and
programs;
B. Consultation and
Collaboration. School psychologists have knowledge of varied models and
strategies of consultation, collaboration, and communication applicable to
individuals, families, groups, and systems and methods to promote effective
implementation of services. As part of a systematic and comprehensive process
of effective decision making and problem solving that permeates all aspects of
service delivery, school psychologists demonstrate skills to consult,
collaborate, and communicate effectively with others;
C. Interventions and Instructional Support to
Develop Academic Skills. School psychologists have knowledge of biological,
cultural, and social influences on academic skills; human learning, cognitive,
and developmental processes; and evidence-based curricula and instructional
strategies. School psychologists, in collaboration with others, demonstrate
skills to use assessment and data collection methods and to implement and
evaluate services that support cognitive and academic skills;
D. Interventions and Mental Health Services
to Develop Social and Life Skills. School psychologists have knowledge of
biological, cultural, developmental, and social influences on behavior and
mental health, behavioral and emotional impacts on learning and life skills,
and evidence-based strategies to promote social-emotional functioning and
mental health. School psychologists, in collaboration with others, demonstrate
skills to use assessment and data-collection methods and to implement and
evaluate services that support socialization, learning, and mental
health;
E. School-Wide Practices to
Promote Learning. School psychologists have knowledge of school and systems
structure, organization, and theory; general and special education; technology
resources; and evidence-based school practices that promote learning and mental
health. School psychologists, in collaboration with others, demonstrate skills
to develop and implement practices and strategies to create and maintain
effective and supportive learning environments for children and
others;
F. Preventive and
Responsive Services. School psychologists have knowledge of principles and
research related to resilience and risk factors in learning and mental health,
services in schools and communities to support multi-tiered prevention, and
evidence-based strategies for effective crisis response. School psychologists,
in collaboration with others, demonstrate skills to promote services that
enhance learning, mental health, safety, and physical well-being through
protective and adaptive factors and to implement effective crisis preparation,
response, and recovery;
G.
Family-School Collaboration Services. School psychologists have knowledge of
principles and research related to family systems, strengths, needs, and
culture; evidence-based strategies to support family influences on children's
learning and mental health; and strategies to develop collaboration between
families and schools. School psychologists, in collaboration with others,
demonstrate skills to design, implement, and evaluate services that respond to
culture and context and facilitate family and school partnerships and
interactions with community agencies for enhancement of academic and
social-behavioral outcomes for children;
H. Diversity in Development and Learning.
School psychologists have knowledge of individual diversity factors for
children, families, and schools, including factors related to culture, context,
and individual and role differences; and evidence-based strategies to enhance
services and address potential influences related to diversity. School
psychologists demonstrate skills to provide effective professional services
that promote effective functioning for individuals, families, and schools with
diverse characteristics, cultures, and backgrounds and across multiple
contexts, with recognition that an understanding and respect for diversity in
development and learning and advocacy for social justice are foundations for
all aspects of service delivery;
I.
Research and Program Evaluation. School psychologists have knowledge of
research design, statistics, measurement, varied data collection and analysis
techniques, and program evaluation sufficient for understanding research and
interpreting data in applied settings. School psychologists demonstrate skills
to evaluate and apply research as a foundation for service delivery and, in
collaboration with others, use various techniques and technology resources for
data collection, measurement, and analysis to support effective practices at
the individual, group, and/or systems levels;
J. Legal, Ethical, and Professional Practice.
School psychologists have knowledge of the history and foundations of school
psychology; multiple service models and methods; ethical, legal, and
professional standards; and other factors related to professional identity and
effective practice as school psychologists. School psychologists demonstrate
skills to provide services consistent with ethical, legal, and professional
standards; engage in responsive ethical and professional decision-making;
collaborate with other professionals; and apply professional work
characteristics needed for effective practice as school psychologists,
including respect for human diversity and social justice, communication skills,
effective interpersonal skills, responsibility, adaptability, initiative,
dependability, and technology skills; and
K. Information and Technology. Demonstrate an
understanding of information sources and technology relevant to their
work;
5. The applicant
must achieve a score equal to or in excess of the qualifying score on the
required exit assessment(s) as defined in
5 CSR
20-400.310 and
5 CSR
20-400.440. The official score shall be submitted to
the department; and
6. Field and
Clinical Experiences (minimum of one (1) year or one thousand two hundred
(1,200) clock hours)-
A. Culminating Clinical
Experience. This culminating clinical experience must be a planned program of
experiences and supervised internship designed to achieve these competencies as
part of an approved graduate degree program in school psychology. At least half
of the internship must be completed in an educational setting. This internship
experience will include opportunities to demonstrate skills learned in all
coursework.
(2) The requirements of this rule shall become effective August 1, 2019.
Disclaimer: These regulations may not be the most recent version. Missouri may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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