Certification Requirements for Initial Student Services Certificate

PURPOSE: The State Board of Education is authorized to grant certificates of license to teach in any of the public schools of the state and establish requirements and qualifications for those certificates. This rule outlines the requirements for application for each of the various areas of certification within the Initial Student Services Certificate. (1) An applicant for a Missouri Initial Student Services Certificate, valid for a period of four (4) years, may be granted an Initial Student Services Certificate subject to the certification requirements found in 5 CSR 20-400.500 and the following additional requirements: (A) The Initial Student Services Certificate for Career Education Counselor, valid for a period of four (4) years from the effective date of the certificate, will be issued to those persons meeting the following requirements: 1. The applicant must have secured a Career Education Counselor position in their area of professional/technical preparation and/or training and the employing school district or postsecondary institution must request and endorse certification for the applicant; 2. The applicant must either— A. Possess a bachelor’s degree in education from an educator preparation program approved by the Missouri Department of Elementary and Secondary Education (department); or B. Possess a permanent or professional or a career education certificate of license to teach; and 3. Completion of a minimum of a master’s degree from an accredited institution in one (1) of the following areas: education, school counseling, counseling, rehabilitation counseling, vocational evaluation, counseling psychology, or a closely-related mental health discipline; and complete additional graduate coursework specific to school counseling, as designated by the recommending certification official approved by the department, including a supervised internship or field experience of at least three hundred (300) hours in an appropriate school setting; (B) The Initial Student Services Certificate for School Counselor (Grades K-12), valid for a period of four (4) years from the effective date of the certificate, will be issued to those persons meeting the following requirements: 1. Recommendation for certification from the designated official of a counselor preparation program approved by the department; 2. Completion of a course in Psychology/Education of the Exceptional Child; and 3. The applicant must possess either— A. Completion of a master’s degree with a major emphasis in school counseling from a college or university meeting approval of the department, based upon the completion of a planned program of at least forty-two (42) semester hours of approved graduate credit courses in counseling with at least twelve (12) semester hours focused upon counseling in the elementary and secondary schools— (I) Knowledge and/or competency in each of the following areas: (a) Student Development— I. Human Growth and Development; II. Counseling Theories and Interventions; III. Helping Relationships; IV. Social and Cultural Diversity; V. Appraisal of Student Growth and Achievement; and VI. Career Development and Planning; (b) Program Implementation— I. Structural Components; II. Program Components; III. Technology; and IV. Program, Personnel, and Results Evaluation; (c) Professional Relationships— I. Interpersonal Skills; II. Collaboration; III. Consultation Theories and Strategies; and IV. School and Community Involvement; (d) Leadership and Advocacy— I. Personal Well-Being; II. Leadership and Professionalism; III. Student Advocacy; IV. Program Leadership; and V. School Climate and Culture; (e) Ethical and Professional Conduct— I. Ethical Standards; II. Professional Standards; III. District and School Policies; and IV. Legal Requirements; and (II) Field and Clinical Experience (three (3) semester hours minimum of three hundred (300) clock hours of which two hundred (200) clock hours will be in a major area (elementary or secondary); fifty (50) clock hours in a minor area (elementary or secondary); and the remaining fifty (50) clock hours will be at the discretion of the program and candidate)— (a) Culminating Clinical Experience. This refers to elementary and secondary school placement(s) in which candidates actively participate and complete class assignments and work with students as requested while under the supervision of a school counselor. The candidate should experience a wide range of class settings and have opportunities to collaborate with the supervising school counselor, preparation program supervisors, and/or other stakeholders working to improve student learning; or B. A master’s degree or higher degree in education, school counseling, counseling, counseling psychology, rehabilitation counseling, or a closely-related mental health discipline; and completed additional graduate coursework specific to school counseling, as designated by the recommending certification official of a counselor preparation program approved by the department; along with the following: (I) Possess a bachelor’s degree in education from a educator preparation program approved by the department; or (II) Complete a curriculum in teaching methods and practices, classroom management, and the psychology of the exceptional child, as specified by the recommending certification officer of a counselor preparation program approved by the department; and (III) Field and Clinical Experience (minimum of three hundred (300) clock hours of which two hundred (200) clock hours will be in a major area (elementary or secondary); fifty (50) clock hours in a minor area (elementary or secondary); and the remaining fifty (50) clock hours will be at the discretion of the program and candidate)— (a) Culminating Clinical Experience. This refers to elementary and secondary school placement(s) in which candidates actively participate and complete class assignments and work with students as requested while under the supervision of a school counselor. The candidate should experience a wide range of class settings and have opportunities to collaborate with the supervising school counselor, preparation program supervisors, and/or other stakeholders working to improve student learning; and 4. Must achieve a score equal to or in excess of the qualifying score of any assessment(s) required by the State Board of Education (board). The official score report shall be submitted to the department; (C) The Initial Student Services Certificate for School Psychological Examiner (Kindergarten – Grade 12), valid for a period of four (4) years from the effective date of the certificate, will be issued to those persons meeting the following requirements: 1. The applicant shall hold a valid Missouri professional teaching certificate or student services certificate of license to teach as an elementary or secondary school counselor; 2. Completion of a master’s degree from a college or university meeting approval of the Missouri Department of Elementary and Secondary Education in one (1) of the following areas: A. Counseling Psychology; B. Educational Psychology; C. School Counseling; and D. Education; 3. Recommendation for certification from the designated official of an approved Psychological Examiner preparation program; 4. Completion of a course in Psychology/Education of the Exceptional Child; 5. The applicant must achieve a score equal to or in excess of the qualifying score on the required exit assessment(s) as defined in 5 CSR 20-400.310 and 5 CSR 20-400.440. The official score shall be submitted to the department; and 6. A minimum of twenty-four (24) semester hours of professional preparation at the graduate level with competencies demonstrated in all areas listed to the satisfaction of an approved preparation program— A. Course Areas— (I) Psychological Development: Child, Adolescent, or Developmental Psychology; (II) Psychology of Education; (III) Statistical Methods; (IV) Psychology of Personality or Psychodiagnostics; (V) Psychological Tests and Measures for the Analysis of Student Performance; (VI) Individual Intelligence Tests; and (VII) Individual Diagnostic Assessments (other than the Wechsler Scales and the Stanford-Binet Intelligence Scale); B. Competencies— (I) Applying Methods and/or Techniques of Interpretation of Tests; (II) Analyzing and Identifying Differences to include tiered systems for supporting instruction and behavior; (III) Interpreting Formal and Informal Diagnostic Assessments and Applying to Guide Interventions; (IV) Utilizing Knowledge of Classroom Environment, Psychological Principles, and Data to assist in the development of student educational plans; (V) Applying Diagnostic Inter-viewing Techniques; (VI) Collaborating and Consulting with Other Professionals to Identify Instructional Strategies; (VII) Administering and Interpreting the Wechsler Scales, the Stanford-Binet Intelligence Scale, and other psychoeducational instruments; and (VIII) Providing services consistent with ethical, legal, and professional standards; and C. Field and Clinical Experiences (minimum of one hundred fifty (150) clock hours)— (I) Culminating Clinical Experience. This culminating clinical experience must be in an educational setting with children and youth of school age while under the supervision of a certified School Psychological Examiner or School Psychologist. The culminating clinical experience must include the administration and interpretation of individual intelligence tests, formal and informal diagnostic procedures, and the application of the information to develop instructional strategies; (D) The Initial Student Services Certificate for School Psychologist, valid for a period of four (4) years from the effective date of the certificate, will be issued to those persons meeting the following requirements: 1. Completion of a specialist or higher degree with a major emphasis in school psychology from an approved School Psychologist preparation program; 2. Recommendation for certification from the designated official of a School Psychologist preparation program approved by the department; 3. A minimum of sixty (60) semester hours of professional preparation at the graduate level with competencies demonstrated in all areas listed to the satisfaction of an approved School Psychologist preparation program— A. Psychological Foundations— (I) Biological Bases of Behavior; (II) Human Learning; (III) Social and Cultural Bases of Behavior; (IV) Child and Adolescent Development; (V) Individual Differences, including human exceptionalities; and (VI) Developmental Psychology; B. Educational Foundations— (I) Instructional Design; and (II) Organization and Operations of Schools; C. Interventions/Problem Solving— (I) Diverse Methods and Models of Assessment; (II) Linked to Direct Interventions; and (III) Linked to Indirect Interventions; D. Statistics and Research Methodologies— (I) Statistics; (II) Research and Evaluation Methods; and (III) Measurement; and E. Professional School Psychology— (I) History and Foundations of School Psychology; (II) Legal and Ethical Issues; (III) Professional Issues and Standards; (IV) Alternative Models for Delivery of School Psychological Services; (V) Emergent Technologies; and (VI) Roles and Functions of the School Psychologist; 4. Competencies— A. Data-Based Decision Making and Accountability. School psychologists have knowledge of varied models and methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs; B. Consultation and Collaboration. School psychologists have knowledge of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and methods to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate effectively with others; C. Interventions and Instructional Support to Develop Academic Skills. School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data collection methods and to implement and evaluate services that support cognitive and academic skills; D. Interventions and Mental Health Services to Develop Social and Life Skills. School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-based strategies to promote social–emotional functioning and mental health. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health; E. School-Wide Practices to Promote Learning. School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others; F. Preventive and Responsive Services. School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery; G. Family–School Collaboration Services. School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning and mental health; and strategies to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social–behavioral outcomes for children; H. Diversity in Development and Learning. School psychologists have knowledge of individual diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide effective professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations for all aspects of service delivery; I. Research and Program Evaluation. School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings. School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels; J. Legal, Ethical, and Professional Practice. School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills; and K. Information and Technology. Demonstrate an understanding of information sources and technology relevant to their work; 5. The applicant must achieve a score equal to or in excess of the qualifying score on the required exit assessment(s) as defined in 5 CSR 20-400.310 and 5 CSR 20-400.440. The official score shall be submitted to the department; and 6. Field and Clinical Experiences (minimum of one (1) year or one thousand two hundred (1,200) clock hours)— A. Culminating Clinical Experience. This culminating clinical experience must be a planned program of experiences and supervised internship designed to achieve these competencies as part of an approved graduate degree program in school psychology. At least half of the internship must be completed in an educational setting. This internship experience will include opportunities to demonstrate skills learned in all coursework. (2) The requirements of this rule shall become effective August 1, 2019. AUTHORITY: sections 161.092, 168.011, 168.071, 168.081, 168.400, 168.405, and 168.409, RSMo 2016, and section 168.021, RSMo Supp. 2020.* Original rule filed Oct. 29, 2013, effective May 30, 2014. Amended: Filed June 22, 2018, effective Jan. 30, 2019. Amended: Filed Aug. 31, 2020, effective March 30, 2021. *Original authority: 161.092, RSMo 1963, amended 1973, 2002, 2003, 2013, 2014; 168.011, RSMo 1963, amended 1984; 168.021, RSMo 1963, amended 1973, 1984, 1988, 1990, 1998, 2000, 2003, 2008, 2009, 2011, 2013, 2014, 2018, 2020; 168.071, RSMo 1963, amended 1973, 1978, 1984, 1988, 1993, 1998, 2002, 2003, 2011, 2013, 2014; 168.081, RSMo 1963, amended 1984, 2002, 2014; 168.400, RSMo 1985, amended 1990, 2002; 168.405, RSMo 1985; and 168.409, RSMo 1985.