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Master of Arts in Education | School Counseling | Graduate Degree Program

Master of Arts in Education | School Counseling

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Master of Arts in Education - School Counseling

Ottawa University’s Master of Arts in Education - School Counseling (MAE-SC) degree helps you gain the skills needed to guide students through their formative education years. The MAE-SC program prepares candidates to plan, develop, implement and evaluate comprehensive school counseling programs that are culturally sensitive while promoting the career, personal, social and academic development of children and adolescents.

The curriculum provides in-depth, realistic strategies for working with students in a dynamic school and community environment. Early intervention and team consultation methods help you make a difference in the lives of students. The graduate program in School Counseling prepares candidates to work as competent, responsible and ethical professionals in school settings. The master’s degree program promotes a theory-to-application approach in understanding life span development resulting in K-12 student learning and career development.

Students are required to complete the mandatory credit hours and hours of practicums and/or internships in a school setting. Counselor education coursework explores subjects such as group counseling and dynamics, life planning and career development in counseling, trauma informed care in education, and more addressed. The program is state approved in Arizona and Kansas, and the program is also accredited by the Council for the Accreditation of Educator Preparation (CAEP). The requirements outlined meet licensure standards for the state of Arizona. Completion of this program does not guarantee licensure or certification in other states populations.

Degree Outcomes

Upon completion of our school counseling specialization and school counseling programs, you will have developed the skills and knowledge necessary to:

  • Measure the effectiveness of school curricula, programs, services and activities
  • Assume leadership positions in education
  • Improve your teaching abilities
  • Create a more well-rounded learning experience
  • Encourage communities and schools to focus on educational improvements
    Prepare for changes in the education industry
  • Continue growing professionally

Important note: This program completion is designed to meet the school counseling requirements for certification in Arizona. In Arizona, neither teaching experience nor teacher certification is required to be a school counselor.

Career Outlook for the MAE-SC Degree

According to the U.S. Bureau of Labor Statistics, employment of school and career counselors is projected to grow 8 percent through 2029, much faster than the average for all occupations. Increasing school enrollment is expected to lead to employment growth of these workers. The median annual wage for school and career counselors was $57,040 in May 2019. The lowest 10 percent earned less than $34,380, and the highest 10 percent earned more than $96,090.

Most school counselors need a master’s degree in school counseling or a related field and have a state-issued credential. Some states require licensure for career counselors positions.

The MAE-SC in Perspective

It has been widely understood that if the United States of America expects greater returns on its investments in education, we are going to need to put highly qualified, innovative minds in teaching and administrative positions. A Master of Arts in Education is a prerequisite for many education positions and is recognized by school districts as a valuable credential. A master’s degree in education gives educators the knowledge and skills to inspire and encourage a love of learning and the techniques to handle diverse classrooms and learning styles. Master’s degree programs in education prepare educators to utilize high-level teaching methodologies and provide the tools to make work in the field of education more effective and efficient.

For curriculum and course descriptions, download a program overview.

If you’re interested in earning your master's degree in education with a specialization in school counseling at Ottawa University, contact us today.

Education | School Counseling is offered at the following locations.

  • Ottawa, KS (Residential Campus)
  • Surprise, AZ (Residential Campus)
  • Kansas City (Overland Park, Kansas)
  • Online

Professional Licensure Disclosure

  • This program meets professional licensure requirements in certain states, as outlined on the University’s Licensure Disclosure page. Students are advised to verify that they are located (or plan to seek initial licensure) in a state where Ottawa University’s program meets requirements. Students who have questions about a program’s status should consult with an enrollment advisor. Those who relocate to another state during their course of study may no longer be eligible to enroll in the program or receive federal financial aid, and they may not meet licensure requirements in their state.

Master of Arts in Education: School Counseling

For the complete curriculum and course descriptions, please download a program overview. 

Click Here for Full Course Catalog 

Required Courses 

EDC 7133 | School Counseling and the Helping Professions (3 Credits) 
Examines the school counseling process, instruction and practice in communication skills in school counseling. Discussion on the history, development, and practice of school counseling as a profession, and how and when school counseling is provided. 

EDC 7302 | Theories of Trauma for School Counseling (3 Credits) 
Examination of the dynamics of grief, loss, and trauma and the role of the school counselor in elementary school, middle school, and secondary school settings in supporting students who have experienced loss or trauma. Course examines crisis planning, ACES and trauma-informed practices in schools. 

EDC 7333 | Introduction to Substance Abuse/Addiction for School Counseling (3 Credits) 
Introduction to patterns, causes, assessment and treatment of substance abuse and other addictive disorders in the PreK-12 school environment. 

EDF 7403 | School Counseling in a Changing Environment (3 Credits) 
Examine the role of the counselor in elementary, secondary and community college settings including counselor, advisor, educator, advocate and consultant. Study of exemplary models of school counseling programs effective with changing populations. 

EDF 7410 | Foundation of Education Research and Assessment (3 Credits) 
Evaluate the relevance of education research to curriculum improvement, federal and state policies, systematic processes, and instructional and assessment strategies. Apply various research methods within education environments at multiple levels. 

EDC 7413 | Technologies for Individual & Group School Counseling (3 Credits) 
This course prepares school counseling candidates to design and deliver technology-enhanced individual, group, and classroom counseling interventions that promote academic, career, and social/emotional development aligned with CACREP school counseling standards, the ASCA National Model, and KSDE School Counseling Standard 4. Candidates examine major theories of individual and group counseling and apply them using digital platforms, data systems, and AI-informed tools in way that uphold ethical standards, confidentiality, and professional practice in P-12 settings. 

EDC 7433 | Concerns in School Counseling (3 Credits) 
Study of issues related to students in schools with various backgrounds, developmental stages, beliefs and concerns. Includes a variety of school counseling techniques and strategies. 

EDC 7824 | Life Plan and Career Development School Counseling (3 Credits) 
Focus on tools and techniques used in life planning and career development for elementary and high school students. 

EDC 7933 | School Counseling for Individuals and Groups (3 Credits) 
Studies of theories of individual and group counseling and skill and techniques of observation and assessment used in school counseling. School-based settings will be discussed. 

EDC 8014 | Professional Codes and Issues of School Counselors (3 Credits) 
Study of the codes, legal and professional concerns of school counselors and preparation for the school counseling practicum. 

EDC 8023 | Designing and Leading CCBP (3 Credits) 
Examines several aspects of the school reform movement, including an in-depth look at the criticism of school counseling programs. Implications for the Comprehensive School Counseling Programs by focusing on the models that may be used to design and implement school counseling programs. Focus on The Comprehensive School Counseling Model and the ASCA National Model. Learn how to organize comprehensive school programs and address the process of redesigning school counseling programs. 

EDC 8215 | Assessments in School Counseling (3 Credits)  
Learn Individual and group approaches to assessment and evaluation used in a variety of counseling and education settings. Examine the psychometric properties used to develop and evaluate these instruments. Topics include a historical perspective of assessment, basic concepts of standardized and non-standardized testing, measures of central tendency, normative sampling and standardization, reliability and validity, assessment report writing, test score interpretation, and test construction. Study codes and various issues related to selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling. Prerequisites: PYF 7001, PYF 7132, PYF 7162, EDC 7433, and PYC 7802. 

EDC 8284 | Child and Adolescent Development (3 Credits)                                                          Examines theory and principles of development from conception through adolescence. Topics include an in-depth study of physical, social/emotional, cognitive, language, and aesthetic development. Students examine various theories, including Piaget, Erikson, Vygotsky, Skinner and others. Explores development in the context of self, family, and society, with an emphasis on implications for professional practice. Cross-listed with PYF 8284. 

EDC 8620 | Internship in School Counseling I (3 Credits) 
The internship requirements are equivalent 8 weeks placement in a school setting under the dual guidance of an on-site staff school counselor and a University-based supervisor. This course is the first of the two required internships. Participation in the development proceses, individual and group counseling, interdisciplinary staff conferences, parent conferences, and professional meetings is required. Student will work with individuals and groups of children, apply school counseling practices, write reports and practice short-term counseling services under the supervision of the on-site school counselor. Prerequisite: Completion of all coursework in the program with the exception of EDF 8503 Master's Research Project. Students may not self-register for this course. Approval of lead faculty and/or academic advisor needed before registration. 

EDC 8621 | Internship in School Counseling II (3 Credits) 
The internship requirements are equivalent 8 weeks placement in a school setting under the dual guidance of an on-site staff school counselor and a University-based supervisor. This course is the second of the two required internships. Participation in the development proceses, individual and group counseling, interdisciplinary staff conferences, parent conferences, and professional meetings is required. Student will work with individuals and groups of children, apply school counseling practices, write reports and practice short-term counseling services under the supervision of the on-site school counselor. Prerequisite: Completion of all coursework in the program with the exception of EDF 8503 Master's Research Project. Students may not self-register for this course. Approval of lead faculty and/or academic advisor needed before registration.

EDC 8600 | Designing and Leading II (3 Credits) 
Respond to and apply to several aspects of the school reform movement. Comprehensive School Counseling Programs will be evaluated and created by focusing on the models for school counseling programs. The Comprehensive School Counseling Model and the ASCA National Model will be the focus of the program development. Engage in creating comprehensive school programs and address the process of redesigning school counseling programs. 

Full Degree Catalog

University Accreditation

Ottawa University, as a whole, is accredited by the Higher Learning Commission.

Specific degree programs within our institution have also been accredited by relevant bodies within the field:

We are proudly recognized for our commitment to student excellence by the following designations:

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