| (a) School Counselor Certificate Standards. The knowledge
and skills identified in this section must be used by an educator
preparation program in the development of curricula and coursework
and by the State Board for Educator Certification as the basis for
developing the examination required to obtain the School Counselor
Certificate. The standards also serve as the foundation for the professional
growth plan and continuing professional education activities required
by §239.25 of this title (relating to Requirements to Renew the
Standard School Counselor Certificate).
(b) Standard I. Learner-Centered Knowledge: The certified
school counselor has a broad knowledge base. The certified school
counselor must know and understand:
(1) the history and philosophy of counseling;
(2) counseling and consultation theories and practices;
(3) career development theories and practices;
(4) the roles and responsibilities of a comprehensive
school counseling program that emphasizes college and career readiness
and postsecondary options for all students, including college admissions,
college financial aid resources, application procedures, and workforce
and career opportunities;
(5) assessment principles and procedures, including
the appropriate use of tests, test interpretation, and test results;
(6) changing societal trends, including demographic,
economic, and technological tendencies, and their relevance to school
counseling;
(7) environmental, social, and cultural factors that
affect learners' development and the relevance of those factors to
educational, career, personal, and social development, along with
comprehensive school counseling programs;
(8) learners' developmental characteristics and needs
and their relevance to educational and career choices;
(9) legal and ethical standards, practices, and issues
and the importance of commitment to and implementation of ethical
principles;
(10) the characteristics and educational needs of special
populations;
(11) techniques and behavioral interventions to assist
teachers with classroom management;
(12) the integration of a school counseling program,
the Texas College and Career Readiness Standards, and academic curricula;
(13) the roles and responsibilities of a comprehensive
school counseling program that is responsive to all students;
(14) counseling-related research techniques and practices;
(15) developing and teaching best practices on leadership
skills;
(16) how cultural factors and group membership impact
individual students;
(17) the comprehensive school counseling program model;
(18) how to utilize various forms of technology and
how inappropriate use could be professionally and personally harmful;
and
(19) an understanding of systems, including family
dynamics and school environments.
(c) Standard II. Learner-Centered Skills: The certified
school counselor applies the knowledge base to promote the educational,
personal, social, and career development of the learner as outlined
in The Texas Model for Comprehensive School
Counseling Programs. The certified school counselor must:
(1) develop processes and procedures for planning,
designing, implementing, and evaluating The
Texas Model for Comprehensive School Counseling Programs;
(2) provide a proactive, comprehensive, developmental
school counseling program based on the needs of students, as set forth
in The Texas Model for Comprehensive School
Counseling Programs;
(3) counsel individuals and small groups using appropriate
counseling theories and techniques in response to students' needs;
(4) consult with parents/guardians, teachers, administrators,
and other individuals as appropriate to enhance his or her work with
students;
(5) coordinate resources, referrals, and follow-up
procedures for students within the school and community;
(6) demonstrate proficiency in teaching small and large
groups by actively engaging students in the learning process;
(7) participate in the selection, use, and interpretation
of assessments and assessment results;
(8) use multiple sets of information and data to make
decisions about students, programs, and services;
(9) use counseling-related research techniques and
evidence-based practices to address student needs;
(10) advocate for a comprehensive school counseling
program that is responsive to all students;
(11) facilitate learners' ability to achieve their
potential by helping them set and attain challenging educational,
career, personal, and social goals based on various types of information;
(12) maintain proficiency in counseling and campus-related
technology; and
(13) use varied sources of information, resources,
and practices to counsel students about postsecondary opportunities
and college and career readiness.
(d) Standard III. Learner-Centered Process: The certified
school counselor participates in the development, monitoring, revision,
and evaluation of a campus based on The Texas
Model for Comprehensive School Counseling Programs that promotes
learners' knowledge, skills, motivation, and personal growth. The
certified school counselor must:
(1) collaborate with others in the school and community
to implement a guidance curriculum that promotes learners' development
in all domains, including cognitive, social, and emotional areas;
(2) facilitate learners' ability to achieve their potential
by helping them set and attain challenging educational, career, personal,
and social goals based on various types of information;
(3) use both preventive and intervening strategies
to address the concerns of learners and to help them clarify problems
and situations, set goals, explore options, and implement change;
(4) implement effective referral procedures to facilitate
the use of special programs and services;
(5) act as a consultant to help learners achieve success
inside and outside of school;
(6) advocate for a comprehensive school counseling
program and recognize the required time commitment to fully apply
the program implementation cycle;
(7) create a program mission, goal, and services in
alignment with the school mission and campus improvement plan;
(8) create and disseminate literature or newsletters
to all stakeholders that describe the comprehensive school counseling
program and reduce negative stigmas associated with receiving counseling
services in a school-based program;
(9) establish an advisory council or board with membership
of all stakeholders (student, parent, teacher, administrator, community
member, other personnel, and support specialists);
(10) increase public relations and awareness through
community outreach, such as fundraising, grant writing, donations,
volunteerism, local businesses, and use of public or guest speakers;
(11) provide school-wide professional development and
parent workshops throughout the school year;
(12) support participation in fair-share responsibilities
versus non-counseling related duties;
(13) know district, state, and federal initiatives
that are to be reflected in a comprehensive school counseling program;
and
(14) develop practices to promote learners' knowledge
about college and career readiness processes necessary to pursue postsecondary
opportunities.
(e) Standard IV. Learner-Centered Equity and Excellence
for All Learners: The certified school counselor promotes academic
success for all learners by acknowledging, respecting, and responding
to diversity while building on similarities that bond all people.
The certified school counselor must:
(1) understand learner differences, including those
related to cultural background, gender, race, ethnicity, socio-economic
levels, academic ability, and learning styles, and know ways to create
and maintain a positive school environment that is responsive to all
learners;
(2) advocate for a school environment in which diversity
is acknowledged and respected, resulting in positive interactions
across all cultures, genders, ethnicities, and learning styles;
(3) facilitate learning and achievement for all students
to ensure services that cover an array of exceptionalities, including
special populations, by promoting a cooperative, inclusive, purposeful
learning environment;
(4) take a positive, strength-based approach that builds
on commonalities versus differences in all learners;
(5) understand how environment and behavior may impact
or influence individual learners;
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