Master of Arts in Counselor Education

Student Outcomes & Competencies

Student Outcomes

The Counselor Education Program is a student outcome based program. These outcomes are based on the competencies identified as necessary by the Florida Department of Education and by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).

Program Outcomes

The following document presents information on the  MA in Counselor Education in School Counseling pertaining to:

  • The number of graduates in the past academic year
  • Pass rates on credentialing exams
  • Completion rates
  • Job Placement rates

View Vital Program Statistics (2020)
View Vital Program Statistics (2021)
View Vital Program Statistics (2022)  
View Vital Program Statistics (2023)

Counselor Education Program Evaluation

The Counselor Education Program Evaluation Report measures our success in the implementation of our programmatic goals in the 2019-19 academic year, and is based on comprehensive results of follow up studies with our graduates, supervisors, employers, as well as data from standardized tests and portfolio assessment. Questions about the report should be directed to Chloe Lancaster at

View Program Evaluation Report (2020)
View Program Evaluation Report (2022) 

Knowledge Competencies

The objectives of the School Counseling curriculum are to prepare graduates who can conceptualize and organize a school-based program around the eight goals that characterize developmental guidance and counseling programs. Therefore, the knowledge base of graduates should include understanding the following:

  1. School environments
  2. Students' social and emotional developmental needs
  3. Students' attitudes and behaviors
  4. Students' decision-making and problem-solving skills
  5. Interpersonal and communication skills
  6. Students' school success skills
  7. Students' career awareness and educational planning
  8. Community pride and involvement.

Each of these objectives is further characterized by a set of general objectives, described through expected observable outcomes. While each of these objectives are applicable to all grade levels, particular attention is given to objectives relating to developmental stages and tasks for appropriate age groups.

Clinical Competencies and Skills for the Practice of School Counseling

Program graduates are expected to effectively perform the following competencies:

  1. Individual counseling
  2. Small group counseling
  3. Large group/classroom guidance within a comprehensive, developmental annual plan
  4. Organize an annual developmental guidance schedule
  5. Consult individually and in groups with teachers, parents, and administration
  6. Development of a series of intervention and counseling activities for dysfunctional (i.e., target) students
  7. Coordination and consultation with child study teams
  8. Plan and conduct parent education programs
  9. Participate in school improvement teams and contribute to school improvement plans
  10. Demonstrate counselor effectiveness through accountability studies
  11. Organize and manage peer facilitator programs

Professional Competencies

In addition, school counselor interns are evaluated by their internship site supervisors on their professional development and behavior. Evaluation will include but is not limited to:

  1. Professional and appropriate attire and presentation
  2. Prompt attendance for meetings with clients, staff, and the site in general
  3. Contacting the site if delayed or absent
  4. Respect for clients and coworkers regardless of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family background
  5. Honesty in all professional dealings
  6. Avoidance of unnecessary embarrassment or disparagement of clients or colleagues
  7. Demonstration of respect for clients, colleagues, and supervisory staff
  8. Maintaining confidentiality of all personally identifiable information of clients and colleagues except if disclosure is needed to provide professional service or comply with the law
  9. Taking reasonable precautions to distinguish between personal views and that of the institution and/or supervisors