(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate).
(b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand:
  (1) the history and philosophy of counseling;
  (2) counseling and consultation theories and practices;
  (3) career development theories and practices;
  (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities;
  (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results;
  (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling;
  (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs;
  (8) learners' developmental characteristics and needs and their relevance to educational and career choices;
  (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles;
  (10) the characteristics and educational needs of special populations;
  (11) techniques and behavioral interventions to assist teachers with classroom management;
  (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula;
  (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students;
  (14) counseling-related research techniques and practices;
  (15) developing and teaching best practices on leadership skills;
  (16) how cultural factors and group membership impact individual students;
  (17) the comprehensive school counseling program model;
  (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and
  (19) an understanding of systems, including family dynamics and school environments.
(c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must:
  (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs;
  (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs;
  (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs;
  (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students;
  (5) coordinate resources, referrals, and follow-up procedures for students within the school and community;
  (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process;
  (7) participate in the selection, use, and interpretation of assessments and assessment results;
  (8) use multiple sets of information and data to make decisions about students, programs, and services;
  (9) use counseling-related research techniques and evidence-based practices to address student needs;
  (10) advocate for a comprehensive school counseling program that is responsive to all students;
  (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information;
  (12) maintain proficiency in counseling and campus-related technology; and
  (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness.
(d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must:
  (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas;
  (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information;
  (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change;
  (4) implement effective referral procedures to facilitate the use of special programs and services;
  (5) act as a consultant to help learners achieve success inside and outside of school;
  (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle;
  (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan;
  (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program;
  (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists);
  (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers;
  (11) provide school-wide professional development and parent workshops throughout the school year;
  (12) support participation in fair-share responsibilities versus non-counseling related duties;
  (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and
  (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities.
(e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must:
  (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners;
  (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles;
  (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment;
  (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners;
  (5) understand how environment and behavior may impact or influence individual learners;
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