Understand and use data and information systems on student learning and achievement.

Understand and use career development materials.

Understand and use information on colleges and universities.

Understand and use school technologies for information access, teaching and learning.

Understand and use tests and measures used in assessing student learning and achievement, development of school, family, and community partnership.

Understand and use appropriate measures pertaining to students with suicide and homicide risks.

Have knowledge and ability to assess and provide prevention and intervention for other crisis and trauma situations that may occur on school campus, such as school shootings.

Have knowledge and ability to work with students of diverse backgrounds including socioeconomic disadvantages, English learners, homeless youth, foster youths, sexual minority youths, and racial and ethnic minorities.

Have knowledge and ability to work with students with disabilities and other educational/socioemotional needs that impact learning (including knowledge of IEP and Section 504 plans).

Understand information on school, district, State, and Federal policies and the impact of resulting practices.

Was able to learn about the duties that a school counselor will perform; adapted well to conditions.

Have knowledge and ability to cope with high stress situations.

Have knowledge of relevant resources and connects students to resources needed to assist in academic achievement.

Have knowledge and abide by policies and processes relating to academic development at the school, district, state, and federal levels when assisting parents and students. (ex. IEP, 504 Plan, other academic accommodation and modification programs).

Have knowledge of interventions and resources needed to assist students in transitions and adjusting to different situations that may impact academic achievement.

Have knowledge of academic plans and requirements for the grade level interns are placed at (ex. High school graduation requirements, A-G requirements).

Understand and apply approaches that recognize the importance of building on students’ strengths and assets as a foundation for supporting all students.

Able to understand and articulate state and local requirements for graduation and college entrance criteria.

Comprehend college admission procedures and resources available to assist students before entering college and while in college (ex. FAFSA, EOP, CADAA, etc).

Comprehend and able to guide students in understanding and how to apply for college entrance and curriculum performance exams.

Has the ability to assist students in career exploration and has knowledge of available resources (ex. Career assessments and career centers).

Understanding of various post-graduation options (ex. Career Technical Education, Job Corps, etc) and help students develop post-secondary planning.

Model and demonstrate essential counseling skills, multicultural awareness, techniques, and strategies in individual counseling, including but not limited to addressing social/emotional and mental health, needs, crises and traumas that are barriers to student achievement.

Model and demonstrate essential counseling skills and multicultural awareness in group counseling within psycho-educational and/or psycho-analytic frameworks to address root causes and underlying issues impeding student achievement, including building rapport, showing empathy, and providing non-judgmental support to students.

Demonstrate knowledge of and skills in consulting with and educating school staff on social/emotional needs of students.

Demonstrate the ability to assess student social/emotional needs and make the appropriate referrals within and external to the school site.

Have knowledge to develop, implement, and monitor prevention, education, and intervention programs, such as: cyber-bullying, restorative practices, self-harm, social media literacy, Alcohol, Tobacco and Other Drugs (ATOD), suicide, school truancy, sex trafficking, LGBTQ+ awareness, etc.

Understand and apply ethical and the legal obligations to students, parents, administrators, and teachers.

Maintaining professional and ethical boundaries in school counseling relationships per professional association ethical guidelines created by the American School Counselor Association.

Understand and articulate the state laws and obligations regarding mandated reporting for child, elder, and dependent adults.

Display professional disposition related to conduct, communication, demeanor, and presentation (appearance/written/oral) within the school counseling program, internship site, and profession