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Licensure: School Counseling

Licensure: School Counseling

In Goddard College's low-residency MA in Education Program, we believe that counselors (along with administrators, teachers, parents, and students) need to work together to structure and facilitate learning experiences that can lead to students’ personal development, interpersonal competence, and social responsibility.  We have designed our graduate School Counseling Licensure degree option to fulfill that goal.  

The Licensure Degree Option is only available by enrolling in the Education Program at Goddard's Plainfield, VT campus.  Students enrolling in the Education Program through the College's Seattle, WA site cannot pursue licensure.

The Vermont Agency of Education approves Goddard College to offer Vermont school counseling certification.  Vermont certification in school counseling is not part of the Interstate Certification Compact (Reciprocity Agreement).  Vermont certification in school counseling is, however, usually recognized as sufficient to facilitate the granting of certification in most other states.  Candidates assume the responsibility of consulting with their respective state agencies.

WORK OF THE CONCENTRATION

This 48- or 60-credit concentration typically requires four semesters for completion. Students without an appropriate background may need more than four semesters. Students who have at least one semester of relevant graduate transfer credit (12 semester hours) may complete the program in less than four semesters. Completion of the degree option leads to a Master’s Degree in Education with licensure in school counseling.

CONCENTRATION CRITERIA

Students graduating with a concentration in school counseling will have successfully completed a minimum of four semesters and accomplished the following:

  • Fulfilled the requirements of the MA in Education degree
  • Acquired the skill to consult with school, staff, parents, and community members
  • Learned to coordinate human and material resources within the school and between the school and the community
  • Acquired skills to counsel individuals and groups in regard to personal, academic, and vocational concerns
  • Developed skills in information management including assessment, maintenance of student records, and providing information to students
  • Achieved sufficient professional development to maintain and expand knowledge and ability as a guidance counselor
  • Learned to manage, plan, implement,and evaluate programs of guidance services
  • Developed an understanding of relevant theory in the field
  • Submitted a pre-internship portfolio documenting knowledge in teaching, school communities, and counseling
  • Engaged in a minimum 600-hour internship experience
  • Submitted a final internship portfolio that documents their knowledge and skills as a school guidance counselor
  • Produced a master’s thesis that includes the formulation of significant questions, application of methods of inquiry, identification and utilization of learning resources, interpretation of ideas, and integration and application of theory and practice