School Counseling Student Handbook

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Introduction to the School Counseling Student Handbook

This handbook is intended for masters candidates, faculty members and site supervisors in our partner schools. Mutual familiarization with program objectives, policies and responsibilities is essential to student success in the program, to the fostering of rewarding mentoring relationships, and to the facilitation of successful site placements and training. Additional specific information may be found in the Graduate Studies Catalog. Through this manual, and open communication among students, faculty members and cooperating counselors, the result for will be rewarding experience for you as you become a new professional.

Please return a signed Student Responsibility Form to the office to confirm that you have read this manual and are familiar with its content.

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School of Interdisciplinary Studies and Education

A. MISSION STATEMENT

The mission of the NYIT School Counseling Program is to prepare culturally competent, ethical and skilled school counseling professionals to meet the growing needs of students. The competency-based program prepares professional school counselors to deliver comprehensive programs that promote success for all students in the areas of academic, career and college readiness, and social-emotional development.

Through advocacy, collaboration and teamwork, individual and group counseling, use of data and technology, school counselor candidates will be prepared to support, promote and enhance student achievement as agents of change and leaders in the profession.

B. CONCEPTUAL FRAMEWORK

Three characteristics make NYIT's program unique:

  • Diversity: Our commitment to diversity is evident in all we do. Our candidates learn to recognize the individual needs of diverse P-12 student populations, and to create and customize educational experiences necessary for success in the 21st century global environment.
  • Technology: Our commitment to technology integration is woven seamlessly through our beliefs and actions. Technology is an integral part of our curriculum, pedagogy and delivery systems. Our candidates learn to make meaningful connections between technologies and their applications for all learners.
  • Field Relations: Our commitment to collaboration with schools, agencies, community organizations, businesses, and policymakers, enriches our programs, our candidates, our partners, and the educational community.

C. ACCREDITATION

The New York Institute of Technology Master of Science in School Counseling program is accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). The School of Education is also accredited by the National Council for Accreditation of Teacher Education (NCATE) which is now called the Council for the Accreditation of Educator Preparation (CAEP). Student learner outcomes in each course are aligned with the standards in each course syllabus.

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School Counseling Program Overview

1. CONTEMPORARY TRENDS AND MODELS

School counseling is a profession that focuses on the relations and interactions between students and their school environment to reduce the effects of environmental and institutional barriers that impede student academic success. School counselors foster educational equity, access, and academic success in a rigorous curriculum to ensure that all students graduate from high school ready to succeed in college and careers.

School counselors must be assertive advocates creating opportunities for all students to pursue dreams of high aspirations. The counselor assists students in their academic, career, social and emotional development and helps them follow the path to success. The school counselor serves as a leader as well as an effective team member working with teachers, administrators, and other school personnel to help each student succeed. The school counselor as consultant empowers families to act on behalf of their children by helping parents and guardians identify student needs and interests, and access available resources.

School counselors must address the issues, strategies, and interventions that will help close the achievement gap between the lowest performing students and their highest performing peers. School counselors are accountable and measure success by demonstrating how their activities contribute to increasing the numbers of all students completing school academically prepared to choose from a wide range of substantial postsecondary options, including college (Transforming School Counseling Initiative, Education Trust, 2009)

School counseling is a helping process implemented by trained and credentialed personnel, which involve a variety of strategies, and activities that help students explore, academic, career and personal/social issues, which can impede healthy development or academic progress (American School Counselor Association, 2005).

When school counselors focus their efforts on the mission of school improvement they widen educational opportunities for every student and can positively impact student achievement (Stone & Dahir, 2016).

Counseling is a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals (American Counseling Association, 2010).

2. THE SCHOOL COUNSELING PROGRAM @ NYIT

Today's school counselors provide much more than academic advisement and career guidance. Academic and social pressures, childhood, and the onset of adolescence can compel students to seek experienced, caring, professional counseling and guidance in the safety of their school environment. The next generation of school counselors needs the knowledge and skills to address the concerns of administrators, teachers, and families, to successfully meet the challenges and complexities of today's diverse student populations.

The NYIT Masters of Science in School Counseling enables future counseling professionals to meet the growing needs of K-12 students by providing cutting edge instruction in effective interventions and academic, career, social-emotional, and behavioral development. Candidates explore theory and research, gain an in-depth understanding of ethical practices, and acquire solid professional and interpersonal skills on which the effective practice of counseling is based. Course assignments are designed to provide tangible benefits for candidates and are related to their work in the schools. By the end of the program, degree candidates design and complete a portfolio of their academic work tailored to meet personal and professional needs.

The Masters of Science in School Counseling program and course work is grounded in the Council for the Accreditation of Counseling and Related Education Programs (CACREP) Standards, and is accredited under the School of Education by the National Council for Accreditation of Teacher Education (NCATE) now transitioned to CAEP (Council for the Accreditation for Educator Preparation). The program has the following special features:

  • The coursework and experiential activities are focused specifically on counseling in the schools.
  • The learning objectives are grounded in the Transforming School Counseling Initiative (1997), CACREP 2009/2016 Standards, and the American School Counselor Association's National Standards (1997), the ASCA Mindsets and Behaviors (2015), and the ASCA National Model (2003, 2005, 2012).
  • Students progress through the program in a cohort model.
  • Action research, including data-driven decision making and comprehensive school counseling program development are core requirements.

3. PROGRAM MISSION STATEMENT

School Counseling Program Mission

The mission of the School Counseling Program is to prepare culturally competent and skilled school counseling professionals to meet the growing needs of K-12 students in today's schools. The competency-based school counseling program prepares professional school counselors to deliver comprehensive programs that promote success for all students (pre K-12) in the areas of academic, career and personal/social development. Through advocacy, collaboration and teamwork, leadership, individual and group counseling interventions, use of data and technology, NYIT school counselor candidates will be prepared to support, promote and enhance student achievement and success in school.

4. PROFESSIONAL SCHOOL COUNSELOR COMPETENCIES AND PERFORMANCE INDICATORS

The New York Institute of Technology School Counseling Program is organized around seven competencies which reflect the program's beliefs about what school counselors should know and be able to do to successfully meet the challenges and priorities of 21st century schools and the diverse needs of today's students. The program and course work utilizes the standards and practices of the Council for Accreditation in Counseling and Related Programs (CACREP) 2009/2016 Standards, and the ASCA School Counselor Competencies (2012).

  1. School counselor candidates will demonstrate the knowledge and skills to plan, implement, and evaluate comprehensive national standards based school counseling programs.
    • Understand the relationship of the comprehensive school counseling program to the mission of the school and the instructional program.
    • Acquire the knowledge and skills to implement school counseling strategies in academic, career and personal-social development based on the National Standards for School Counseling Programs.
    • Use individual student planning, responsive services, classroom guidance and system support to deliver academic, career, and personal-social development competencies.
    • Demonstrate the knowledge and skills to help diverse student populations successfully prepare for and transition to postsecondary opportunities.
    • Utilize strategies to help students have a greater understanding of self and their interests, motivation, achievement, talents, and career goals.
  2. School counselor candidates will acquire the knowledge and skills to consult and work collaboratively with faculty, administrators, parents/caretakers and community members to improve student success in school.
    • Become familiar with the community-based resources (e.g. mental health centers, community based organizations, business, service groups) to secure assistance for students and their families.
    • Demonstrate through verbal, written and presentation skills the ability to communicate with parents, faculty, administrators, and stakeholders.
    • Develop methods of working with teachers, administrators, parents/caretakers to advocate for improving student achievement, school climate, and student success.
    • Apply knowledge of systems theories to community and school relationships.
    • Understand the role of parents, school faculty and staff, and community members to support and inform the school counseling program.
    • Share knowledge of student development, behavior management, and learning theories with teachers and parents.
    • Design professional development activities for faculty and staff that address student growth and developmental needs.
  3. School counselor candidates will apply counseling theories and practices under supervision as appropriate in a school setting.
    • Demonstrate the appropriate use of counseling theories and techniques with students.
    • Use counseling skills and counseling processes that respect all aspects of diversity including race, ethnicity, cultural, religion, socio-economic differences, learning abilities, physical, mental or emotional disabilities and/or sexual orientation.
    • Use counseling strategies that will help students meet the high expectations of the New York State academic learning standards.
    • Become familiar with developing and implementing prevention and intervention plans for children and adolescents to address issues such as abuse, eating disorders, attention deficit hyperactivity disorder, depression, substance abuse, underachievement, etc.
    • Provide effective individual and group counseling to students that are developmentally appropriate.
    • Demonstrate brief and solution based strategic interventions as appropriate in a school setting.
    • Demonstrate the use of coping and resiliency skill building with students.
  4. School counselor candidates will consult and collaborate with faculty and administrators to create safe and respectful school environments for diverse student populations.
    • Understand the influence of school climate on student success.
    • Participate in school initiatives to create a positive school environment.
    • Use skills to develop conflict resolution and peer-mediation programs.
    • Develop strategies to address student concerns around bullying, harassment, and gang influences.
    • Use disaggregated data to identify patterns of discipline and inappropriate student behaviors.
    • Develop strategies to advocate for children and adolescents who need specialized assistance and support.
    • Apply a social justice agenda to eliminate inequities in policies and practices.
  5. School counselor candidates will use critical data elements to inform practice to best serve the needs of every student including underrepresented children and youth.
    • Demonstrate knowledge of accessing and analyzing school building and system-wide data.
    • Use data to identify environmental and educational barriers to student learning.
    • Assess students' growth towards achievement of the national standards and competencies.
    • Assess student needs and concerns with respect to culture, race, stereotyping, family, socio-economic status, gender and sexual identity, language, and learning ability.
    • Apply knowledge of action research to school improvement and school counseling outcomes.
    • Demonstrate the ability to write clear and concise analyses and evaluation reports.
    • Use data to monitor and evaluate the school counseling program's impact on student achievement and school improvement.
  6. School counselor candidates will acquire knowledge and skills in a wide variety of technology applications appropriate to counseling practice.
    • Demonstrate skills in using word processing, spreadsheet management, data-based maintenance, presentation software and web site development.
    • Use internet based research tools to access current information and research to inform practice and program development.
    • Utilize internet-based tools for communication and information dissemination for students, parents, and community.
    • Use technology applications to identify and examine issues relating to improving student achievement.
    • Design web-based applications to facilitate student educational and career planning.
  7. School counselor candidates will demonstrate responsibility for their own learning and professional development.
    • Join a local, state and/or national professional association.
    • Attend professional conferences and workshops annually.
    • Understand the relationship between counselor self-understanding and effectiveness.
    • Demonstrate knowledge of the role and responsibilities of the professional counselor, including scope of practice, ethical guidelines, state and federal laws and regulations, credentialing and licensure, and the role of professional organizations.
    • Develop a portfolio to illustrate their personal and professional, growth and development.

5. DIVERSITY IN RECRUITMENT

The School Counseling Department provides equal opportunity in its admissions, educational programs, and all activities without regard to race, color, national or ethnic origin, gender, marital status, sexual orientation, religion age, disability, veteran status or any other legally protected category.

6. ADMISSION

Admission to the school counseling program involves a series of assessments starting with the undergraduate transcript, student motivation and professionalism, preparation and readiness for the rigor of graduate study. Admission into the School Counseling program is based on faculty review of the following composite information, which starts with a required undergraduate GPA of 3.0. In addition, interested candidates complete an application, prepare the components for the department portfolio, and submit 3 recommendation forms, which speak to their ability to do graduate work and their personal attributes. Once this information is received, an interview is scheduled with applicants, during which time they will meet with faculty members individually and in a group interaction. Applicants also provide a writing sample. The program strives to include qualified students of diverse backgrounds.

Admissions Criteria:

The application process includes an application to the NYIT Graduate School, a completed school counseling program portfolio, and an interview. The following components are required for admission into the program.

  • A Bachelor's degree from an accredited institution with an undergraduate GPA of 2.85 or above on a 4.00 scale. Applicants with a GPA below 2.85 are required to submit GRE scores during the admissions process. Conditional admission may be granted to applicants with slightly lower GPA or test scores. GRE scores must be submitted by December 1 to continue matriculation.
  • Positive recommendation forms from three academic and/or professional references.
  • Demonstrated writing ability through writing samples completed in the portfolio and during the interview process. Admission may be granted with the requirement of successful completion of an external writing course.
  • A positive recommendation by a member of the school counseling faculty, based on the Admission's interview.

7. MATRICULATION

  1. Matriculation: Matriculation is granted to students who have satisfied all requirements for admission, and have been fully accepted by the School Counseling department. All conditions of admission must be met. Please see the Graduate Studies Catalog for specific admission status options. If you have any questions, contact the Graduate admissions office for clarification on your status.
  2. Registration: All graduate students are required to register for classes prior to each semester and summer session for which they are enrolled. Courses follow the cohort model and students will meet with their advisor or the program director each semester to review offerings. Students who are not up to date in paying tuition and fees, or who have not fulfilled their admission condition requirements will be unable to register for classes. Students attending classes for which they are unregistered risk forfeiting the credit they may otherwise have earned for that class.
  3. Drop/Add: As per the NYIT policy, the drop/add period for fall and spring is the first two weeks of the semester. Students may drop and add courses without financial penalty during this period as long as the drop does not result in a full withdrawal from courses for the term. A student may withdraw from a course without academic penalty through the end of the 8th week of class during a 14- or 15-week semester and through the 8th meeting during an 8 week course cycle. After this, the student must be doing passing work in order to receive a W grade. Students who are not passing after the 8th week or equivalent will be assigned the grade of WF.

    It is the student's responsibility to inform the instructor of his/her intention to withdraw from a course. If a student has stopped attending class without completing all assignments and/or examinations, failing grades for the missing work may be factored into the final grade calculation and the instructor for the course may assign the grade of WF. The grade of F is used for students who have completed the course but whose quality of work is below the standard for passing.

    Withdrawal forms are available in departmental offices and once completed must be filed with the registrar. Students should be reminded that a W notation could negatively impact their eligibility for financial aid and/or V.A. benefits, as it may change the student's enrollment status (full-time, part-time, less than part-time). International students may also jeopardize their visa status if they fail to maintain full-time status.
  4. Start Dates & Campus Location: Students are admitted to either the Old Westbury or Manhattan campus in the fall semester. Students take classes with their cohort according to the cohort plan unless approval is granted from the program director to take classes on a different campus or out of sequence.

8. FINANCIAL AID

The Financial Aid Office, located in Schure Hall (OW) or 16 West 61st Street is available to assist graduate students in securing funding for their graduate work.

  • Graduate Assistantships: NYIT offers assistantship grants for the academic year and occasionally for the summer session. These grants are distributed among full-time students of the departments having graduate programs at both the MA and OW campuses.
  • Loans & Grants: The University participates in all federal and state aid programs. The FAFSA is used to apply for all federal programs, including Federal Perkins Loan, Federal Work Study and Federal Stafford Loan. Detailed information on the application process can be obtained from the office of financial aid. New York State residents who pursue full-time study (12 credits or more) in an approved program may be eligible for the New York State Tuition Assistance program (TAP).

9. ETHICAL BEHAVIOR

Candidates in the NYIT School Counseling Program are expected to follow professional standards, including the American School Counselor Association's 2016 Ethical Standards for School Counselors and the American Counselor Association's 2014 Code of Ethics. Students in the Practicum and Internship courses are expected to abide by professional ethical codes and consult with their supervisors and instructors when ethical questions arise. More specific delineation of ethical behavior is presented below in Appendix A.

10. PROFESSIONAL BEHAVIOR

Candidates accepted into the School Counseling Program are expected to demonstrate professional behavior across academic and field settings. These behaviors include professional dress and demeanor; respectful communication and receptiveness to feedback; punctuality and compliance with attendance requirements; appropriate classroom behavior and active participation in the learning process; responsibility, initiative, and ability to collaborate within a team of colleagues; establishment and respect of proper boundaries; and sensitivity to and respect for diversity issues. The use of cell phones or other electronic devices while functioning in a professional capacity such as class or while in the field or at a school site is restricted to emergency situations only. More specific delineation of ethical and professional behavior is presented below in Appendix A.

11. SCHOOL COUNSELOR CANDIDATE DISPOSITIONS

The New York Institute of Technology School Counseling Program is aligned with the standards and practices of the Council for Accreditation in Counseling and Related Programs (CACREP) 2016 Standards and Council for the Accreditation of Educator Preparation (CAEP).

Candidates are expected to acquire and demonstrate ethical, humanistic, and reflective dispositions to successfully work in 21st century schools and meet the diverse needs of today's PreK–12 students.

Although academic performance is a crucial factor in evaluating candidate performance, there are other interpersonal and professional skills that are equally important in determining the professional readiness of a school counselor candidate to enter their chosen field. Therefore, in addition to academic performance, students in the School Counseling Department will also be evaluated at specific gateways, by the faculty, on the following professional readiness indicators.

Faculty members will rate the candidates' success in acquiring the dispositions at specific junctures: during the 1st semester; at the conclusion of practicum; and during the final semester of internship. Candidates will also rate their progress during the 2nd semester of internship. The rating sheet can be found in Appendix J.

Indicators of Professional Readiness: Essential characteristics expected of all candidates matriculated in a degree program in the School Counseling Department are as follows:

Essential characteristics InTASC Standard CACREP 2016
Standard
Professional Counseling Orientation and Ethical Practice 1 Displays an orientation to counselor behaviors which include but are not limited to: empathy, leadership, passion for helping students, collaboration, integrity, and persistence.
  1 Demonstrates emotional stability in relationships with supervisor, peers, & clients.
  9 Acts ethically on campus, in class, and at the school site.
  1 Accepts feedback and engages in reflective practice.
  1 Demonstrates professionalism in interactions, appearance, dress, and behaviors.
  1 Acts in accordance with the professional expectations of the school sites especially with regard to: attendance and promptness; respectful attitude and behavior; and adherence to school policies and procedures.
  2 Demonstrates professional and respectful manner towards university professors, site supervisors, peers, and students.
Social and Cultural Diversity 2 Acts as a social justice advocate on behalf of students.
  2 Displays attitudes and behaviors that are respectful of all aspects of diversity for students and their families.
  2 Models respect for the dignity and worth of every individual
Human Growth and Development 3 Considers situational and environmental factors that influence normal and abnormal behavior when working with students.
  3 Consults with colleagues and stakeholders regarding appropriate developmental stages.
  3 Contributes to the learning environments based on research and best practices.
Career Development 3 Models the belief that all children can succeed and have access to all postsecondary options after high school, including college.
  2 Respects the influences of diversity and gender in career planning and development.
Counseling and Helping Relationships 1 Uses appropriate skills, techniques, and behaviors in counseling interventions.
  1 Uses consultation skills to resolve and support student situations.
  1 Demonstrates excellent listening skills.
  1 Recognizes and maintains appropriate boundaries with faculty, supervisors, peers, & students.
  1 Collaborates appropriately with administrators, staff, students and families.
  1 Integrates and applies communicated feedback.
Group Counseling and Group Work   Considers student and school needs and the counseling setting when facilitating task groups, educational groups, group guidance or group counseling.
  9 Demonstrates ethical behavior when engaged in group situations.
Assessment and Testing 1 Displays behavior that is sensitive to age, gender, sexual orientation, language, ability/disability, culture, spirituality, etc. in assessing and diagnosing student situations.
    Selects assessments tools and techniques that are age, culturally, and developmentally appropriate.
Research and Program Development 1 Actively engages in activities that will improve counseling effectiveness.
  9 Displays knowledge and understanding of new trends, theories, and applications in the field.
  1 Utilizes data-driven and evidence based practice.

12. ADVISEMENT

Upon admission to the School Counseling Degree program, students will be assigned an advisor from among one of the faculty members within the department. This faculty member will be their advisor for the duration of the degree unless the student requests a change of advisor in writing.

Personal counseling is not considered the role of faculty in the advisor position, and is considered by faculty to be a conflict of interest to provide such counseling. The NYIT Wellness Center offers mental health counseling for students seeking personal assistance. Wellness Centers are located in both campuses: Manhattan – 26 West 61st Street, mezzanine level; and Old Westbury – Student Activities Center, Room 307.

13. SUPPORT FOR STUDENTS WITH DISABILITIES

NYIT adheres to the requirements of the Americans with Disabilities Act of 1990 and the rehabilitation Act of 1973, Section 504. The Office of Disability Services actively supports students in the pursuit of their academic and career goals. Identification of oneself as an individual with disability is voluntary and confidential. Students wishing to receive accommodations, referrals and other services are encouraged to contact the Office of Disability Services as early in the semester as possible although requests can be made throughout the academic year.

Reasonable accommodations are available for students who have a documented disability. Please notify your professor during the first week of class regarding accommodations needed for the course, specifically including testing modifications. Contact either Alice Burke, Senior Director Counseling and Wellness, at 516.686.7683/aburke@nyit.edu, located in Student Activities Center, Room 307 or Michael Schneider, Director of Counseling and Wellness Services, at 212.261.1773/mschne01@nyit.edu, located in 26 West 61st Street, Mezzanine Level.

14. ATTENDANCE POLICY

School counseling degree candidates are expected to conduct themselves in a professional manner at all times. This includes taking your classes as seriously as you do your current work position and as you must in your future position as a school counselor.

You are expected to attend all classes, show up on time for each, and remain for the entire class session. It is your responsibility, and not a classmate, to notify your professor in advance of an absence. Time missed (lateness and absences) will be made up prior to the completion of the semester and will affect your participation grade. Candidates who do not meet this responsibility in a timely manner, may be assigned an INC or a grade of F.

Absences due to professional responsibilities and illness will be considered on a case by case basis if communicated with your professor (via phone or email) in advance. Experiential components and your participation are expected in every school counseling course. Students are also responsible for obtaining missed notes or assignments from fellow students. Handouts and notes should be kept organized and brought to each class.

15. MAINTAINING MATRICULATION

Students are required to sign a "Statement of Understanding" (Appendix B) when they are initially admitted into the program. Completion of the masters degree program is dependent not only upon academic performance, but the demonstration of appropriate interpersonal skills, professional demeanor, and social and ethical judgment. Grades are only part of what is needed for a student to be successful in the School Counseling Program. If concerns arise, students will be directed to do one of the following: participate in a writing and/or speech course, drop temporarily from the program, perform voluntary or paid work in a school, repeat a course, seek personal counseling, or withdraw from the program permanently. Students have the right to appeal any grade or decision about her/his standing in the program.

a) Assessment of Student Progress: Academic and Dispositions

A review of each student's progress is conducted by the faculty at the conclusion of the first semester. Although most problems are identified prior to the completion of the first semester, instructors use the Student Progress Assessment form to evaluate students in several critical areas early on in the student's plan of study. These forms are reviewed and discussed in the January faculty meeting as a means of ensuring that all students with problems are identified and remediated or counseled out of the program. All faculty members, including adjuncts, complete this First Semester Evaluation (Appendix C) for every student.

b) Remediation

In cases whereby a student's academic performance does not meet the minimal standards, program commitments are not met due to unavoidable absences, and/or field expectations are not satisfactorily met within the designated time frames, a Student Remediation Plan will be developed, and academic probation considered.

  1. The student will meet with concerned faculty to discuss the issue. No more than two requests to meet by the faculty member will be made. If the meeting does not occur in a timely manner, then the faculty member will develop a remediation plan.
  2. If the issue is not resolved, the student will meet with the full time/core faculty members;
  3. The student and faculty will devise a plan to resolve the issue and a subsequent contract will be signed by all concerned parties (Student Remediation Plan Form – see Appendix C). These forms are kept in the student's file.
  4. When the contract is fulfilled, the student will report back to the School Counseling Program Supervisor for faculty review
  5. The student will be reinstated, a new plan will be developed, or the student will be dismissed;
  6. If the student is in disagreement with the recommendation, he/she may file an official grievance pursuant to University criteria. See the NYIT dismissal policy in Appendix G.
c) Degree Completion

Graduate students in the school counseling program must abide by all of the criteria set forth by the University in terms of academic scholarship. Graduate students must comply with both ethical codes and professional standards of practice. Any questions should be addressed immediately with, and documented by, the student's program advisor and chairperson, and where appropriate, the site supervisor counselor at the practicum or internship site.

Academic Probation and Dismissal: A graduate student must achieve a minimum cumulative grade point average (GPA) of 3.00 to graduate. The first time a student's cumulative GPA falls below 3.0, the student shall be placed on Probation for his/her next regular semester. The student will receive a letter from the School Counseling Program outlining available academic support services and requiring the student to meet with an academic advisor. A student on Probation status cannot register for more than 6 credits or the minimum until he/she is removed from probation.

When a student's cumulative GPA falls below the minimum 3.0 required for three sequential (not necessarily contiguous) regular semesters, the student will be dismissed from the college. Dismissal is defined as ineligible to pursue credit-bearing courses at NYIT for a period of two academic years or until a minimum GPA of 3.0 is earned for the most recent 6 credits taken at another accredited United States institution of higher education.

Students may be also dismissed from the program for reasons other than academic (for example, plagiarism; verbal, non-verbal, or written communication problems) and for overt violations of current professional codes of ethics (e.g., ACA & ASCA).

Students may be dismissed for "personal unsuitability for the profession" as determined by standards and ethics consistent with ACA and ASCA ethical codes, CACREP Standards, School Counseling Department Dispositions, arrest and/or conviction of a felony. Examples of behavior which would lead the faculty to professionally judge a student as such are:

  1. consistent inability to assess problem situations in an educational setting and determine how to negotiate/compromise or otherwise resolve the situation
  2. consistent inability to recognize personal boundary/power issues which inhibit or prevent the student from learning appropriate professional behavior/counseling skills
  3. consistent inability to work as a team member with peers, colleagues, or school-based professionals; or
  4. consistent inability or refusal to participate, without advisor consultation, in learning activities designed to promote and improve the student's self-understanding, self- analysis skills and interpersonal skills.

If the student is in disagreement with the recommendation, he / she may file an official grievance pursuant to University criteria. See the NYIT dismissal policy in Appendix G.

Appeals Concerning Civil Rights Members of the community who believe they have not been accorded rights under the Civil Rights Act of 1964 or Title IX of the Higher Education Amendments of 1972 should contact the Director of Equal Opportunity Programs.

d) Suspension

Suspension from a field placement and/or the School Counseling Department may occur for several reasons. These can include, but are not limited to: unethical behavior; unprofessional conduct; refusal to complete tasks; lack of completion of requirements within a timely manner; unexplained or unexcused absences; non-compliance with university, program, or field policies; incompetence; or personal psychological or emotional disturbances which are academically incapacitating. Direct consultation with the student, and documentation of the issues, will occur prior to the suspension. Students may also be dismissed from a field placement upon the request of a cooperating counselor or faculty site supervisor.

f) Termination

Grievous violations of policies or procedures, or gross incompetence, which may result in harm to another person, and/or signify an inability to act in a professional capacity, may result in termination of the student from a field experience and/or the program. Reasons for such termination may include but are not limited to: falsification of documents; insubordination; sexual harassment; moral turpitude; gross immorality; administering corporal punishment; violation of field board policy; actions blatantly detrimental to the welfare of others; felony conviction; or failure to notify the program director of any event which would invalidate university clearance of the student.

g) Grievance Procedure

If a student has complaints about a course or an instructor, the first step is to speak with the instructor involved. If a satisfactory understanding cannot be reached, the student should make an appointment to see the department chair. If the matter remains unsolved after meeting with the department chair, an appeal may be made to the Dean of the School of Education. Providing supporting documentation regarding the matter is recommended.

16. STUDENT ORGANIZATIONS

Chi Sigma Iota
Chi Sigma Iota is an international honor society for counseling students and professionals. Candidate eligibility for membership in the Nu Chi Phi chapter at NYIT is based on academic achievement in the graduate program. Candidates who are fully admitted to the program are eligible to apply for membership after completing one semester with a grade point average of 3.5 or higher. Candidates admitted to the program on a probationary status must first fulfill the requirements to be removed from probation and complete two semesters with an overall GPA of 3.5 or higher. Additional information about Chi Sigma Iota is available at http://www.csi-net.org/.

WE CAN
World Educators' and Counselors' Advocacy Network (WECAN) is a student organization created by the first cohort of NYIT School Counseling students. Membership is open to all faculty and students in the school counseling program and or counseling and educationally related programs. We CAN's Mission is "to be prepared as leaders and advocates in the counseling professions. We are devoted to upholding a high level of scholarship that focuses on the research and technology within the counseling field".

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School Counseling Program Components

ACADEMIC COMPONENTS (PDF)

  1. Degree Map
  2. Cohort Plans
  3. Gateways
  4. Exit Interview

FIELD EXPERIENCE REQUIREMENTS

1. Overview

Practicum and Internship Overview

Candidates complete supervised field experience during the practicum and internship courses taken in the second and third years of the program. An explanation of the field experience requirements and necessary documentation can be found in the Practicum and Internship Manual and the course syllabi.

In the practicum experience, candidates are required to complete 100 hours at one school, including 50 hours of direct service, supervised by a tenured, certified, school counselor. School based field experience assignments are assigned in each course prior to practicum.

A six hundred hour internship, including three hundred hours of direct service, is required of each student under supervision of a tenured, certified, school counselor. Program guidelines require each intern to have experiences in two school levels with a minimum of 100 hours in the second experience. Depending upon the primary placement, interns may allocate their time equally at each level (example 300 hours at the high school and 300 hours at the middle school).

Please refer to the School Counseling Practicum and Internship Manual, which is updated and distributed annually.

2. Placement Process

i. Selecting a Practicum or Internship Site

Candidates will work with university faculty to determine sites for practicum (EDCO 870) and internship (EDCO 730 and 740). Please refer to the data base of cooperating counselors and directors of school counseling with whom we have established a relationship to identify sites. All sites must be pre-approved before final arrangements are made.

You will not be permitted to intern in the high school you attended as a student. You must avoid all dual relationships (spouse, family, relatives working in the school, etc.) as this complicates and interferes with your growth as a professional. Please check residency requirements as some suburban districts will not allow residents to intern (or student teach) if they live in the district. All placements must be approved in advance of starting the practicum/internship experience.

Once you accept a placement with a cooperating counselor, you must honor that agreement. Make sure that you are certain about a site before making a commitment so that we can maintain positive relationships with all of our cooperating counselors.

ii. Fingerprinting Clearance

Candidates applying on or after July 1, 2001 for certification must be cleared by the New York State Education Department through a fingerprint-supported criminal history background check. This includes all applicants for certification, as well as all prospective employees of school districts, charter schools and boards of cooperative educational services (BOCES). Candidates fingerprinted and cleared by the New York City Board of Education after July 1, 1990, may submit that clearance to the Department to satisfy this requirement.

Detailed information and forms (including the form to submit New York City clearance information to New York State) can be found at the Office of School Personnel Review and Accountability (OSPRA) Web site http://www.highered.nysed.gov/tcert/ospra/ . Your fingerprinting clearance must be submitted prior to registering for practicum.

iii. Finalizing the Practicum or Internship Placement

Once your site cooperating counselor is approved, you will need to complete several forms to turn in for clearance. Please note, all of these forms are in the manual and available to you electronically.

  • Practicum/Internship Statement of Understanding. This form is a reminder that your supervisors are ultimately responsible for safeguarding your students and therefore have the option of removing you from practicum or internship when necessary.
  • Practicum/Internship Placement Information Form. This form includes information, which you, your seminar instructor, and the field supervisor will use to reach you both at home, work, and at your practicum or internship site.
  • Practicum/Internship Agreement Form. This form includes the name and address of the school and requires the signatures of your cooperating counselor.
  • Practicum/Internship Cooperating Counselor Agreement Form. This form provides your cooperating counselor with information about their responsibilities and requires her/his signature of your cooperating counselor.
  • Taskstream. After completing the paperwork to approve your placement, upload the following documents to Taskstream: Resume, cover letter, proof of fingerprinting, proof of student membership in ACA or ASCA, candidate placement agreement form, cooperating counselor agreement form, and the application checklist. Once your placement is approved, provide demographic information about your school placement in Taskstream.
  • Ongoing logs of school counseling activities. At the conclusion of the semester, all remaining forms are due. This includes: the End of Semester Evaluation, Site Visit Review, Candidate Disposition Performance Assessment, and the Intern's evaluation of Field Experience.

3. Professional Association Membership

Candidates are encouraged to join and actively participate in local, regional, and national professional organizations as part of their professional development. A list of associations and organizations is provided in Appendix H. Candidates are required to maintain student membership in either the American School Counselor Association or the American Counseling Association throughout the duration of their practicum and internship. Student membership grants candidates access to numerous resources as well as professional liability insurance.

CREDENTIAL REQUIREMENTS

1. Current Requirements For Provisional Certification: School Counselor

The NYIT School Counseling Program is a registered program with the NY State Office of Teaching initiatives. This means that the program has been approved in advance by the New York State Education Department as containing the studies required for certification as a New York State School Counselor. Candidates who have successfully completed the 48 Masters Degree program are eligible to apply for the provisional Certification as a school counselor.

a) Pathway: Institutional Recommendation

NYIT provides an institutional recommendation for a candidate who has applied for provisional certification. Send the receipt for filing certification to the department chairperson and the chairperson will provide the Dean or certification officer with a confirmation of graduation.

b) Pathway: Individual Evaluation

The individual evaluation pathway is for candidates who have filed for certification PRIOR to graduation. Candidates must submit original credentials for evaluation including any non- coursework requirements, such as fingerprint clearance, child abuse certification, SAVE certification, and NYIT transcripts. Detailed information can be found at the NYS Education Department website at: http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do

2. Requirements For Permanent Certification: School Counselor

Additional coursework is available for post-masters students seeking permanent certification as a school counselor. Permanent certification requires an additional 12 credits (beyond the 48 credit masters degree). Permanent certification also requires two (2) years paid, full-time experience as a school counselor.

Institutional Recommendation upon completion of the Maters in School Counseling Program is only for Provisional (Initial) Certification not Permanent Certification. After receiving Provisional Certification, you must have worked two years in an approved, full-time, paid Pupil Personnel position in order to be eligible and completed the additional graduate level credits necessary to bring you to 60 credits total. This requirement refers to any combination of experience, acceptable to the Commissioner, in one or more of the pupil personnel services: school attendance teacher, school counselor, school dental hygiene teacher, school nurse-teacher, school psychologist, and school social worker. Make sure the additional credits between your 48 credit masters and the 60 required credits are from an approved and registered Counseling masters program.

Go to the TEACH web site at www.nysed.gov to apply for permanent certification. If you have additional questions, please call the NYS TEACH system at (518) 474-3901.

E. EXIT CRITERIA

1. E-Folio

Graduation criteria: In order to be awarded the masters degree each student must have a cumulative minimum GPA of 3.0. They must be in good academic and professional standing in the program, and have successfully completed the Practicum, Internship I and Internship II. In addition, students submit a comprehensive E-Portfolio showing professional growth and accomplishment. Students who have met all of the above requirements are approved for graduation, and can receive an institutional recommendation for applications for certification credentials.

Each Candidate completes the professional e-folio during the Internship II class, prior to graduation. The E-folio is the "keystone" assignment for Internship II. Some components are developed throughout the program and are saved in TASKSTREAM. Guidelines are provided in both Internship I and Internship II.

The e-folios is completed and presented in the semester at the end of which graduation is anticipated.

2. Program Evaluation And Dissemination Of Information

Student Course Evaluation: At the end of each semester each student completes a course evaluation for each course.

Supervisor Assessment: Cooperating counselors for Practicum and Internship students complete an assessment of each student and her/his progress. The assessment is conducted each semester.

Student Assessment of Internship Site: At the end of the internship experience, each student provides feedback regarding their experiences at the internship site.

Exit Interview Survey: Each graduate meets with the department chair to complete an exit interview. This information is used to inform program, procedural and policy decisions.

Alumni Survey: Every 3 years, alumni will be asked to complete an alumni survey, in which the program is evaluated.

Employer Survey: Every 3 years, employers of the School of Education graduates will be asked to complete a survey in which our program and the alumni are evaluated.

Dissemination of Program Information: There are multiple means by which program information is disseminated. Updates are sent out regularly on the school counseling list serve and posted on the school counseling website. Alumni receive information from the alumni office and department. Program information and announcements are posted on our website.

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Appendices

Appendix A – Ethical & Professional Guidelines

ASCA and ACA discipline specific guidelines are introduced, distributed, and reviewed during students' first semester (Foundations of Counseling and Introduction to School Counseling). In addition, general program ethical and professional guidelines to which all students are expected to adhere include:

  1. Respect of and adherence to professional standards, and state laws.
  2. Awareness of and compliance with university program and field policies and protocols.
  3. Conformity to stated research protocols, Human Subject Review criteria & guidelines.
  4. Use of appropriate professional dress and language.
  5. Maintenance of role consistent with graduate students in training.
  6. Demonstration of professional behavior when working with NYIT peers, faculty, and staff.
  7. Demonstration of responsible behavior regarding classes and site commitments:
    1. Appropriate notification and limited amount of absences.
    2. Active involvement in learning process, timely preparation of required work, participation and follow through.
    3. Receptiveness to feedback and demonstration of applying feedback in course work, on school sites, and in program related situation.
    4. Team player, Collaboration ability.
    5. Initiative, Responsible nature
  8. Maintenance of professional boundaries:
    1. Preservation of confidentiality.
    2. Avoidance of dual relationships.
    3. Professional verbalizations and behavior.
  9. Completion of required NYSED modules in:
    1. Mandated Reporter Child Abuse Training.
    2. Safe Schools and Violence Prevention Training.
    3. Dignity for All Students Act (DASA).
  10. Acquisition of ASCA or ACA membership. Encouragement of additional professional organization memberships specific to counseling such as NYSSCA).Encouragement of honor society membership, CHI SIGMA IOTA.
  11. Procurement of professional liability insurance through ASCA or ACA.
  12. Fingerprint clearances are required for practicum and internship.
  13. Academic honesty including following APA guidelines to avoid plagiarism, never reusing assignments in different courses, and collaborating with classmates as a team player on group assignments.
  14. Respect for diversity and seeking cultural competence.
  15. The faculty reserves the right to either place students on probation, or terminate their program of study based on inability to academically perform or due to unprofessional or unethical behavior. If such issues arise, a full faculty review would ensue, with an emphasis on possible remedial interventions. Students would be notified in writing, and the issues would be discussed in person, if the student desired.

Appendix B – Candidate Statement of Understanding

Appendix C – Assessment of Student Progress: 1st Semester Evaluation

Appendix D – Student Remediation Plan

Appendix E – Student Advisement Form

Appendix F – Agreement Concerning Completion of an Incomplete Grade

Appendix G – Course Descriptions

Appendix H – Student Policies

STATEMENT OF ETHICS

Candidates in the NYIT school counseling program are expected to follow professional standards, including the American School Counselor Association's 2010 Ethical Standards for School Counselors and the American Counselor Association's 2014 Code of Ethics. Students in the Practicum and Internship courses are expected to abide by professional ethical codes and consult with their supervisors and instructors when ethical questions arise. More specific delineation of ethical behavior is presented in Appendix A.

BASIS FOR GRADE CHANGES

A final course grade may be changed only if there is unequivocal evidence that one or more of the following applies:

  1. It was a direct result of arbitrary and capricious conduct on the part of the instructor;
  2. The instructor discriminated against the student on the basis of a protected classification as the term is defined by Federal Law, New York State Law, or the Administrative Code of the City of New York;
  3. The grade was incorrectly calculated;
  4. A clerical error occurred in recording the grade; or
  5. A mitigating circumstance prevented the student from completing a final assignment or attending the final examination. In such cases, a grade may be changed to either a "W" or "I" pursuant to the rules governing these grades.
    • In cases where the grade has been changed to an "I", the student shall have one (1) additional semester and a summer beyond the final decision of the Grade Appeals Committee in which to complete the work. The temporary grade of incomplete (I) shall change to a failing (IF) grade if the student does not complete all work by the end of the allotted time (see schedule in the catalog). Such an IF grade may not be challenged, and the course must be repeated by the student to receive credit.
  6. A grade awarded on the basis of academic dishonesty may not be appealed under this procedure, unless the charge has been resolved in favor of the student pursuant to NYIT's Academic Integrity Policy.
GRADE APPEALS

A student may file a formal challenge to a grade on any of the grounds set forth in subsections a. through e. above. The student must present positive, detailed and specific evidence in support of his/her claim. If the instructor declines the change of grade, the student may continue through the appeals process as described in the NYIT Student Handbook. The appeals process adheres to the following timeline:

GRADE APPEAL TIMELINE
  • Student challenges grade from previous semester … By third week of semester
  • Instructor notifies student of decision … By fifth week of semester
  • Grade change, if any, submitted to registrar … By sixth week of semester
  • Chairperson mediates dispute … By seventh week of semester
  • Student or instructor submits dispute to academic dean … By ninth week of semester
  • Student or instructor submits dispute to Grade Appeals Committee … By 11th week of semester
  • Meeting of Grade Appeals Committee … By 13th week of semester
WITHDRAWAL POLICY

A student may withdraw from a course without penalty through the end of the 8th week of class during a 14- or 15-week semester and through the 8th meeting during an 8week course cycle. After this, the student must be doing passing work in order to receive a W grade. Students who are not passing after the 8th week or equivalent will be assigned the grade of WF.

It is the student's responsibility to inform the instructor of his/her intention to withdraw from a course. If a student has stopped attending class without completing all assignments and/or examinations, failing grades for the missing work may be factored into the final grade calculation and the instructor for the course may assign the grade of WF. The grade of F is used for students who have completed the course but whose quality of work is below the standard for passing.

Withdrawal forms are available in departmental offices and once completed must be filed with the registrar. Students should be reminded that a W notation could negatively impact their eligibility for financial aid and/or V.A. benefits, as it may change the student's enrollment status (full-time, part-time, less than part-time). International students may also jeopardize their visa status if they fail to maintain full-time status.

SUPPORT FOR STUDENTS WITH DISABILITIES

NYIT adheres to the requirements of the Americans with Disabilities Act of 1990 and the rehabilitation Act of 1973, Section 504. The Office of Disability Services actively supports students in the pursuit of their academic and career goals. Identification of oneself as an individual with disability is voluntary and confidential. Students wishing to receive accommodations, referrals and other services are encouraged to contact the Office of Disability Services as early in the semester as possible although requests can be made throughout the academic year.

Reasonable accommodations are available for students who have a documented disability. Please notify your professor during the first week of class regarding accommodations needed for the course, specifically including testing modifications. Contact either Alice Burke, Senior Director Counseling and Wellness, at 516.686.7683/aburke@nyit.edu, located in Student Activities Center, Room 307 or Michael Schneider, Director of Counseling and Wellness Services, at 212.261.1773/mschne01@nyit.edu, located in 26 West 61st Street, Mezzanine Level.

ACADEMIC INTEGRITY AND PLAGIARISM POLICIES

Each student enrolled in a course at NYIT agrees that, by taking such course, he or she consents to the submission of all required papers for textual similarity review to any commercial service engaged by NYIT to detect plagiarism. Each student also agrees that all papers submitted to any such service may be included as source documents in the service's database, solely for the purpose of detecting plagiarism of such papers.

Plagiarism is the appropriation of all or part of someone else's works (such as but not limited to writing, coding, programs, images, etc.) and offering it as one's own. Cheating is using false pretenses, tricks, devices, artifices or deception to obtain credit on an examination or in a college course. If a faculty member determines that a student has committed academic dishonesty by plagiarism, cheating or in any other manner, the faculty has the academic right to 1) fail the student for the paper, assignment, project and/or exam, and/or 2) fail the student for the course and/or 3) bring the student up on disciplinary charges, pursuant to Article VI, Academic Conduct Proceedings, of the Student Code of Conduct. The complete Academic Integrity Policy may be found at NYIT Policies.

POLICY ON ACADEMIC PROBATION AND DISMISSAL

A graduate student must achieve a minimum cumulative grade point average (GPA) of 3.00 to graduate.

  • Probation: The first time a student's cumulative GPA falls below 3.0, the student shall be placed on Probation for his/her next regular semester. The student will receive a letter from the School Counseling Program outlining available academic support services and requiring the student to meet with an academic advisor. A student on Probation status cannot register for more than 6 credits or the minimum until he/she is removed from probation.
  • Dismissal: When a student's cumulative GPA falls below the minimum 3.0 required for three sequential (not necessarily contiguous) regular semesters, the student will be dismissed from the college.

Dismissal is defined as ineligible to pursue credit-bearing courses at NYIT for a period of two academic years or until a minimum GPA of 3.0 is earned for the most recent 12 credits taken at another accredited United States institution of higher education.

The decision of dismissal shall be automatically appealed to The Committee on Academic Probation and Dismissal. The Committee on Academic Probation and Dismissal may uphold the dismissal decision or may recommend reversal of the dismissal decision and may impose additional conditions for continuing registration. Students are limited to one appeal per semester and the committee's decision is binding and final.

GRIEVEANCE PROCEDURE

If a student has complaints about a course or an instructor, the first step is to speak with the instructor involved. If a satisfactory understanding cannot be reached, the student should make an appointment to see the department chair responsible for the specific course. If the matter remains unsolved after meeting with the department chair, an appeal may be made to the dean of the school offering the course. Providing supporting documentation regarding the matter is recommended.

POLICY FOR RECOMMENDING STUDENTS FOR CREDENTIALING AND EMPLOYMENT

Faculty members may provide endorsement to candidates and alumni who have successfully completed the required coursework and field experience. Alumni requesting faculty endorsement should contact the school counseling department office to be connected to faculty members. A recommendation reflects a faculty member's familiarity and experience with the candidate's performance and demonstrated dispositions.

Appendix I – Support Systems and Resources

LIBRARY RESOURCES

All students can access the NYIT virtual library from both on and off campus at www.nyit.edu/library. The same login you use to access NYIT e-mail and NYITConnect will also give you access to the library's resources from off campus.

On the library's home page, you will find the "Library Catalog," "Find Journals," "Research Guides," and select "Video Tutorials" to find information on using the library's resources and doing research.

Should you have any questions, please see Research Assistance, or submit a web-based Ask-A-Librarian form.

WRITING CENTER

Provides tutorial assistance for all types of writing assignments and tasks. Old Westbury campus: 516.686.7557, Manhattan campus: 212.261.1577

HEALTH AND WELLNESS

NYIT's Counseling and Wellness Centers offer short-term counseling to NYIT students who may be experiencing personal, social, or academic concerns. Old Westbury campus: 516.686.7976, Manhattan campus: 212.261.1770

ENROLLMENT SERVICES CENTER

The Enrollment Services Center (ESC) is a one-stop resource where you can get answers to your questions, take care of your registration and financial needs, and learn more about all that NYIT has to offer. The ESC managers are trained to look at students holistically, anticipating issues before they arise and making sure students always have the right information to keep their college career on track. Old Westbury campus: Harry Schure Hall, first floor. Manhattan campus: 16 W. 61st St., first floor. Phone: 516.686.7878 (both NY campuses) / E-mail: askssc@nyit.edu.

PROFESSIONAL ASSOCIATION WEBSITES

Appendix J – Candidate Dispositions

Appendix K – Program Faculty

Appendix L – Student Responsibility Form