School Counseling Program Overview and Outcomes
Program Overview
The 老澳门资料 School Counseling Graduate Program is a 60-credit, designed to be completed over two years as a Cohort Model. Within a cohort model, groups of students are admitted and progress together within the same classes across the 2-year graduate program until completion and graduation. We believe our cohort model is a powerful support to student learning by this providing our students with social support, group cohesiveness, and a structured schedule and curriculum that removes unnecessary uncertainty from learning experiences. Our program is designed to be accessible to as many students as possible and particularly those working full time in schools and other settings. During the Fall and Spring semesters, our courses are held during the evenings from 6:00-8:45pm on Mondays and Wednesdays. Wednesday classes generally meet in-person on campus, while Monday night classes meet synchronously online. The average course load is four courses per Fall and Spring semesters (summer is more variable), with two classes alternating weeks on Monday and Wednesday nights.
Mission Statement
Prepare highly impactful professional school counselor leaders who advocate and promote the development and educational opportunities of students in all school communities within the context of the American School Counselor Association’s National Model and Council for Accreditation and Related Educational Program standards.
Vital Statistics
FTCE Pass Rates - K-12 School Counseling Test
| Calendar Year | Number of Takers | Percentage Passed on First Attempt |
|---|---|---|
| 2022 | 13 | 100% |
| 2023 | 12 | 100% |
| 2024 (as of 10/23) | 6 | 100% |
Retention/Completion Rates
Enrolled students who returned or completed by the next fall.
| Academic Year | Retention Rate |
|---|---|
| Fall 2021 | 81% |
| Fall 2022 | 96% |
| Fall 2023 | 88% |
Number of Graduates
| Academic Year | Number of Graduates |
|---|---|
| 2021-2022 | 81% |
| 2022-2023 | 96% |
| 2023-2024 | 88% |
Employment Rates
The number of completers who were employed in the 23-24 academic year in a School Counseling program.
| Graduation Year | Number Employed in a School Counseling Program in the 23-24 Academic Year | Total Number of Graduates | Percent Employed in the 23-24 Academic Year in a School Counseling Position |
|---|---|---|---|
| 2016-2017 | 9 | 14 | 64% |
| 2017-2018 | 17 | 28 | 61% |
| 2018-2019 | 9 | 13 | 69% |
| 2019-2020 | 12 | 20 | 60% |
| 2020-2021 | 12 | 15 | 80% |
| 2021-2022 | 6 | 7 | 86% |
| 2022-2023 | 7 | 14 | 50% |
*Based on the 23-24 FLDOE Preliminary Employment Report (5/7/2024)
School Counseling Program Objectives: Student Learning Outcomes
Each objective aligns with one of the eight core areas and the school counseling specialty area from the 2024 CACREP Standards.
- Students will demonstrate an understanding of the multiple professional roles and functions of counselors across specialized practice areas. (CACREP 3.A.2)
- Students will demonstrate understanding of theories and models of multicultural counseling, social justice, and advocacy. (CACREP 3.B.1)
- Students will demonstrate knowledge of theories of personality and psychological development. (CACREP 3.C.4)
- Students will demonstrate an applied understanding of career and postsecondary training readiness and educational decision-making. (CACREP 3.D.10)
- Students will demonstrate the use of counseling strategies and techniques used to facilitate the client change process (CACREP 3.E.10)
- Students will demonstrate effective use of culturally sustaining and developmentally responsive strategies for designing and facilitating groups. (CACREP 3.F.8)
- Students will demonstrate the ability to use procedures for assessing and responding to risk of aggression or danger to others, self-inflicted harm, and suicide.
- Students will demonstrate the ability to use practice-based and action research methods. (CACREP 3.H.4)
- Students will demonstrate understanding of models of school counseling programs. (CACREP 5.H.1)
Key Professional Dispositions (KPD)
- Student recognizes their personal and professional impact on others.
- Student actively engage in learning and developing their counseling knowledge, skills, dispositions, and cultural competencies (e.g., takes initiative and seeks/uses growth opportunities).
- Student demonstrates the ability to receive, integrate and utilize feedback from peers, faculty, and supervisors.
- Student behaves in accordance with the American Counseling Association (2014) Code of Ethics and the American School Counselor Association (2022) Ethical Standards for School Counselors.
- Student demonstrates a commitment to growth and knowledge instead of just grades.
- Student consistently demonstrates the ability to incorporate suggestions and feedback from professors on how to improve their work.
- Student takes responsibility for his or her learning; avoids the easy route to a degree and seeks and fosters opportunities for growth.