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Program for the Pupil Personnel Services Credential with the Advanced Specialization in School Counseling.   

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(a) In addition to the knowledge requirements contained in Section 80632.1 the following specialized skills and knowledge shall be required of all persons seeking a Pupil Personnel Services Credential with the Advanced Specialization in School Counseling.


(A) Knowledge of:

1. Group testing, state-mandated and other assessment programs and techniques as they apply to academic, career, personal/social counseling.

2. The effect of cultural and ethnic factors upon academic assessment and achievement.

3. The significance of the cultural/ethnic composition of the school and the community upon academic assessment and achievement.

(B) Skills, to include:

1. Selecting appropriate unbiased academic and other assessment instruments.

2. Administering a variety of academic and other assessment instruments.

3. Translating group academic and other test scores to a common Reference system.

4. Interpreting to pupils, teachers, administrators, parents and others the results of these assessment instruments.


(A) Knowledge of:

1. Model high school graduation requirements;

2. Employment categories, school curricular and extracurricular opportunities that do not require post-high school education;

3. Post-high school education and training opportunities;

4. Programs of financial assistance;

5. Admission requirements of colleges and universities, vocational schools, and other post-secondary preparation agencies;

6. The world of work and the cultural value systems that pertain to the world of work;

7. Educational and career choice theories and techniques.

(B) Skills, to include:

1. Identifying and providing information and sources of information which would include educational and career choices.

2. Effective techniques for providing educational counseling to pupils and parents about academic and career decisions, including the selection of appropriate courses.


(A) Knowledge of:

1. Counseling programs at the elementary, middle and high school levels, including the role of counselors as related to teachers, parents, administrators and other Personnel

2. School counseling budgeting procedures and sources of funds.

3. Supervision techniques appropriate for counseling programs.

4. Methods of evaluating school counseling programs.

(B) Skills, to include:

1. Planning, implementing and evaluating school counseling programs appropriate to the individual school site or district.

2. Planning a counseling program budget.

3. Supervising teacher-advisors, intern counselors, peer counselors, volunteer counselors or counseling paraprofessionals.

4. Conducting research to evaluate school counseling programs.


(A) Knowledge of:

1. Appropriate consultation models in working with teachers, administrators and parents regarding guidance and counseling practices and programs.

2. In-service practices and programs related to advising techniques.

3. Community resources.

(B) Skills, to include:

1. Providing consultation and in-service to teachers, administrators and parents regarding guidance and counseling practices and programs.

2. Involving the community in the counseling program.

3. Surveying community placement opportunities and the need for curriculum development in the schools as it relates to these needed knowledges and skills.


(A) Knowledge of:

1. State requirements for scholastic progress and high school graduation;

2. California Education Code provisions and federal laws affecting school counseling programs.

(B) Skills, to include:

1. Procedures for implementing relevant laws and regulations.


(A) Knowledge of:

1. Official statements of the code of ethics related to professional counseling, including the American Association for Counseling and Development.

(B) Skills, to include:

1. Applying the codes of ethics to a specific counseling situation.

2. Applying professional standards when using assessment instruments.

(b) Field practice shall be required of all candidates.

(1) Field practice shall be in the knowledges and skills provided in subdivisions (a) (1) through (6) of this section.

(2) Field practice shall be at least four-hundred fifty (450) clock hours in duration, of which a minimum of three-hundred (300) clock hours shall be in a school setting, in direct contact with pupils assigned to the credential candidate by the college/university instructor and field supervisor.

(3) Field practice by credential candidates shall be under the supervision of an experienced practitioner (who holds a Pupil Personnel Services credential) approved jointly by the college/university and the school district administration.

(4) The field practice assignment shall be provided in at least two of three settings (elementary school, middle school and/or high school) and shall include a minimum of 100 clock hours at each setting.

(5) At least one-hundred (100) clock hours of field practice shall be with at least ten pupils (individually and/or in a group) of a racial/ethnic background different from that of the credential candidate.

Authority cited:

Education Code 44225(b)(4)

Education Code 44225(q)


Education Code 44227

Education Code 44266

(Amended by Register 89, No. 14.)