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10 master of arts in school counseling approval of the waiver or credit transfer may be dependent on the student’s completion of additional reading or the submission of a paper or other materials to ensure competencies have been successfully met. An official transcript must be sent to the Director of the School Counseling program to complete the process of credit transfer. Candidates may apply to transfer a maximum of six (6) graduate credits into their program if the above conditions are met. If for any other reason a student requests a waiver of a course or required program components, the student must document in writing the reasons for the request and present the request to the advisor. The advisor will then take appropriate steps to submit the request to the appropriate faculty and the Director of the School Counseling program. In some cases, a waiver exam, oral or written, at the faculty member’s discretion, may be requested by the faculty member primarily responsible for teaching the course for which the waiver is sought. Undergraduate courses are not construed by the faculty of the School Counseling program as equivalent to graduate courses. In exceptional circumstances, if a student thinks that he or she has taken the equivalent of a graduate course, he or she may follow the appropriate procedure as outlined above. The student who is successful in obtaining a waiver for one or more courses must still complete the required number of course credit hours in order to obtain the graduate degree. Licensure Assumption College responds to the Massachusetts Department of Education in all matters of educator licensure. Therefore, the College reserves the right to revise the admission criteria and requirements of its graduate program(s) leading to eligibility for support personnel licensure in compliance with the current state regulations. Students seeking Initial licensure as a School Guidance Counselor (PreK-8 or 5-12) must meet with an academic advisor to plan an appropriate course of study. Pre-Practicum Students are required early in their course of study to be involved in pre-practicum experiences that are related to course assignments. Students will complete a pre-practicum of 75 hours in a school setting so that they may have the opportunity to observe and understand children and adolescents and spend time with individual students. Students will also have opportunities to learn with professional school counselors through interactive programs in the Institute for School Counseling and School Psychology. Practicum For Massachusetts Initial License In most cases, students are considered eligible for the practicum once they have successfully completed all prerequisite courses or when they take such courses concurrently. A candidate’s eligibility for and enrollment in the practicum will be determined by the Director of the School Counseling program based upon: 1. A review of the student’s transcript, existing educator licensure, and professional experience; 2. Successful performance in required graduate courses; and 3. Evidence of passing scores on the Massachusetts Test for Educator Licensure (MTEL) Communication and Literacy Skills. The practicum is two semesters (600 hours) of commitment governed by criteria outlined in the State regulations. Students must be prepared to spend three (3) full days a week at the practicum site(s) during the practicum (two) semesters. With permission from the Director, students may enroll in a two semester 450-hour 5-day-a-week practicum. Oral Exam The oral exam is required for all students in the School Counseling program. Students may take the exam after completing all course work or concurrent with the last semester of course work. The objective of the oral exam is to provide a forum for the student to demonstrate how he or she integrates theory, practice, and research related to the training received in the School Counseling program. Oral exams are scheduled during the fall semester (generally October or November) and the spring semester (generally March or April). Oral exams are not given in the summer sessions. The student’s oral examination committee will consist of two faculty members. The oral exam itself is a one-hour exam. During the exam, students are expected to integrate the various elements of training and study. Students will be expected to call upon information from both course work and practicum experiences. The procedures for the oral exam will mirror the training that students have received in the program. The exam itself will be conducted in such a way as to maximize the student’s opportunity to exhibit his or her ability to synthesize and integrate theory, practice, and research. Oral exams carry the grade of pass, fail, or pass with distinction. The transcript, however, only provides the information that the oral exam was completed and the date of the exam. If the student fails the oral exam, he or she will be given one additional opportunity to demonstrate competence.
The Institute for School Counseling and School Psychology The Institute for School Counseling and School Psychology is one of the few professional continuing education programs in the nation focused exclusively on the needs of school counselors. All of the workshops are offered to Master of Arts program students, C.A.G.S., undergraduates, and special students. This provides a unique and powerful opportunity for Master’s candidates to interact with current professionals in the field. The Institute provides training sessions for which PDP’s and CEU’s may be granted. Training sessions may be taken for graduate credit with additional course requirements. The primary goals of the Institute are to offer: • professional training that enables counselors and psychologists to be current with new theories and methodologies; • on-site in-service training to teachers and administrators covering topics that advance the work of school counselors and psychologists towards achieving the standards in the Massachusetts Model for Comprehensive School Counseling Programs; • outreach consultation to schools seeking assistance with delivery of service. “the curriculum was totally relevant to the real work of school counseling.” “Everything in the program was focused on the outcome of having students’ become effective, modern school counselors. I have found myself to be extremely well prepared for all that I’ve encountered in my work. the faculty are fantastic: knowledgeable, experienced, accessible, and focused on bringing the real world into the classroom. assumption is well- respected and a graduate school which is at the top of everyone’s mind throughout Massachusetts for producing highly-qualified school counselors.” steven favulli, m.a. ‘09 Guidance Counselor The Bromfield School Harvard, MA 11
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