The Master of Arts degree in School Counseling is designed to provide prospective school counselors with the skills necessary to establish and conduct effective developmental guidance and counseling programs in the Pre-K-12 school setting. Students are trained through a comprehensive curriculum that qualifies them for work at all levels of school counseling. The school counseling program is 60 credit hours and meets accreditation criteria of The Council for the Accreditation of Educator Preparation (CAEP) and Council for Accreditation of Counseling and Related Educational Programs (CACREP). The curriculum provides both didactic and experiential learning opportunities and culminates in a 600-hour internship.
Admission
In addition to the minimum Graduate School admission requirements, admission decisions are made based on submitted application materials. The following materials are required for the application to be considered complete:
- CV/Resume
- A Statement of Purpose. In the Statement of Purpose, applicants should discuss:
- Their interest in pursuing an MA degree in School Counseling and related career goals.
- Their aptitude (e.g., skills, traits, and/or previous experiences) for graduate-level study in a digitally delivered program (see Statement on Digital Delivery).
- Their approach to working with various populations and respect for cultural differences.
- At least two letters of recommendation (three preferred) from individuals who can speak about their academic and professional qualifications in the field of school counseling and graduate studies. These should come from current or former professors (preferred), supervisors, or mentors who are familiar with the applicant’s capabilities and can attest to their potential for success as a graduate student in school counseling.
The admission priority deadlines for each academic semester are as follows:
- Fall – February 15th
- Spring – October 15th
- Summer – February 15th
Applicants can expect a response to their application materials within one month after the deadline.
Faculty reserves the right to revisit the application pool after final decisions in the event spots remain available. Applicants who submit their materials after the deadline should expect their applications to be denied admission or requested to be reviewed in the subsequent review period.
Initial admission decisions are made based on the materials submitted, cumulative grade point average (GPA) of at least 3.0. Final admission decisions are based on the materials submitted, a cumulative GPA of at least 3.0, and an interview with the Admission Committee. Following the review of submitted applications, selected applicants may be invited to participate in interviews conducted by program faculty who serve on the Admission Committee. Interview dates and times are scheduled and communicated by the program, and interviews are typically conducted in a group format with multiple applicants participating simultaneously.
While Graduate Record Exam (GRE) are not required for admission, an applicant with a GPA below 3.0 but with a score of 300 or higher (verbal and quantitative combined) on the GRE may submit their scores to be considered for admission with additional information. In this case, an admission decision will be based upon several factors, including the combination of the GPA, GRE test scores, the applicant's personal statement, previous work experience, recommendation letters, and applicant interview. If applicants are admitted, they will need to obtain permission to continue in the program after the first 12 semester hours of graduate-level work have been completed. Permission to continue is earned by achieving a GPA of “B” or better (3.0) in the first 12 semester hours.
Please understand that delays in processing applications are both necessary and inevitable. In this way, we can ensure adequate provision of faculty and program resources for students admitted to the program.
Applicants must also meet the fingerprinting requirement for background clearance.
See the Admission Criteria section of this catalog for more information.
See the Admission Criteria section of this catalog for more information.
Curricular Requirements
All Counselor Education master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Once an academic advisor has been assigned, students should make an appointment to discuss their preferences and career aspirations. The program of study that a student accepts when they enter the program will be the one they will follow until graduation. If there are any changes, they need to be approved by the advisor. All students in the program are required to purchase/register a WatermarkTM Student Learning & Licensure account for student assessment purposes.
While the majority of courses will be offered through the Program in Counselor Education (designated as BCE), several required courses will be offered by affiliated programs. Courses in Educational Psychology (designated as BEP), Educational Research (designated as BER), School Psychology (designated as BSP), and other areas may be assigned. These courses afford students the opportunity to take advantage of the expertise of faculty in other program areas in the College of Education.
Candidates must present a GPA of at least 3.0 on all courses in the program, with no grade below a C. Passing scores on a comprehensive exam and the appropriate Praxis assessment(s) are required.
| Required Courses | Hours | |
|---|---|---|
| BCE 511 | Principles Of Guidance | 3 |
| BCE 512 | Counseling Theory Proc + | 3 |
| BCE 513 | Career Development | 3 |
| BCE 514 | Counseling Skills + | 3 |
| BCE 517 | Professional Counseling | 3 |
| BCE 521 | Group Proced Coun Educ | 3 |
| BCE 522 | Indiv & Group Appraisal | 3 |
| BCE 523 | Prog Development & Mgt | 3 |
| BCE 524 | Trauma Info | 3 |
| BCE 526 | Research in Counseling | 3 |
| BCE 527 | Crisis Counseling | 3 |
| BCE 611 | Multicult. Approach Counseling | 3 |
| BCE 650 | Couns Stratg Fam Relatns | 3 |
| BCE 653 | Intro Play Therapy | 3 |
| BEP 550 | Life Span Development | 3 |
| BSP 660 | Psychopathology | 3 |
| BCE 516 | Practicum | 3 |
| BCE 525 | Intern Sch Clint Ment Hea Cou * | 6 |
| Additional Requirement: | ||
| SPE 500 | Intro Exc Childr/Youth ** | 3 |
| Total Hours | 60 | |
* Passing the Praxis is required prior to enrollment in BCE 525 Intern Sch Clint Ment Hea Cou.
**If the student completed an Introduction to Exceptional Children course as an undergraduate, substitute another 500-level course with advisor approval. SPE 500 Intro Exc Childr/Youth is an ALSDE requirement for certification.
+ Prerequisites: Students must earn a grade of B or above in prerequisite courses to advance to practicum.
Per CACREP Policy A.2.e: Beginning July 1, 2026, programs, regardless of program delivery method, require and deliver an in-person, synchronous experience to observe and assess counseling skills and professional dispositions for all students at least at two points throughout the student’s program of study of which one occurs prior to the practicum.
Transfer Credit
In compliance with regulations established by the Alabama Department of Education and outlined in the Alabama Administrative Code, coursework used to meet Class B certification requirements may not be used to meet requirements for Class A certification.
Graduate School information on Transfer Credit.
Comprehensive Exam
The policy of the UA Graduate School is that a comprehensive examination or summary project must be completed by all students seeking to graduate from any UA graduate program. The content and scheduling of the master’s comprehensive examination in Counselor Education is consistent with this expectation. Per Graduate School policies, students have two (2) opportunities for successful performance on the comprehensive examination established for their program/department.
Eligibility for the initial attempt to secure a passing score on the master’s comprehensive examination in Counselor Education is granted in the last semester in which students are completing their master’s degree. The examination must be given at least two weeks before the date of graduation and reported promptly to the dean of the Graduate School on appropriate forms. The second attempt can be scheduled as early as in the following semester or a semester other than the first administration. Students need to register for at least 1 credit-hour to take the second attempt. The Graduate School policy limits students to two (2) attempts for successful performance on the comprehensive examination. Failure on both attempts will lead to the student’s dismissal from the program.
Comprehensive Project
Your Comprehensive Project is to be submitted in an electronic form to the Coordinator of Examinations for the program. The use of electronic format is designed for ease of submission, ease of review, and further demonstration of students’ technological skills per accreditation requirements. The Program Comprehensive Project is a collection of training-based materials and reflective information that demonstrate various dimensions of master level students’ philosophy, abilities, and attitudes. The goal is to demonstrate how diverse activities and insights have contributed to the development of a master’s student in Counselor Education.
The Comprehensive Project also serves as the Comprehensive Examination to help evaluate master’s levels students learning experiences across the core areas of the CACREP standards and the second-measure point of the KPIs.
Submission Point: The Comprehensive Project will be submitted on due dates indicated in the program calendar and in students’ final semester of the program. The Comprehensive Project submission will be evaluated by track faculty. The Comprehensive Project includes the following elements (related rubric included below):
A. Resume
Your resume must include previous educational experiences, work experience, professional activities/memberships, and honors. Remember your resume is your professional summary and it is a vital element of your image to both peers and the public (it is also the most essential item to provide as you pursue employment opportunities).
Your resume should be 2-pages or less and include the following headings:
- Header (name, full address, phone number, email)
- Professional Objective Statement (one sentence)
- Educational Experience
- Work Experience
- Professional Memberships/Activities, Honors, and Relevant Skills (students may choose to break this section into two or more sections in their own resume, but they will be graded as a collective).
Based on the resume, students need to complete a reflection on the following aspects:
- Review your resume and provide a detailed description and discussion of your career development history with current position and future career plans.
- Give a detailed description of your career theory/model of choice and provide a rationale for your theory/model that supports your career development history, progress and projection.
B. Personal Theory Paper
The personal theory paper allows a student to demonstrate their understanding of various theoretical perspectives on the helping process with their applied experiences. This document is intended to be declarative (i.e., portraying your personal perspective) rather than comparative (i.e., selecting various theoretical models and comparing them against one another). In essence, this activity is an opportunity for you to articulate what you have learned and what you attempt to accomplish in your counseling efforts. Your personal theory paper will present your integration of training and experience through a description of the following:
- A Brief Description of Your Theory
- Key concepts to include:
a. View of human nature
b. Structure/development of personality
c. Philosophical orientation
d. Client's experience in therapy
e. Relationship between client and therapist
f. The therapeutic process
C. Counselor Intervention Project
During internship, students completed a counselor intervention project. Students will submit one of their choosing that they feel best reflects their comprehensive interviewing and case conceptualization skills, ability to use research to inform counseling practice, and knowledge of legal and ethical considerations in counseling.
D. Student Selection of Best Work
Your selection may be a paper, project, or presentation that you believe represents your best work in your area of study and preparation. You should remember that this is your opportunity to be creative with your representation of your professional skills and knowledge
E. Summary Statement of Reflection on Counselor Identity Development at This Point in Professional Career
Students will submit a brief statement reflecting on their counselor identify development at this point in their professional career. Reflections should address their identity development.
Graduate School information on Comprehensive Exams.
Fieldwork/Practicum/Internship Requirements
While the skills necessary to perform in the classroom settings are fundamental to the educational process, a significant element of the training program or any degree sought in the Program in Counselor Education is the applied experiences. In many ways, the activities associated with typical classroom work, such as examinations, presentations, research papers, and special projects are the building blocks for the work a counselor does in the field: serving their clients! The curriculum in your program features a variety of practical, applied requirements. These are typically noted as "practicum" or "internship" on your program planning records. As was noted previously, the academic advising process is critical in the sequence of the student's applied experiences in that the general rule is "practicum precedes internships" and deviation from that sequence is not allowed. Again, the academic advisor is quite aware of this principle and will assist in course selection from the annual academic schedule to ensure both efficient and effective progress in your preparatory program.
Note: Practicum must be completed at a Middle School and Internship must split between an Elementary and High School.
A. Practicum
As an initial experience in applied work, school counseling students engage in closely supervised work with students in the schools in course noted as “practicum.” BCE 516 Practicum typically involves at least 2 hours of weekly group supervision and one hour of weekly individual supervision with student contact throughout. University supervision for school counseling students is provided on campus. Students enrolled in BCE 516 may wish to secure a practicum placement at distant sites, but the expectation for on-campus supervision is not compromised. The Practicum course is noted as “Pass/Fail” courses, meaning that performance expectations for students in these courses are NOT tied to the completion of an academic semester.
Practicum serves as a prerequisite for internship. Such a decision reflects the fundamental commitment of our program to quality service to students, a position we advocate, and we expect all individuals affiliated with our program to advocate.
Prearranged Placement. Practicum placements are to be approved by the Coordinator of Clinical Experience prior to the beginning of the semester/term for which the intern is enrolled for practicum credit. To assist in making the practicum experience as meaningful as possible, students are responsible for making preliminary contacts with prospective practicum site placements (this activity is very much like a job interview, a procedure we ALL hope you will undertake in the future!). Students are encouraged to develop their vita and arrange to interview with a prospective site supervisor (a copy of their Program Planning Record may be helpful for students to discuss their academic experiences).
Documentation. Students are responsible for retaining cumulative documentation of all practicum activities. The program requires completion of a supervised practicum in the student’s designated program area of 100 clock hours. Each student’s practicum includes all of the following:
Required CACREP 2024 Standards for Practicum Students:
- Students complete supervised counseling practicum experiences that total a minimum of 100 clock hours over a full academic term that is a minimum of eight weeks consistent with the institution's academic calendar.
- Practicum students complete at least 40 clock hours of direct service with actual clients that contributes to the development of counseling skills.
- Practicum students have weekly interaction with supervisors that averages one hour per week of individual and/or triadic supervision throughout the practicum by (1) a counselor education program core or affiliate faculty member, or (2) a doctoral student supervisor who is under the supervision of a qualified core or affiliate counselor education program faculty member, or (3) a fieldwork site supervisor who is working in consultation on a regular schedule with a counselor education program faculty member in accordance with the supervision agreement.
- Practicum students participate in an average of 1½ hours per week of group supervision on a regular schedule throughout the practicum. Group supervision must be provided by (a) a counselor education program faculty member or (b) a doctoral student supervisor who is under the supervision of a qualified core or affiliate counselor education program faculty member.
B. Internship
The internship is the culminating academic experience and, consequently, occurs at the end of a student’s training program. Expectations for internships are rather demanding in terms of placement duties and hours of commitment. Essentially, students completing the internship have the option of either one full-time placement (40 hours per week) completed in one semester or two (2) consecutive half-time placements (20 hours per week) completed across two semesters. Student interns perform the duties of a school counselor in an approved school setting. Students employed in full-time work, or who have other demands on their time, should anticipate meeting this requirement and make the necessary arrangements to complete the internship. The culminating internship experience must feature at least 600 hours of internship-related activity in the placement, of which at least 240 hours are in direct contact with clients or students. As with practicum, internship placements are prearranged during the semester prior to enrollment. For school counseling students, on-campus supervision is provided weekly.
Prearranged Placement. Internship placements are to be arranged and approved by the Coordinator of Clinical Experiences prior to the beginning of the semester/term for which the intern is enrolled for internship credit. To assist in making the internship experience as meaningful as possible, students are responsible for making preliminary contacts with prospective internship site placements (this activity is very much like a job interview, a procedure we ALL hope you will undertake in the future!). Prospective interns are encouraged to develop their vita and arrange to interview with a prospective site supervisor (a copy of your Plan of Study may be helpful for students to discuss their academic experiences).
Documentation. Interns are responsible for retaining cumulative documentation of all internship activities. The program requires completion of a supervised internship in the student’s designated program area of 600 clock hours, begun after successful completion of the practicum. The internship is intended to reflect the comprehensive work experience of a professional counselor appropriate to the designated program area. Each student’s internship includes all of the following:
Required CACREP 2024 Standards for Interns:
- After successful completion of the practicum, students complete 600 hours of supervised counseling internship in roles and settings with actual clients relevant to their CACREP specialized practice area.
- Internship students complete a minimum of 240 hours of direct service with actual clients.
- Throughout the duration of the internship, each student receives individual and/or triadic supervision on a regular schedule that averages one hour a week and is provided by at least one of the following: (1) a counselor education program faculty member, or (2) a doctoral student supervisor who is under the supervision of a qualified core or affiliate counselor education program faculty member, or (3) a fieldwork site supervisor who is working in consultation on a regular schedule with a counselor education program faculty member in accordance with the supervision agreement.
- Throughout the duration of the internship, each student receives group supervision on a regular schedule that averages 1½ hours per week and is provided by at least one of the following: (1) a counselor education program faculty member or (2) a doctoral student supervisor who is under the supervision of a qualified core or affiliate counselor education program faculty member.
Practicum/Internship Responsibilities and Duties:
Practicum and internship are academic courses and, therefore, are subject to the same scrutiny and the same rights of due process for faculty and students as with any other academic courses. For this reason, those syllabi feature the same language and accompanying documentation as with any other courses. However, because of the uniqueness of each student's practicum/internship placement, the determination of an academic grade must be based on evaluations of each student's work in that setting. No syllabus could possibly be developed to address each aspect of each intern's placement. Therefore, to clarify the expectations of the intern, the site supervisor, and the university supervisor, each intern is responsible for developing a practicum/internship agreement specifying the nature of their duties. This document serves two (2) critical purposes: (a) it becomes the basis for clarifying the agreements among all parties involved in the practicum/internship, and (b) it serves as a reference for assigning a final practicum/internship grade.
At the point of pre-approval for the practicum/internship placement, all parties will have a verbal understanding of the expectations of the practicum/internship placement. Interns should develop an initial draft of the practicum/internship agreement for discussion with their site supervisor during the first week of the placement to ensure that all desired aspects of the practicum/internship experience are addressed (copies and guidelines are provided in supplemental handouts). Once approved by both the site supervisor and the intern, draft documents are printed on University of Alabama letterhead and signed by all parties (original documents are retained by the program; copies provided to the intern and site supervisor). Supervision contracts are developed to define the roles and responsibilities of the university supervisor, site supervisor, and the student during practicum and internship. Departures from the stated contents of the practicum/internship agreement are to be discussed by and agreed upon by all parties. Grade determination for interns is based upon successful completion of the elements of the practicum/internship agreement.
Basic Student Responsibilities: (a) Complete work at practicum/internship site as specified in Agreement, (b) Participate in weekly individual site supervision, (c) Participate in weekly university group supervision, and (d) Complete and submit all required forms including weekly progress reviews/summaries/time log, mid-term self-evaluation, and final self- evaluation.
Basic Agency Responsibilities: (a) Assign a site supervisor who meets minimum education and experience requirements, (b) Provide intern with an orientation to the agency, (c) Provide an average of one hour of weekly individual supervision, (d) Expose intern to the range of services provided by the agency, (e) Provide intern with opportunities to perform multiple functions in the agency, depending on the focus of the agency, (f) Communicate at least three times with the university supervisor for progress review, (g) Complete a mid-term evaluation of the student and (h) Complete a final evaluation of the student.
Basic University Supervisor Responsibilities: (a) Maintain direct and periodic communication (at least 3 times a semester) with the site supervisor, (b) Provide one hour of weekly individual supervision or 1 ½ hours of group supervision, (c) Be available for consultation with both site supervisor and intern, and (d) Assign a final grade for the practicum/internship.
Orientation, assistance, consultation, and professional development opportunities are provided by the counseling program faculty to site supervisors. All internship forms and supervision training are electronically provided to site supervisors.
Practicum/Internship Evaluation:
Evaluations of practicum/internship are secured from two (2) sources. The first source of evaluation is derived from the site supervisor using the Practicum/Internship Performance Evaluation rubric. The second source of evaluation is derived from the student. These evaluations, along with the Summary of Practicum/Internship Activities, are due to the university supervisor as noted on the schedule for practicum/internship. Site supervisor evaluations offer formal ratings of performance and a recommended grade based on the Practicum/Internship Performance Evaluation rubric.
Site Supervisors Requirements for Practicum and Internship:
Prospective site supervisors must meet the following CACREP and program criteria:
- A minimum of a master’s degree, preferably in counseling or a related profession;
- Active certifications and/or licenses in the geographic location where the student is placed, preferably in counseling or a related profession;
- A minimum of two years post-master’s professional experience relevant to the CACREP specialized practice area in which the student is enrolled;
- Relevant training for in-person and/or distance counseling supervision;
- Relevant training in the technology utilized for supervision; and
- Knowledge of the program’s expectations, requirements, and evaluation procedures for students.
The Procedure for completing a prearranged practicum or internship is:
- Prospective intern interviews with prospective site supervisor.
- Prospective intern discusses placement opportunity with university supervisor.
- Prospective intern discusses placement opportunity with prospective site supervisor.
- If an unapproved site, university supervisor visits site to determine placement suitability based on prospective intern’s training and aspirations as well as the program
- If approved, UA supervisor informs both site supervisor and intern of approval.
Student Insurance. All students who plan to start practicum or internship for counseling/supervision practices are responsible for purchasing individual liability insurance for professional counseling at their own expense and submitting a copy of insurance verification to the Practicum/Internship Coordinator prior to their practice.
Time Limit for Degree Completion
Graduate School information on Time Limits.
Student Progress Requirements
Each student enrolled in a degree-seeking status in every degree level of study in Counselor Education is involved in a Student Performance review near the end of Fall and Spring semesters. The rubric used is the Faculty Review of Student Performance and Review of Student Dispositions. The faculty review professional and personal strengths and concerns, while monitoring progress. This form entails five sections: academic skills, clinical skills, ethical and professional behaviors, personal characteristics, and the four professional dispositions, endorsed by the College of Education are also included.
Within each section, faculty members will discuss their observed student performance or individual characteristics/dispositions over various indicators and rate a student on a four-point scale: advanced, target, developing, and unacceptable. If dispositions do not meet the minimum standard of “Target,” a concern for remediation plan is raised. Student data on their dispositions are also aggregated to help faculty members annually evaluate program objectives for the purpose of program improvement.
Based on this evaluation, students will receive one of the following based on rubric scores: (1) A letter stating exemplary progress in the program, (2) Communication that there were no concerns related to progress in the program, (3) Communication to meet advisor because of a provisional recommendation, and (4) An action plan is required (Remediation). Such reviews are regular components of the training program. Student reviews are conducted with the participation of all Program faculty. Results of student evaluations are entered into each student's record and discussed with the student and their advisor.
In instances of concern about a student, pertinent materials and observations about the student are examined and discussed among the faculty and remedial decisions are determined according to the Selection, Review, Retention, and Dismissal Policy noted in the appendices of the Student Resource Guide (previously known as Student Handbook). Due process issues affecting student evaluations are followed in accordance with all published guidelines in materials from the Graduate Catalog and University of Alabama Faculty Handbook.
Additional Academic Requirements
All students are required to complete fingerprinting for background clearance before going into the schools. A passing score on the Professional School Counselor Praxis subject assessment is required.
Students who do not have a valid professional educator certification (valid teaching certificate in AL) and two years of full-time acceptable professional educational work experience prior to admission to the MA program will be required to take and pass the National Counselor Examination (NCE) before applying for certification in Alabama.
Electronic Learning Management System Requirement
A designated, electronic learning management system is required of all students in programs leading to professional educator certification.
Students are required to maintain a VIA/Watermark account. Students are required to submit (1) a Showcase of Resources for Advanced Certification Students at three checkpoints throughout their program of study and (2) assignments for CACREP-affiliated courses.
Academic Misconduct Information
Graduate School information on Academic Misconduct.
Withdrawals and Leave of Absence Information
Graduate School information on Withdrawals and Leave Absence.
Academic Grievances Information
Graduate School information on Academic Grievances.
Grades and Academic Standing
Graduate School information on Grades and Academic Standing.
Graduate School Deadlines
Information on Graduate School Deadlines.
Application for Graduation
Information on the Application for Graduation.
Certification
To be eligible for Alabama Class A School Counselor certification based on completion of a State-approved (traditional approach) school counseling program, students must:
- maintain a GPA of at least 3.0 on all courses with no grade below a C
- earn a passing score on the Alabama-approved Praxis for School Counseling
- successfully complete all required P-12 school-based clinical experiences (practicum and internship)
- complete the survey of special education course requirement (if not previously satisfied)
- hold at least a valid Alabama Class B professional educator certificate in a teaching field, a valid Class A professional leadership certificate, or a valid Class A professional educator certificate in another area of instructional support
Students must apply for Alabama Class A certification within 60 months (5 years) of program completion. If the application is not submitted within 60 months, the candidate must meet the current certification requirements in effect at the time of application.
Out-of-State Candidates:
According to Alabama regulations, individuals admitted to a Class A program based on a professional educator certificate from another state must earn the prerequisite Alabama certification before applying for Alabama Class A (master's level) certification. Alternatively, individuals who complete a CACREP-accredited master's program in School Counseling may apply for Alabama certification in school counseling through the CACREP-accredited School Counseling Program Approach.
CACREP-Accredited Approach to Certification:
Individuals who have completed a CACREP-accredited master's program in School Counseling may apply for Alabama certification in school counseling through the CACREP-Accredited School Counseling Program Approach.
Employment Outside of Alabama:
Students seeking employment in other states must contact that state’s Department of Education for licensure requirements. Requirements vary by state, and students are responsible for ensuring compliance.