Licensure in School Counseling

The MA in Education with Licensure in School Counseling is a 48-credit concentration typically requiring four semesters. Students without an appropriate background may need more than four semesters. Students who have at least one semester of relevant graduate transfer credit (12 semester hours) may complete the program in less than four semesters. 

The educational philosophy and learning principles upon which Goddard is based emphasize holistic education and the integration of personal as well as academic development. Our commitment to those principles is reflected in our educational process, in which all Goddard faculty members, in their work as advisors, serve as counselors as well as teachers.

We believe that school counselors have an important role to play as psychological educators, helping schools foster self-esteem and positive mental health in students, and helping students develop a strong sense of identify and effective decision-making skills to cope with the many academic and vocational choices they face now and in the future as well as issues related to sexuality and substance abuse.

The MA in Education with Licensure in School Counseling is available by enrolling in the Education Program at Goddard’s Plainfield, VT campus. Students enrolling in the Education Program through the College’s Seattle, WA site cannot pursue licensure.

Low-Residency Model

Each semester begins with an intensive eight-day residency in Vermont. Residencies are a time to explore, network, learn, witness, and share with peers, staff, and faculty. Students work with advisors and peers in close-knit advising groups to forge individualized study plans that describe their learning objectives for the semester.

Residencies are followed by 16 weeks of independent work. Collaborating closely with their faculty advisors, and supported by fellow learners, students identify areas of study, personal goals, relevant resources, and avenues to achieve these goals. Students also attend and are invited to help organize workshops, keynote addresses, celebrations and other events intended to stimulate, inspire, and challenge.

This low-residency model combines the breadth of a collaborative community with the focus of personalized learning, enhanced by insightful exchanges with a faculty mentor.

The Licensure Process for School Counseling

There are three major components of the licensure process.

1. Pre-Counseling Internship Portfolio

In the first two semesters, the candidate completes a pre-internship portfolio that demonstrates work in and understanding of general teaching competencies and specific endorsement area competencies. These are:

  • Competency I–Educator as Citizen
  • Competency II–Educator as Facilitator of Student Learning
  • Competency III–Counselor as Advocate working with Special Needs
  • Competency IV–Educator as Curriculum Designer and Implementer
  • Competency V–Educator as Observer and Assistant: This includes completion of 120 supervised practicum hours.

2. School Counseling Internship

In the third semester, students complete a minimum of 480 direct-contact hours (12-15 weeks) under the supervision of a licensed school counselor.

3. Level I Licensure Portfolio

During the school counseling internship,students complete a final professional portfolio that provides evidence of the proficiency of the internship competencies and performance standards. The Portfolio also includes an internship journal and a reflective epilogue on the candidate’s counseling experience.

Additional Requirements: Candidates for Vermont teacher licensure must pass the Praxis CORE assessment and must submit to a criminal background check.


Students graduating with a concentration in school counseling will have successfully completed a minimum of four semesters and accomplished the following:

  • Fulfilled the requirements of the MA in Education degree
    Acquired the skill to consult with school, staff, parents, and community members
  • Learned to coordinate human and material resources within the school and between the school and the community
  • Acquired skills to counsel individuals and groups in regard to personal, academic, and vocational concerns
  • Developed skills in information management including assessment, maintenance of student records, and providing information to students
  • Achieved sufficient professional development to maintain and expand knowledge and ability as a guidance counselor
  • Learned to manage, plan, implement,and evaluate programs of guidance services
  • Developed an understanding of relevant theory in the field
  • Submitted a pre-internship portfolio documenting knowledge in teaching, school communities, and counseling
  • Engaged in a minimum 600-hour internship experience
  • Submitted a final internship portfolio that documents their knowledge and skills as a school guidance counselor
  • Produced a master’s thesis that includes the formulation of significant questions, application of methods of inquiry, identification and utilization of learning resources, interpretation of ideas, and integration and application of theory and practice