Counseling: 40-50 credits
The M.Ed. in Counseling Program at Heritage University is designed to prepare practitioners to work as professional counselors in K-12 schools, mental health facilities, or related agencies. Heritage’s mission is to serve diverse, multicultural, and rural populations that have traditionally been educationally isolated. Students represent a variety of ethnic backgrounds and are encouraged to be involved in multicultural experiences throughout the program. During the counseling program, students are encouraged to become engaged in personal counseling/therapy to increase self-insight.
Students who would like to pursue only the Master of Education degree enroll for 40 semester credits, including a yearlong mental health field experience. Students who would like to become school counselors will take an additional 10 credits. Courses emphasize the WACs (Washington OSPI standards for school counseling) for Educational Staff Associate (ESA) certification. The rigorous degree program features relevant research-based courses taught by responsive faculty and offered in a convenient weekend model. Students will be admitted in the fall semester.
Prerequisite: A bachelor’s degree in psychology is preferred. A minimum of four upper-division psychology courses is required.
Program Goals
A Heritage University graduate from the counselor preparation program will have developed the ability to positively impact human relationships with clients in various settings and will be able to:
- Develop, articulate, and share with clients and colleagues a vision focused on personal growth
- Develop and sustain a counseling/guidance program that promotes client growth and assists in the professional growth of colleagues
- Assist in the development and implementation of the counseling mission of the employing organization and help to develop resources that produce a safe, efficient, effective, and growth-producing environment
- Work positively with clients, families, and community members by identifying and responding to diverse community interests and needs through mobilization of community resources
- Promote the success of all clients by acting with integrity and fairness in an ethical manner
- Understand and respond to the political, social, economic, legal, and cultural contexts of the employing organization and larger community
Additional Admissions Requirements for Certification
In addition to the requirements for admission into the counseling program, requirements for candidates interested in pursuing a residency ESA certificate include the following:
- Submit a letter explaining experiences relevant to counseling youth and why the candidate wants to become a school counselor.
- Maintain a 3.0 grade point average throughout the program.
- Earn a B- (2.7) or better in each graduate counseling course.
- Interview with and receive a recommendation for admission from a committee consisting of faculty and Heritage University Professional Educational Advisory Board (PEAB) members.
- Successfully pass a fingerprint/background check by Washington State Patrol and the Federal Bureau of Investigation, along with application for ESA Counseling Certification and a character and fitness supplement.
The dean and the faculty of the College of Education and Psychology reserve the right to refuse to admit applicants to a counseling program, or recommend a student for a school counseling (ESA) certificate, if, in the discretion of the dean and the faculty, such a recommendation or assignment would be contrary to, or in violation of, WAC 181-79A-155 — Good Moral Character and Personal Fitness.
Credits
CPSY 500 Orientation for M.Ed. in Counseling Psychology Candidates.............................. 0
CPSY 501 Issues in Counseling: Legal and Ethical............................................................. 2
CPSY 530 Principles of Guidance and Counseling............................................................. 2
CPSY 531 Practicum in Guidance and Counseling.............................................................. 1
CPSY 538 Group Counseling............................................................................................ 2
CPSY 539 Practicum in Group Counseling......................................................................... 1
CPSY 542 Developmental Counseling............................................................................... 2
CPSY 543 Practicum in Developmental Counseling............................................................ 1
CPSY 544 Counseling Theories and Techniques I............................................................... 3
CPSY 545 Practicum in Theories and Techniques I............................................................. 1
CPSY 546 Counseling Theories in Techniques II................................................................. 2
CPSY 547 Practicum in Theories and Techniques II............................................................ 1
CPSY 557 Counseling Diverse Populations....................................................................... 2
CPSY 558 Practicum in Counseling Diverse Populations.................................................... 1
CPSY 576 Mental Health and Community Services............................................................. 2
CPSY 577 Practicum in Mental Health and Community Services.......................................... 1
CPSY 578 Career Counseling............................................................................................ 2
CPSY 579 Child Abuse Counseling................................................................................... 2
CPSY 594 Professional Seminar....................................................................................... 1
PSY 553 Introduction to Research Design....................................................................... 3
PSY 554 Practicum in Research Design.......................................................................... 1
PSY 555 Testing and Evaluation..................................................................................... 2
PSY 556 Practicum in Testing and Evaluation.................................................................. 1
Mental Health in the Community (MHC) degree candidates must complete 40 credits, which include all the listed courses above and the following:
PSY 571 Mental Health Field Experience...................................................................... 2/2
School Counselor (ESA) degree candidates must complete, in addition to the above courses, the following courses:
ED 568 School Law...................................................................................................... 2
CPSY 580 Seminar in School Counseling........................................................................ 1/1
CPSY 581 School Counseling........................................................................................... 2
CPSY 585 Internship in School Counseling..................................................................... 4/4
TOTAL CREDITS ..................................................................................................................... 50
Educational Administration: 34 credits (Note: Certification Only = 22 credits)
The Heritage University graduate program in educational administration provides a rigorous program of study designed to prepare instructional leaders to become outstanding principals and program administrators. Heritage’s goal is to develop successful 21st-century leaders through a progressive program of study.
The Educational Administration Program is designed for the educator whose career goals are in the area of school administration, serving as a principal, and/or school-district-level program administration (e.g., curriculum, special education, business services, or human resources). Successful graduates qualify for Washington State Principal Certification or Program Administration Certification.
The Educational Administration Program features relevant research-based courses taught by responsive faculty during a convenient weekend model. Courses emphasize the Washington State Pre-Service Benchmark Standards for Principal and Program Administrator Certification. Rigorous admission standards ensure that each candidate selected has the academic ability, personal qualities and characteristics, and leadership ability for success in a school and administrative team setting. The internship agreement establishes a formal and professional working relationship among the intern, school district, and Heritage University.
Program Goals
Heritage’s primary mission is to prepare and support effective, intellectual, and ethical school leaders who can have a positive impact on student learning. A graduate with administrator certification will have the ability to positively impact learning for all students by using his or her leadership knowledge, skills, and dispositions to do the following:
- Develop, articulate, implement, administer, and share with the school community a vision focused on learning
- Develop and sustain a school instruction program that promotes student learning and staff professional growth at the building level
- Manage a school’s organization, operation, and resources to produce a safe, efficient, and effective learning environment
- Work positively with families and community members by identifying and responding to diverse community interests and needs by mobilizing community resources
- Promote the success of all students in their building/district by acting with integrity and fairness in an ethical manner
- Understand and respond to the political, social, economic, legal, and cultural context of the school and larger community
Additional Admissions Requirements for Certification
- Admission to Heritage University (graduate application, transcripts, and fee)
- Principal certification candidates must provide the following, based on the Washington State certification they hold:
- Teacher or Career Technical Education (CTE) certification — a minimum of three years of successful teaching experience (does not include substitute teaching)
- Educational Staff Associate (ESA) certification — a minimum of three years of successful school-based instructional experience (does not include substitute teaching)
- Submission of the Administrative Preparation Program admission packet:
- Three administrators’ recommendations (using the university forms). Required recommendations from current principal and the superintendent or designee. The third recommendation can be from other principals and/or other district office administrators knowledgeable of candidate’s character and leadership skills.
- Official transcripts indicating a 3.0 GPA for the last two years of undergraduate or graduate work.
- Copy of a valid Washington State teacher, CTE, and/or ESA certificate showing expiration date (for Principal Certification).
- Résumé showing evidence of leadership and involvement in school district improvement efforts.
- Written statement addressing educational and professional goals.
- Interview with the department chair and/or Professional Education Advisory Board (PEAB) members and/or committee of university representatives (may be required, based on submitted materials and qualifications).
Note: Master’s and/or certification candidates are required to maintain a B (3.0 or better) in all graduate course work. Candidates will apply for residency administrator certification during their internship. Upon satisfactory completion of all certification requirements, Heritage University recommends the student to the Office of the Superintendent of Public Instruction (OSPI) for the Washington State Residency Administrator Certificate.
Program admission decisions are based on an analysis of applicant profiles made by the Heritage University Educational Administration PEAB, consisting of faculty and school practitioners. The PEAB meets a minimum of three times during the academic year and provides recommendations related to each applicant’s admission, program policy, and content of course work.
Intern candidates are submitted to the PEAB for recommendation by the department chair. Candidates are informed in writing regarding the status of their application.
Principal Credits
ED 511 Multicultural Education: Building Inclusive Communities........................................ 2
ED 527 School Curriculum............................................................................................... 2
ED 553 Research Methods.............................................................................................. 3
ED 564 Supervision for Effective Schools....................................................................... 2
ED 565 School Principalship........................................................................................... 2
ED 567 Administrative Theory and Practice in Schools...................................................... 2
ED 568 School Law......................................................................................................... 2
ED 569 School Finance................................................................................................... 2
ED 570 School and Community Relations........................................................................ 2
ED 573 Internship in School Administration.................................................................... 4/4
ED 582 Issues in Education............................................................................................. 2
ED 584 Measurement and Evaluation............................................................................... 2
ED 595 Special Project................................................................................................... 3
TOTAL CREDITS ........................................................................................................................ 34
Program Administrator............................................................................................................ Credits
ED 511 Multicultural Education: Building Inclusive Communities........................................ 2
ED 527 School Curriculum............................................................................................... 2
ED 553 Research Methods.............................................................................................. 3
ED 564 Supervision for Effective Schools....................................................................... 2
ED 565 School Principalship or
ED 514 Leadership and Resources.................................................................................. 2
ED 567 Administrative Theory and Practice in Schools...................................................... 2
ED 568 School Law......................................................................................................... 2
ED 569 School Finance................................................................................................... 2
ED 570 School and Community Relations........................................................................ 2
ED 597 Internship in Program Administration................................................................. 4/4
ED 582 Issues in Education............................................................................................. 2
ED 584 Measurement and Evaluation............................................................................... 2
ED 595 Special Project................................................................................................... 3
TOTAL CREDITS ........................................................................................................................ 34
Professional Studies in Teaching and Learning: 32 credits
The Master of Education degree in Teaching and Learning is a broad-based program of advanced preparation of master teachers anticipating a career of leadership in and beyond the classroom, and/or educators who wish to pursue graduate study in their specialty area beyond a bachelor’s degree.
Degree requirements include 24 core credits in the areas of effective teaching and classroom leadership, focused on student learning, the role of the teacher as an instructional leader, school improvement processes, social and philosophical foundations of education, and application of technology to research and best educational practices. To provide additional opportunity for professional growth and development, an 8-credit elective segment allows candidates to select one or more areas of special interest or need for further study.
Additional Admissions Requirements
Writing Sample for Admittance to Professional Studies in Teaching and Learning
Students are required to submit a well-written, comprehensive goal statement (typed, double-spaced). The goal statement should be of sufficient length (300-500 words is recommended) to thoughtfully present a description of self, background in education, and related professional work and interests; motivation for seeking entry into the Professional Studies in Teaching and Learning Program; and professional goals and research and/or scholarly interests. In addition, the statement should make it clear why a master’s degree in PSTL can help achieve the stated goals.
Program Goals
The program builds upon the Heritage University mission to prepare educators to positively impact learning for all students by developing leadership, knowledge, skills, and dispositions through the following:
- Utilizing foundational knowledge to address stated learning goals and essential academic learning requirements
- Applying current research and best practices in quality teaching and learning to encourage the intellectual, social, and personal development of all students
- Creating instructional opportunities adapted to learners from diverse cultural backgrounds and/or students with exceptional challenges
- Building learning communities of school colleagues, parents, and agencies to support students’ learning and well-being
- Contributing to the development of plans for school improvement
- Utilizing educational technology, including computers and other technologies, in instruction, assessment, and professional productivity
- Utilizing this professional growth opportunity to reflect on teaching, and its effects on student growth and learning, and to develop a professional growth plan
Credits
ED 511 Multicultural Education: Building Inclusive Communities.......................................... 2
ED 514 Leadership and Resources.................................................................................... 2
ED 527 School Curriculum................................................................................................ 2
ED 553 Research Methods................................................................................................ 3
ED 564 Supervision for Effective Schools......................................................................... 2
ED 568 School Law.......................................................................................................... 2
ED 570 School and Community......................................................................................... 2
ED 582 Issues in Education.............................................................................................. 2
ED 584 Measurement and Evaluation................................................................................. 2
ED 590 Theories of Learning............................................................................................. 2
ED 593 Readings............................................................................................................. 2
ED 645 Technology for Leaders........................................................................................ 2
ENG 551 Technical Writing .........................................................................................................2
Select one of the following:
ED 595 Special Project or
ED 598 Thesis.................................................................................................................. 3
Elective (with approval of advisor)................................................................................................. 2
TOTAL CREDITS .......................................................................................................................... 32