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The Master of Education in Elementary and Secondary School Counseling addresses the needs of diverse school populations which are facing rapid social, economic, and technical changes. Practical application in the counseling field is balanced by de-tailed consideration of the philosophy, theory, knowledge, and ethics necessary for a professional school counselor. All aspects of the program are directed toward enabling the participants to acquire the knowledge, skills, and attitudes needed to become effective school counselors in a developmental and multicultural setting.
The mission of this program is to prepare and motivate teachers, counselors and other dedicated professionals to qualify to staff and fully implement a comprehensive guidance and counseling program. All aspects of the program are aimed at enabling the participants to acquire program and graduation competencies in order to become professional school counselors that contribute to their schools' educational goals. The curriculum is based on the ASCA National and Delaware State Model of a comprehensive guidance program; that implies that professional school counselors are accountable when they follow a standardized plan that can be implemented throughout the state.
The Outcomes Assessment Map is a plan to routinely make use of evaluations of candidate performance for success in meeting required graduation and program competencies and national /state standards. The map facilitates the collection of course imbedded criterion measures (CECRAM) that identify course, specific activity, and an assessment that is linked to competencies.
Rubrics are used to measure the proficiencies of students in required activities. CECRAM data is collected in order to evaluate students' performance in the areas of knowledge, skills, and attributes. CECRAM data is a summary of performance measures from various sources that include projects, oral presentations, action research, video and audio tapes of interviews with individuals and groups. The CECRAM data derived from the rubrics provides information for ongoing planning, evaluation, and program improvement.
The ultimate goal for all MEC students is the Supervised Practicum/Internship which is the clinical experience or Capstone Course. Prerequisite courses are required to assure that students are prepared for clinical success by meeting prerequisite knowledge and skill competencies. Clinical supervisors assess the knowledge, skills, and attributes which are based on the National Standards for School Counseling Programs and the Delaware model for best practices. All the skills that have been developed are put into practice during the Practicum/Internship. Prescribed assessment instruments are used to evaluate students. Clinical students are required to develop an electronic portfolio demonstrating proficiency levels of competencies and standards.
The Master of Education in School Counseling has nine program competencies derived from the National/Delaware Professional Counselor Standards and the College of Education Conceptual Framework. Counselor candidates will demonstrate knowledge, skills, and dispositions required to:
The Master of Education in School Counseling is fully approved by the Delaware Department of Education; the program competencies are based on the national standards established by the America School Counselor Association and the Delaware Department of Education/NASDTEC Standards. Also the program is based on the Educational Division's Conceptual Framework that focus on attributes, program, and graduation competencies that prepare students to implement a developmental, comprehensive school counseling program. The curriculum includes competencies in three domains: academic, career, and personal/social development. Curriculum components meet the eligibility requirements for counselor certification in the State of Delaware.
The program includes course work that reflects certification requirements for the State of Delaware. Both elementary and secondary counseling requirements are addressed. The program is based on the College of Education's Conceptual Framework that includes attributes, program, and graduation competencies that prepare students to implement a developmental, comprehensive school counseling program.
The curriculum for the Master of Education in Elementary and Secondary School Counseling, a 36 or 42 semester credit program, is based on the National and State Model School Counseling Program in three broad areas described by the American School Counselor Association (ASCA): academic/ developmental, career development, and personal/social development. In addition to the nine required academic courses, students with three years as a lead teacher complete a one-semester, six-credit 100-hour supervised practicum under the direction of a certified counselor and supervision of a Wilmington University faculty member. Students without the three years of required school experience complete two semesters, 12 credit hours of supervised internships totaling 1,000 hours ( teaching activities and school counseling activities).
Students are expected to complete all requirements associated with the Master of Education degree with a concentration in School Counseling which include both traditional course work as well as clinical experiences. Students with a teaching background are required to complete a 6-credit, one- semester practicum experience. Students who lack a teaching background are required to complete two clinical courses (Internship I and Internship II) which span two semesters. In addition, all students are expected to develop an electronic portfolio which focuses on program, graduation, and state and national competencies.
Current New Jersey school counselor certification requirements state that one must complete a program which consists of 48 graduate credit hours that are distributed among various areas of a counseling program. Therefore, more course work is required to meet the 48 minimum credit hours. The following courses have been approved by the New Jersey Office of Licensure and Credentials to meet credits and course content areas: Ethical Issues in Counseling (MEC 6607 ), Multicultural Counseling (MEC 6608 ), Drug and Alcohol Counseling (MEC 6600 ), Research Methods, Statistics, and Accountability in School Counseling (MEC 7806), and Classification of Psychopathology (MCC 6901). The school counselor certification process is the responsibility of the student counselor and is between the applicant and the state Department of Education.
This information applies to students who enter this degree program during the 2012-2013 Academic Year. If you entered this degree program before the Fall 2012 semester, please refer to the academic catalog for the year you began your degree program.