The School Counselor Education Master's program prepares school counselors to be highly qualified practitioners and leaders in their field. The program believes that it is important for all School Counselors to be multiculturally competent, committed to social justice and equity in education, and prepared to practice from a base that includes national and international perspectives. The faculty members focus on national and international issues in educational equity and are active contributors to the development of the School Counseling Profession in the United States. In the program, all students develop an appreciation for the broad issues impacting the practice of School Counseling; an understanding of current best practices (e.g. the ASCA National Model and National Standards), and; an understanding of the research base that support practice. Students have the opportunity to work with faculty in the National Center for School Counseling Outcome Research on research projects that contribute to the development of that base.
The School Counseling M.Ed. requires completion of an organized program of course work that involved a minimum of 51 semester credit hours. Students are provided with curricular experiences so they can develop and demonstrate knowledge and skills in each of the following core areas: (a) human growth and development, (b) social and cultural foundations, (c) helping relationships, (d) groups, (e) lifestyles and career development, (f) appraisal, (g) research and evaluation, and (h) professional orientation. All students must participate in an ungraded, 10-hour, small group experience in learn what it is like to participate in such a group. Upon completion of all core course requirements students participate in a 600 hour practicum under the joint supervision of a program approved, certified school counselor and a program faculty member. Students who successfully complete the program of study are recommended for initial licensure (Pre K-8, 5-12) in the Commonwealth of Massachusetts.
Consistent with the program’s association with the Education Trust, in addition to traditional school counseling skills, we expect that all students will develop exemplary skills in: Leadership, Advocacy and Systems Change, Teaming and Collaboration, Program Coordination, Assessment and Use of Data and Use of Technology. The program expects these graduates will use these skills to promoting the development of public educational systems that serve all children well and facilitate the full development of all children's rich potential.
The program is accredited by the Massachusetts Department of Education and the National Council for Accreditation of Teacher Education (N.C.A.T.E.).
DESIRED MASTER OF EDUCATION STUDENT CHARACTERISTICS
The program actively recruits a diverse student body that includes students of many races, backgrounds, and nationalities because we believe that it is important to include a broad spectrum of perspectives in order to understand and solve problems in education. We take great care in developing a community composed of our faculty and students and expect everyone to be responsible and contributing members of that community.
Admission requirements consider an applicant's professional experience, perceived fit with program of study content and orientation, prior academic work, personal statement, and letters of recommendation.
Based on all the elements of the application, faculty evaluate each applicant’s fit with the program, looking at issues including writing and thinking ability, and evidence of the ability to do graduate level work. Applicants should include a resume and a detailed personal statement (3-5 pages) with their admissions application. In the personal statement, applicants should write clearly and concisely about why the want to enter the school counseling program, how the program of study fits into their career goals, and how previous work and life experience relate to professional goals and readiness for graduate study.
If an applicant believes that transcripts of previous academic work do not reflect current academic abilities, a brief explanation should be included in the application. Admissions application should include a minimum of three letters of reference. At least two of these should be from people who qualified to comment on the applicant’s academic potential.
In late February or early March, a selected group of applicants is invited to campus for a half-day series of group interviews. This offers an opportunity for applicants to ask questions of the faculty and current students. This also gives faculty a chance to observe applicants' interpersonal skills. Applicants who are invited to these interviews are encouraged to attend, if at all possible.
CORE FACULTY
Coordinator: Rich Lapan, (Professor)
Email: lapan@educ.umass.edu
John C. Carey (Associate Professor), Catherine L. Dimmitt (Assistant Professor), Miranda Jennings (Visiting Assistant Professor).