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masters in school counseling student therapy

Why Choose Saint Rose for a Master's Degree in School Counseling?

Our Masters in School Counseling program at Saint Rose prepares professional school counselors to work effectively in K-12 schools through a combination of challenging coursework and practical field experiences.

We prepare counseling professionals to address the academic, personal/social and career counseling needs of students at the elementary and secondary levels. Students in our program are trained in a comprehensive, developmental approach to providing services. An emphasis is placed on working within the three domains of the American School Counseling Association national model of providing academic, personal/social and career counseling to all students.

Program Highlights

  • The mission of our program is to prepare students to become culturally competent counselors, leaders and advocates who work in diverse school settings.
  • Saint Rose students are prepared to promote equity and access to a rigorous education for all P-12 students.
  • Our students will work to prevent and remove barriers to learning and achievement, including college and career readiness.
  • Students will learn to design, develop, implement and evaluate components of comprehensive programs to make sure that every P-12 student receives developmentally appropriate academic, career and social/emotional counseling services.
  • This 48-credit program includes 24 credits of core counseling coursework and 24 credits of specialized school counseling coursework. Included in the specialized coursework is a 100-hour practicum and two 300-hour internships in school counseling; these field experiences allow students to take knowledge gained from course work and apply it to practical situations in P-12 school settings. This is done under the cooperative supervision of a New York State-certified school counselor and a faculty liaison.
  • There are no electives in this program, which allows course work to be focused within the concentration.
  • Graduate Assistantships – Approximately 120 graduate assistantship (GA) positions are sponsored by The College of Saint Rose each academic year. They are meant to provide qualified master’s degree candidates with opportunities to augment their educational experiences.
  • Certificate of Advanced Study – The 12 or 30 credit certificate program is designed for students who have attained a Master’s Degree in Counseling or Counselor Education, and wish to acquire the necessary coursework for permanent certification as a School Counselor in New York State, and/or to advance his/her post graduate training and education. View Gainful Employment information related to this certificate program.

Course Requirements & Learning Objectives

Candidates in professional education programs at The College of Saint Rose will:

  • Acquire and apply the knowledge, skills and dispositions of disciplines relevant to candidates’ projected educational or clinical roles.
  • Apply principles and theories of lifespan human development and learning in all of its diversity to education, service learning and clinical practice, and demonstrate a capacity and disposition to continuously update that knowledge and, therefore, practice according to the best emerging research in the field.
  • Plan and implement practice that is rigorous, comprehensive, inclusive, creative and motivating, inviting students’ analytical skills and promoting their dispositions to be lifelong learners.
  • Ensure that evaluation and decision-making are data-driven, multi-faceted, collaborative and recursive, and align instructional/clinical goals, practice, assessments, and standards.
  • Develop and demonstrate personal and professional values that foster the highest ethical standards of the profession; intellectual curiosity and open-mindedness; understanding and responsiveness to multiple social and global perspectives; and collegiality and collaboration among partners in the educational or clinical process that involve children, families, community members, and other professionals.
  • Promote optimal learning opportunities and environments for all individuals in the context of their experiential, cultural, and/or racial/ethnic backgrounds, including, but not limited to learners who are speakers of non-English languages, or who are gifted, have disabilities, are educationally challenged or who have different interests, ambitions or sexual orientations.
  • Demonstrate in their practice that oral and written language is a functional, as well as social and artistic tool, for communication and thought, and as such reflect the multiple literacies of local, national and global cultures.
  • Integrate a variety of technological methods and programs to enhance pupil learning and practitioner effectiveness, facilitate candidates’ acquisition of technological skills, and their dispositions to use them.

Alumni Profile