Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.6 - Curriculum Principles and Standards: Advanced Programs › Rule 10.58.610 - SCHOOL COUNSELING K-12

Current through Register Vol. 13, July 5, 2024
(1) The program
				requires that successful candidates:
(a)
				demonstrate knowledge of school counseling program models, the history,
				development, trends, philosophy, leadership, advocacy, qualities and styles of
				effective leadership in schools, and professional activities related to the
				practice of professional school counseling K-12;
(b) demonstrate understanding of models of
				school-based collaboration and consultation, as well as competence in
				developing relationships with community resources such as public, private,
				medical, employment, and educational agencies for referral and collaborative
				service delivery to promote student success;
(c) demonstrate competence in the use of
				theories of individual and family development and transitions across the life
				span, theories of learning and personality development, and human behavior
				including developmental crises, exceptionality, addictive behavior,
				psychopathology, and environmental factors that affect both normal and abnormal
				behavior;
(d) demonstrate knowledge
				of educational philosophies, curriculum development, school organization, and
				management to facilitate student success in the areas of academic, career, and
				personal/social development, as well as the school counselor's role in student
				support and school leadership teams;
(e) demonstrate knowledge of the role in
				school counseling of ethnic and cultural heritage, including American Indians
				and tribes in Montana, nationality, socioeconomic status, family structure,
				age, gender, sexual orientation, religious and spiritual beliefs, occupation,
				physical and mental status;
(f)
				demonstrate competence in the coordination of school counseling program
				components and understand how they are integrated within the school community
				in collaboration with the efforts of other educators and agencies, as well as
				the roles of leaders, advocates, and systems change agents in
				schools;
(g) demonstrate competence
				in elementary, middle, and high school counseling in:
(i) planning, designing, implementing, and
				evaluating a comprehensive and developmental school counseling program that
				includes mission statements and objectives;
(ii) appraising and interpreting interviews,
				observations, and formal assessments including, but not limited to, aptitude,
				interest, achievement, and personality tests and other assessments relevant to
				K-12 education;
(iii) promoting
				student success using strategies and interventions that address academic
				development, career counseling, school and life transitions, promotion and
				graduation rates, college and career readiness, gaps in student achievement, as
				well as skills to critically examine the connections between social, familial,
				emotional, and behavioral issues and academic achievement;
(iv) utilizing a variety of developmentally
				appropriate intervention strategies in individual, family, and group contexts
				such as personal/social counseling, parent conferences, teaching curriculum
				lessons using lesson planning and classroom management strategies, training and
				overseeing peer intervention programs, and other strategies that foster
				collaboration and teamwork in schools;
(v) consulting with family members, school
				personnel, community agencies, and other professionals regarding assessment and
				intervention to enhance the physical, academic, psychological, cognitive, and
				social development of all students;
(vi) utilizing prevention and intervention
				programs that address issues such as drugs and alcohol, wellness,
				conflict/anger/violence management, eating disorders, child abuse and neglect,
				teenage pregnancy, family relations, childhood depression and suicide, school
				drop-outs, grief/separation/loss issues, and programs related to emergency
				management plans, crises, disasters, and other trauma-causing events;
(vii) managing school counseling programs by
				using accountability data to inform decision making to advocate for students
				and programs, analyzing, and presenting educational research, performance, and
				evaluation data including, but not limited to, standardized test scores,
				grades, retention, and placement that advocate for students and
				programs;
(viii) demonstrating new
				knowledge and skills, and refining existing skills through professional renewal
				including, but not limited to, self-reflection, continuing education, and
				professional development;
(ix)
				demonstrating knowledge of special education laws, rules, and regulations and
				competence in the knowledge of developmental and educational issues of
				exceptional students and their families;
(x) demonstrating knowledge of the
				characteristics, risk factors, and warning signs of students at risk for mental
				health and behavioral disorders including the signs and symptoms of substance
				abuse in children and adolescents as well as the signs and symptoms of living
				in a home where substance use occurs;
(xi) demonstrating knowledge of common
				medications that affect learning, behavior, and mood in children and
				adolescents; and
(xii)
				demonstrating knowledge of professional organizations, preparation standards,
				and credentials that are relevant to the practice of school
				counseling;
(h)
				demonstrate knowledge of, and apply the laws (state and federal), policies, and
				legislation that affect student placement, follow-up and program planning, as
				well as the ethical issues related to the school counseling field;
				and
(i) demonstrate knowledge of
				the American School Counselor Association national standards related to
				mindsets and behaviors for student success (academic, career, and
				personal/social developmental domains) and demonstrate competence integrating
				these national standards throughout the school counseling program.