Elementary & Secondary
School Counseling

Master of Education

About This Program

The Master of Education in School Counseling is approved by the Delaware Department of Education and contributes to eligibility for Delaware certification as a school counselor. Program competencies are based on the School Counselor Competencies established by the American School Counselor Association (ASCA)

Content and Performance Assessment Requirements

This is a state-approved degree program which contributes to eligibility for licensure/certification as an educator in Delaware public schools. As such, all candidates must meet the content and performance assessment requirements described in DE Administrative Code, Title 14, Regulation 290.

The regulation states, in part:

Content Assessment (This subparagraph shall take effect January 1, 2015)

“Where a content readiness exam is applicable and available in area, subject, or category of specialization sought, the Candidate shall achieve a passing score on an examination as established by the Professional Standards Board, in consultation with the Department and with concurrence of the State Board.”

Performance Assessment (This subparagraph shall take effect July 1, 2016)

“Where a performance assessment is applicable and available in an area appropriate to the Program in which a Candidate is enrolled, the Candidate shall achieve a passing score as a requirement to Exit the Program. The performance assessment may not be scored by any employees of the Educator Preparation Program or Unit, and shall be scored by Certified Reviewers.”

The instrument selected by Wilmington University as a required exit assessment for the M.Ed. in Elementary and Secondary School Counseling is ETS exam #5421, The Professional School Counselor. The minimum acceptable score is 156.

Candidates NOT satisfying all exit requirements may not receive a degree that leads to certification as a school counselor.

It is essential for candidates to consult with program advisors and/or program chairs to obtain the most current information about these graduation requirements.

Program Purpose

The Master of Education in Elementary and Secondary School Counseling program prepares school counselor candidates to address the academic, social/emotional and career developmental needs of all students in the K-12 school setting. This graduate program is aligned with the philosophy and vision of the American School Counselor Association (ASCA) National Model, the ASCA School Counselor Competencies, and the ASCA Ethical Standards for School Counselors. These standards emphasize training in the implementation of a comprehensive school counseling program promoting leadership, advocacy, collaboration and systemic change to enhance student achievement and success

The College of Education at Wilmington University reserves the right to change requirements to comply with any licensure/certification or program-approval regulations issued by the Professional Standards Board and/or the Delaware State Department of Education and/or the Delaware Legislature.

Outcomes Assessment

The assessment of outcomes involves multiple measures throughout the program. Grades on assignments and for courses are the first level of assessment. Course goals, learning outcomes, assignments and assessments are designed to address program competencies as well as graduation competencies. Other measures may include observation of candidate performance in authentic or simulated settings, surveys, standardized tests, and performance assessments.

Program Competencies

The program competencies are the School Counselor Competencies (American School Counselor Association, 2008) and can be accessed in their entirety through the ASCA website: www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf

Program Design

The Master of Education in Elementary and Secondary School Counseling was designed to prepare school counselor candidates to meet the eligibility requirements for school counselor certification in the State of Delaware. The curriculum for the program is designed on a three tiered system focusing on various competencies and skills. Level One courses provide content knowledge which establish the foundation for counseling skill development in Level Two courses. Levels One and Two provide the necessary competencies and skills to move to the capstone course and clinical experience at Level Three.

Counseling candidates have two options at Level Three:

Option A Non-Certification:

Candidates not seeking state certification in school counseling are required to do the following:

200 Hours - Candidates who wish not to pursue state certification in school counseling must complete a 200-hour, one semester, three (3) credit practicum. Locations can vary depending on personal interests and career goals.

MEC 7600 Practicum, Non-Certification

Option B Certification:

Candidates seeking Delaware state certification in school counseling are required to do the following:

700 Hours - Candidates who wish to pursue state certification as a school counselor are required to complete 700 hours of supervised fieldwork in order to satisfy Delaware certification requirements.

Candidates will complete 100 hours of fieldwork during Level 2 of the program. 50 hours will be completed during MEC 7500 and 25 hours will be completed in both MEC 7501 and MEC 7202. The remaining 600 hours are distributed over three semesters in the following manner:

  • First Semester (200 hours):
    Internship I (MEC 8000 – Elementary or MEC 8002 – Secondary - 3 credits)
  • Second Semester (200 hours):
    Internship II (MEC 8001 – Elementary or MEC 8003 – Secondary - 3 credits)
  • Third Semester (200 hours):
    Internship III (MEC 8004 - Elementary or MEC 8005 - Secondary - 3 credits)

The school counselor certification process and application is the responsibility of the candidate counselor and is between the applicant and the Delaware Department of Education.

Program Requirements

Completion of the degree includes successful completion of the courses within Levels 1 and 2, capstone course, and depending on the election of Option A or Option B, a clinical that meets the candidates’ professional goals of non-certification or state certification as a school counselor. Twenty one (21) semester credits in counseling theories, human behavior, college and career readiness, school counseling ethics, measurement and accountability, consultation and working with special needs populations are required. Twelve (12) semester credits in individual counseling, family counseling and group counseling strategies and techniques are required. A capstone course worth six (6) credits is required before candidates move into the clinical portion of the program. Depending on the election of Option A or Option B, three (3) or nine (9) semester credits respectively are necessary to fulfill the clinical requirement for the degree.

The clinical portion includes a formal application submitted for approval in Task Stream to the Assistant Chair. The application includes, among other items, a state criminal background check, FBI clearance, child abuse clearance, signed confidentiality agreement, and a signed clinical agreement. All degree-seeking candidates in the MEC program are required to demonstrate graduation and program competencies as counselors by engaging in a prescribed variety of related counseling activities.

Candidates electing Option B must work collaboratively with the Assistant Chair to arrange to practice in either an elementary or secondary school (or both) according to the grade level at which they will be seeking state certification. Candidates work under the supervision of a school-based, certified school counselor with at least three years of experience who is designated as the Cooperating Counselor. In addition, each candidate is assigned a Wilmington University Clinical Faculty Mentor who is responsible, in conjunction with the cooperating counselor, for monitoring the activities, interactions, and skill development of candidates. The clinical faculty mentor is responsible for final grade designation.

Candidates electing Option A must work collaboratively with the Assistant Chair to arrange for alternative clinical placement sites such as a university or non-profit setting, and work under a site supervisor and the assigned University clinical faculty mentor. The clinical faculty mentor is responsible for final grade designation.


This information applies to students who enter this degree program during the 2015-2016 Academic Year. If you entered this degree program before the Fall 2015 semester, please refer to the academic catalog for the year you began your degree program.