Administrative Rules of Montana
Department 10 - EDUCATION
Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS
Subchapter 10.58.6 - Curriculum Principles and Standards: Advanced Programs
Rule 10.58.610 - SCHOOL COUNSELING K-12
Universal Citation: MT Admin Rules 10.58.610
Current through Register Vol. 18, September 20, 2024
(1) The program requires that successful candidates:
(a)
demonstrate knowledge of school counseling program models, the history,
development, trends, philosophy, leadership, advocacy, qualities and styles of
effective leadership in schools, and professional activities related to the
practice of professional school counseling K-12;
(b) demonstrate understanding of models of
school-based collaboration and consultation, as well as competence in
developing relationships with community resources such as 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, as well as the school counselor's role in student
support and school leadership teams;
(e) demonstrate knowledge of the role in
school counseling of ethnic and cultural heritage, including American Indians
and tribes in Montana, nationality, socioeconomic status, family structure,
age, gender, sexual orientation, religious and spiritual beliefs, occupation,
physical and mental status;
(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, as well as
the roles of leaders, advocates, and systems change agents in
schools;
(g) demonstrate competence
in elementary, middle, and high school counseling in:
(i) planning, designing, implementing, and
evaluating a comprehensive and developmental school counseling program that
includes mission statements and objectives;
(ii) appraising and interpreting interviews,
observations, and formal assessments including, but not limited to, aptitude,
interest, achievement, and personality tests and other assessments relevant to
K-12 education;
(iii) promoting
student success using strategies and interventions that address academic
development, career counseling, school and life transitions, promotion and
graduation rates, college and career readiness, gaps in student achievement, as
well as skills to critically examine the connections between social, familial,
emotional, and behavioral issues and academic achievement;
(iv) utilizing a variety of developmentally
appropriate intervention strategies in individual, family, and group contexts
such as personal/social counseling, parent conferences, teaching curriculum
lessons using lesson planning and classroom management strategies, training and
overseeing peer intervention programs, and other strategies that foster
collaboration and teamwork in schools;
(v) consulting with family members, school
personnel, community agencies, 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, wellness,
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 programs related to emergency
management plans, crises, disasters, and other trauma-causing events;
(vii) managing school counseling programs by
using accountability data to inform decision making to advocate for students
and programs, analyzing, and presenting educational research, performance, and
evaluation data including, but not limited to, standardized test scores,
grades, retention, and placement that advocate for students and
programs;
(viii) demonstrating new
knowledge and skills, and refining existing skills through professional renewal
including, but not limited to, self-reflection, continuing education, and
professional development;
(ix)
demonstrating knowledge of special education laws, rules, and regulations and
competence in the knowledge of developmental and educational issues of
exceptional students and their families;
(x) demonstrating knowledge of the
characteristics, risk factors, and warning signs of students at risk for mental
health and behavioral disorders including the signs and symptoms of substance
abuse in children and adolescents as well as the signs and symptoms of living
in a home where substance use occurs;
(xi) demonstrating knowledge of common
medications that affect learning, behavior, and mood in children and
adolescents; and
(xii)
demonstrating knowledge of professional organizations, preparation standards,
and credentials that are relevant to the practice of school
counseling;
(h)
demonstrate knowledge of, and apply the laws (state and federal), policies, and
legislation that affect student placement, follow-up and program planning, as
well as the ethical issues related to the school counseling field;
and
(i) demonstrate knowledge of
the American School Counselor Association national standards related to
mindsets and behaviors for student success (academic, career, and
personal/social developmental domains) and demonstrate competence integrating
these national standards throughout the school counseling program.
(2) The candidate will successfully complete a supervised counseling practicum and internship experience, which includes observation and practice of counseling and other professional skills related to professional school counseling. The counseling practicum and internship experience shall include the following requirements:
(a) a practicum with a minimum of 100 hours,
which includes 40 hours of supervised direct service to K-12 students providing
individual counseling and group work;
(b) a practicum supervised by a program
faculty member or a supervisor under the supervision of a program faculty
member, a minimum of one hour per week in an individual supervision session and
one and one-half hours per week in a group supervision session;
(c) an internship that begins after the
successful completion of a counseling practicum and a minimum of 600 hours in a
school setting;
(d) an internship
of 240 hours of supervised direct service to K-12 students performing a variety
of school counseling activities related to a school counseling program that may
include designing and implementing developmentally appropriate classroom
lessons, individual student planning (assisting students in the development of
educational, career, and personal plans), responsive services (groups,
individual counseling, and crisis response), indirect student services
(referrals, consultation, and collaboration), and program planning and school
support;
(e) an internship that is
supervised at a minimum of one hour per week in an individual supervision
session (provided by a site supervisor) and one and one-half hours per week in
a group supervision session (provided by a program faculty member);
(f) regular and adjunct program faculty who
provide individual or group practicum and/or internship supervision have a
doctoral degree and/or appropriate clinical preparation from an accredited
school counselor education program, relevant professional experience and
demonstrated competence in counseling, and relevant training and supervision
experience; and
(g) site
supervisors who have a minimum of a master's degree in counseling or a related
profession with equivalent qualifications, including appropriate certification
or licensure, a minimum of two years of experience as a school counselor, and
knowledge of the program's expectations, requirements, and evaluation
procedures for trainees.
AUTH: 20-2-114, MCA; IMP: 20-2-121, MCA
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