M.A. School Counseling

in-person

Guide, inspire, and ignite your career at Bushnell University. The Master of Arts in School Counseling program trains students on a faith-oriented campus to become successful school counselors in K-12 public or private schools. The adult-friendly environment permits you to individualize your program through choices of topics on papers and presentations within required coursework and selected internship sites, empowering you to make a difference in today’s world.

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Credits 48-57* | Cost/Credit $735 | Completion 24 Months (5 Semesters) | Format In-Person | Starts Every August

*Course credit requirements vary between Track I and Track II

Certificate Programs
Contact

Hailey Headlee
Admissions Counselor, Teacher Ed Grad Programs

541-684-7348
hheadlee@bushnell.edu

Suzanne Price, M. Ed.
Associate Dean, School of Education

541-684-7206
sprice@bushnell.edu

Why Choose Bushnell?

Together with a Christian frame of reference and Christian faculty, Bushnell’s School Counseling program will provide you with a solid foundation of counseling skills and theories to promote the academic, social, and emotional development of children and youth through a constructive method. This program is accredited by the Teacher Standards and Practices Commission (TSPC) in conjunction with the Oregon Educational Act for the 21st Century.

Building on current research, you’ll learn to develop a comprehensive school counseling program and a professional identity as a school counselor that reflects the National Model and the Oregon Framework. Successful graduates promote the highest standards in academic performance, and student welfare, as well as safe and violent-free environments.

Program Format

Our evening classes are small, discussion-oriented, and geared to practical application. Choose from two tracks: Track I for students with two years of successful full-time licensed teaching(48-51 credits), and Track II for students without a current teaching license or with less than two years of successful licensed full-time teaching prior to admission into the School Counseling program (54-57 credits).

FAQ's

  1. How much does the program cost?

The current tuition and fees are listed here. The MSC program is a total of 48-57 credits, depending on if students are on Track 1 or Track 2. When making plans, prospective students should also consider expenses such as textbooks and a parking pass.

  1. How long does it take to complete the program?

The MSC program is generally completed in two years.

  1. What’s the difference between Track 1 and Track 2?

Track 1 is for individuals who already hold their teaching license in the state of Oregon and who have successfully completed two or more years of licensed teaching. Students on Track 1 complete a 48-credit curriculum. Track 2 is for students who do not hold a teaching license in the state of Oregon and/or have not successfully completed two years of licensed teaching. Students on Track 2 complete a 57-credit curriculum that includes a student teaching practicum and courses related to curriculum development and classroom management.

  1. Can I work while doing this program?

Students in the MSC program must make a personal choice about working while pursuing their education. Throughout the program, students will complete coursework on campus in the evening once a week, in addition to completing their practicum and internship in the school. Because schools operate during the hours of a typical workday, students often adjust their work schedules in order to complete program requirements.

  1. Is Bushnell accredited?

Yes. The MSC program is accredited through TSPC (Teacher Standards and Practices Commission).

  1. What can I do with my degree after graduating?

After graduating, students are eligible to earn their licensure as a school counselor for the K-12 level. Students may work in both public and private school settings.

 Have other questions? Contact our admission counselor for the MSC program at 541-684-7201.

Admissions Requirements

  • Free application for admission
  • Official transcripts showing completion of a bachelor‚Äôs degree from a regionally accredited college or university, with a minimum undergraduate GPA of 3.0
  • A statement of purpose of two-three pages (double-spaced) articulating interest in school counseling as a profession
  • Current resume
  • One letter of recommendation that specifically addresses the academic ability, work performance, and character of the applicant
  • Two Disposition Assessments
  • A personal interview with the admissions committee
  • An official test score on the TOEFL (minimum score of 550 on the paper test, the minimum score of 213 on the computer test) for applicants from non-English speaking countries
  • Documentation of teaching experience (Track I only) by completing a Professional Experience Form obtained through the School of Education
  • Copy of teaching license (Track I only)

Questions

Hailey Headlee
Admissions Counselor, School Counseling Program

541-684-7348
hheadlee@bushnell.edu

Suzanne Price, M. Ed.
Associate Dean, School of Education

541-684-7206
sprice@bushnell.edu

Track I Courses

Track I (48-51 credits)

For full course descriptions, visit our academic catalog.

  • Child/Adolescent Development and Mental Health
  • Introduction to the Counseling Profession
  • Counseling Theories and Skills I & II
  • Ethical and Legal Issues in Counseling
  • Crisis Management
  • Group Counseling
  • Counseling Diverse Populations
  • Substance Abuse and Violence Prevention
  • Early Childhood/Elementary Counseling
  • Middle School/High School Counseling
  • Introduction to Family Systems
  • Career Development and Counseling
  • Academic/Behavioral Appraisal and Intervention
  • Research and APA Writing
  • Internship/Group Supervision

Prerequisite Courses

Human Development or an equivalent upper-division course in human development and behavior is required for the Masters of Arts in School Counseling program. This course may be taken concurrently in the first semester of coursework.

Track II Courses

For full course descriptions, visit our academic catalog.

Track II (54-57 credits)

For students who do not have a current teaching license or have less than two years of successful full-time licensed teaching prior to admission.

  • Child/Adolescent Development and Mental Health
  • Instructional Strategies and Classroom Management
  • Curriculum Development and Technology
  • Student Teaching Practicum
  • Introduction to the Counseling Profession
  • Counseling Theories and Skills I & II
  • Ethical and Legal Issues in Counseling
  • Crisis Management
  • Group Counseling
  • Counseling Diverse Populations
  • Substance Abuse and Violence Prevention
  • Early Childhood/Elementary Counseling
  • Middle School/High School Counseling
  • Introduction to Family Systems
  • Career Development and Counseling
  • Academic/Behavioral Appraisal and Intervention
  • Research and APA Writing
  • Internship/Group Supervision

Prerequisite Courses

Human Development or an equivalent upper-division course in human development and behavior is required for the Masters of Arts in School Counseling program. This course may be taken concurrently in the first semester of coursework.

Certificate in School Counseling

The Certificate in School Counseling program offers an alternative pathway to licensure for individuals who hold a graduate degree in mental health (CACREP accredited) and are interested in a career in school counseling.

The program prepares candidates to provide academic, career, and personal/social counseling services to K-12 students. It covers topics such as counseling theory, crisis intervention, ethics, and legal issues in school counseling, as well as supervised field experiences to develop practical skills. For more info on the certificate, click here.

Courses 

For a full course description, click here.

  • Introduction to the Counseling Profession
  • Ethical and Legal Issues in Counseling
  • Career Development and Counseling
  • Early Childhood/Elementary Counseling
  • Middle School/High School Counseling
  • Child/Adolescent Development and Mental Health
  • Instructional Strategies and Classroom Management
  • Teaching Practicum
  • Curriculum, Development and Technology
  • School Counseling Internship/Group Supervision (Elementary)
  • School Counseling Internship/Group Supervision (Secondary)

 

Program Objectives

Upon completion of the Master of Arts in School Counseling Program, candidates will:

  • Demonstrate ethical and legal considerations specifically related to the practice of school counseling
  • Demonstrate knowledge of theories and processes of effective counseling and wellness programs for individual students and groups of students
  • Demonstrate multicultural competencies and advocacy in relation to diversity, equity, and opportunity in student learning and development
  • Understand the influence of multiple factors that may affect the personal, social, and academic functioning of students and the use of various forms of assessments for these
  • Demonstrate how to critically evaluate research relevant to the practice of school counseling and apply those research findings to the field
  • Understand and evaluate programs designed to enhance student academic, school-to-work transition, career planning, social, and emotional development
  • Know strategies and methods for collaborating with school staff, parents, families, and community members to empower them to act on behalf of their children
  • Understand the school counselor‚Äôs role in student assistance programs, school leadership, curriculum, and advisory meetings

Licensure Requirements

Oregon Licensure

In accordance with the rules established by the Teacher Standards and Practices Commission (TSPC), the Bushnell University School of Education offers a comprehensive program leading to a PK-12 Preliminary School Counseling License.

All school counseling candidates must create an eLicensing account on the Oregon TSPC website here. For more information on Oregon licensure requirements, click here.

Out of State Licensure

For more information on out-of-state licensure, click here.

Student Teaching

The classroom practicum is an abbreviated student teaching experience offered during the second semester of the program. This supervised practicum consists of a minimum of 200 clock hours in a regular classroom in an accredited school. The experience consists of 75 clock hours of full responsibility for directing learning with a work sample illustrating the ability to foster student learning.

Testing & Fingerprinting Process

Fingerprinting (as required by law)

  • Education Program Fingerprinting Procedures
  • Fingerprint packets and forms can be obtained in the Teacher Education Department. Fingerprint clearance by TSPC is required prior to official admission into the program.

Civil Rights

To hold a teaching license, Oregon educators are required by statute to demonstrate knowledge of civil rights laws and laws prohibiting discrimination. In accordance with ORS 342.123 (1), pre-service teachers must pass all components of the Civil Rights in the Educational Setting learning modules. All modules must be successfully passed prior to starting any field experience, or by the second week of the fall semester, whichever comes first. A passing score of 100% is required.

More information on testing requirements can be found here.

Clinical Practices

Candidates in the Master of School Counseling program engage in 600 hours of internship, under the guidance of a licensed school counselor and with support from a Bushnell Field Supervisor.

To ensure a full range of experience, the internship is split between an elementary and secondary setting; 300 hours, each. For Track II candidates, an additional 200-hour field placement in a classroom setting is also required.

Academic Catalog

Academic Calendar

Tuition & Fees / Financial Aid

Military & Veteran Benefits

Pathways in Education Scholarship

Student
"I chose to pursue a Master of Arts in School Counseling at Bushnell University because I felt that God was calling me in the direction of serving younger generations and guiding them in their lives as students and people.
I was specifically called to pursue a degree at Bushnell University because of the community and amazing staff and faculty that I knew would always support me and guide me along the path God has called me. During my experience so far, I have enjoyed learning from professors who truly want to see me succeed and learning alongside a gritty and passionate cohort!"

-Jordyn Ramos, Class of 2024

Student
"The MA of School Counseling program at Bushnell University launched me into a career that I love. The classes, coursework, and staff prepared me well to serve and advocate for students, families, staff, and communities both online and in-person. One of the greatest blessings from my program was collaborating with classmates on projects and learning from their experiences. I became close friends with some of them and we still keep in touch today. So far, every one of my counseling teammates in my district are also Bushnell alumni. Go Beacons!!!"

-Shannon Butcher '20

Student
"The school counseling program at Bushnell had a huge impact on me. I formed great relationships with the members of my cohort that I still stay in contact with. We were taught by teachers that were almost all current or former school counselors who had the knowledge and experience to really prepare us for what the job would be like.
I felt like every single class I took covered topics that were relevant to the job duties I have been assigned as a school counselor. I have gone back to my portfolio and textbooks as references on multiple occasions for ideas and inspiration. Projects and research papers felt relevant to daily life in a school."

-Sarah Wicks '15

Ally G.

Meet the Faculty

Allyssa Goertzen, M.A. Program Faculty

“Students in the School Counseling Program at Bushnell University receive some of the best care and individualized attention of all school counseling programs in the area. Students are pursued, mentored, and supported from the time they apply to the time they graduate.

Students can expect intentional consistency, organization, strategic planning, and flexibility as they make their way through the coursework, practicums, and internships included within the program. The cohort model allows students to build connections with classmates, which acts as a network of colleagues post-graduation.”

The School of Education Faculty

Tammy Bovee, M.S.    Jenee Cazares, M.A.    Allyssa Goertzen, M.A.    Brian Kaelin, Ed.D.    Cindy Nees, M.Ed.     Suzanne Price, M.Ed.    Ray Ricks, M.Ed.    Marilyn Williams, Ed.D.