Topic: Refer to the TCA/ACA (Teacher Competency Assessment or Advanced
Competency Assessment) of your degree program which can be found in the
Advising Guide. These are competencies that we expect for you to learn in our
programs and they are part of our national accreditation. Read the competencies
listed on the TCA/ACA you selected. Post your degree program and a summary of
the TCA/ACA you selected in a new thread. This is a great opportunity for you to get
to meet others that are in the same area of study. If you have not chosen a degree
plan yet, please use the TCA for Special Ed.
In Module/Week 3, find another classmate with the same TCA/ACA as you or one
that is most similar to yours. Simply introduce yourself to this person (where you
work, or plan to work, why you chose this course, etc).
Your thread is due by 11:59 p.m. (ET) on Sunday of Module/Week 2, your replies are
due by 11:59 p.m. (ET) on Thursday of Module/Week 3.
The degree program that I am currently taking is the Master of Education (M.Ed.) with
School Counselor Concentration. The Advanced Competency Assessment, under which my
coursework falls, is comprised of eight categories in which 24 competencies are listed. Each
competency must be met in order to successfully complete the assessment. The ACA is meant to
teach the student in every area while doing the two required internships, as well as implements
the structure of Knows-Implements-Believes. Dispositions that are also present are Social
Responsibility, Commitment, Reflective Practice, Integrity, and Professionalism.
The categories that make up the ACA are Foundations, Counseling Prevention and
Intervention, Diversity and Advocacy, Assessment, Research and Evaluation, Academic
Development, Collaboration and Consultation, and Leadership. The internship is an important
step in every student’s learning experience because it puts real life skills to use. The intern will
be scored on how they present themselves in an educational setting. The interactions with others
on many different levels are the key to success of a school counselor.
Several competencies the school counselor must meet are related to communicating with
children, parents, families, teachers, and administration. Having a background in the human
services field, I felt the ACA reminded me in many ways of my performance evaluations at my
current and previous employers. I have not yet been in the school setting, but I have had a lot of
experience with working with clients and families. I have had to conduct myself in a
professional manner for many years and have a positive work ethic. My struggles, I believe,
may lie in the classroom realm due to it being an area in which I have not ventured.
2 Timothy 3:16 tells us, “All Scripture is God-breathed and is useful for teaching,
rebuking, correcting and training in righteousness,” which means that The Word came from God
and can be used for educating ourselves and others, to rebuke those who are against us or doing
wrong, and to correct and train those who strive to be more righteous. Communicating with
others from a counseling perspective is a noble feat in itself. We have to be quick to listen to
those around us. In Proverbs 1:5, “let the wise listen and add to their learning, and let the
discerning get guidance,” we see that counselors have been the great listeners, communicators,
and helpers for quite some time. By having a Godly foundation, the believer will have the ability to
guide or govern others with truth.
FOUNDATIONS
1. Models personal integrity (ADV-D4) and demonstrates the
ability to apply and adhere to ethical and legal standards,
exemplifying professionalism (ADV-D5) with a strong
commitment to work ethic (ADV-D2) and sensitivity to human
needs (ADV-C11).
2. Demonstrates the ability to articulate, model, and advocate for an
appropriate school counselor identity and program.
COUNSELING PREVENTION AND INTERVENTION
3. Demonstrates self-awareness and sensitivity to others, and the skills
needed to relate to diverse individuals, groups, and classrooms.
4. Demonstrates the ability to provide individual and group counseling, and
crisis (e.g., suicide risk) intervention and prevention plans to diverse student
populations with unique needs.
5. Demonstrates the ability to manage classroom climate and
apply classroom management procedures (ADV-B6) and to
apply content areas and curriculum goals to provide classroom
guidance (ADV- B5) that motivates student learning and
promotes the academic, career, and personal/social
development of students.
6. Demonstrates the ability to recognize his or her limitations as a school
counselor and to make appropriate referrals and seek supervision when
appropriate, accepting constructive feedback from supervisor.
DIVERSITY AND ADVOCACY
7. Demonstrates multicultural competencies in relation to
diversity, equity, and opportunity for diverse learners (ADV-
C12), displaying a sense of social responsibility (ADV-D1).
8. Advocates for the learning and academic experiences
necessary to promote the academic, career, and personal/social
development of students.
9. Advocates for school policies, programs, and services that
enhance a positive school climate and are equitable
10. Engages parents, guardians, and families to promote the academic, career, and personal/social development of students
ASSESSMENT
11. Selects appropriate assessment strategies and assesses and interprets students’ strengths and needs in a culturally sen
student learning.
12. Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual st
effectiveness of educational programs.
13. Assesses barriers that impede students’ academic, career, and
personal/social development.
RESEARCH AND EVALUATION
14. Applies relevant research findings and information
technology.
22. Demonstrates a broad base of counseling,
educational, professional, and general knowledge
(ADV-A1), principles, dispositions, and resources
(ADV-A2) in planning, collaborating, and presenting
school-counseling-related educational programs for
use with parents, teachers, and the community.
23. Integrates skills in speaking, writing, reading, and
listening for effective communications, leadership,
and professional involvement.
24. Demonstrates skill in critical thinking, problem
solving, decision making, and interpersonal skills,
exerting confident leadership and acceptance of
responsibilit y.
15. Develops measurable outcomes for school
counseling programs, activities, and interventions.
16. Analyzes and uses data as a part of reflective
practices and to enhance the school counseling
program.
ACADEMIC DEVELOPMENT
17. Conducts programs designed to enhance student
academic development, implementing strategies to
prepare students for postsecondary opportunities.
18. Implements differentiated instructional strategies
that are developmentally appropriate and based on the
needs of learners to promote student achievement.
COLLABORATION AND CONSULTATION
19. Works with parents, guardians, and families to act
on behalf of their children to address problems that
affect student success in school.
20. Collaborates and consults with parents, teachers,
and makes use of available peer programs and
community resources to promote student academic,
career, and personal/social development, and to secure
assistance for students and their families.
LEADERSHIP
21. Participates in the design,
implementation, and
evaluation of a comprehensive developmental
school counseling program, integrating
technology and resources to support instruction
and to promote reflective practices and
collaborate on the professional development of
self and others (ADV-B8& C13).
