The dual master’s program in School Counseling and Educational Leadership is a 57-credit hour non-thesis program that prepares candidates who have strong interests in both school counseling and campus leadership positions. Upon program completion, candidates will receive a Master of Education degree in School Counseling and a Master of Education degree in Educational Leadership, along with having the preparation that can lead to the state certification in both areas.
Upon the successful completion of the Master of Education in School Counseling at Dallas Baptist University, passing the School Counselor Texas Examinations of Educator Standards (TExES), and submitting your teacher service record (“teacher of record”) indicating two years of credible teaching experience in K-12 public or private schools, the candidate will be recommended for the Standard Counselor Certificate.
In order to pursue a Dual Master's Degree program, the applicant must apply to, meet the existing admission requirements for, and be accepted into each of the master's degrees which comprise the dual degree program.
Entrance requirements for both programs must be met, including having at least two years of acceptable teaching experience at an accredited public or private school by the time the candidate has completed the necessary coursework and is ready to take the appropriate certification examinations. Candidates must hold a valid classroom teaching certificate. A copy of the teacher candidate's service record will be required to substantiate the teaching experience requirement prior to recommending the teacher candidate to register for the state certification examinations.
MASTER OF ARTS IN PROFESSIONAL COUNSELING OR MASTER OF EDUCATION IN SCHOOL COUNSELING AGREEMENT CONTRACT:
Newly admitted students will meet with the Program Director, at which time the Master of Arts in Professional Counseling or Master of Education in School Counseling Agreement Contract will be explained and discussed. By signing this agreement contract, new students are stating their willingness to be evaluated on nine characteristics deemed necessary for the development of an ethical and competent counselor. These characteristics are implied from the expectations of professional and personal competence and responsibility and are as follows: openness, flexibility, positiveness, cooperativeness, willingness to use and accept feedback, awareness of impact on others, ability to deal with conflict, ability to accept personal responsibility, and ability to express feelings effectively and appropriately. In addition, the student's signature on the contract expresses agreement to attend eight counseling sessions during the first two semesters in the M.A. in Professional Counseling or M.Ed. in School Counseling programs. No student will be allowed to register for practicum until all sessions are complete.
Continuance in the M.Ed. in Educational Leadership and M.Ed. in School Counseling programs past the first 12 hours is pending submission of a satisfactory score on the Miller Analogies Test (MAT) or Graduate Record Examinations® (GRE®).
A waiver of the GRE or MAT requirement may be considered if the student meets one of the following conditions:
- earns an “A-“ or higher in each of the first four courses (12 hours) of graduate coursework in the DBU College of Education, or
- holds a Bachelor’s degree from the DBU College of Education earned within the past five years with a cumulative GPA of 3.25 or higher, or
- holds a Master’s degree from DBU.
REQUIRED SHARED CURRICULUM - 15 hours (excluding prerequisites)
Appraisal in Counseling and Development
Curriculum and Administration for School Guidance and Counseling Programs
Educational Organization and Administration
||Introduction to Exceptional Learners
||Defense of Degree
M.ED. IN EDUCATIONAL LEADERSHIP REQUIRED CURRICULUM - 21 hours (excluding prerequisites)
M.ED. IN SCHOOL COUNSELING REQUIRED CURRICULUM - 21 hours (excluding prerequisites)
||Counseling Theories and Techniques
||Group Counseling Methods
||Introduction to School Counseling
||Pre-Practicum for School Counseling: Field Experience (S-L)*
|| Practicum for School Counseling: Field Experience (S-L)*
||Career Development and Lifestyle Counseling
*(S-L) = Course(s) with field-based service-learning component.
||Required Shared Curriculum
||M.Ed. in Educational Leadership Required Curriculum
||M.Ed. in School Counseling Required Curriculum
||TOTAL Dual Degree (excluding prerequisites)
Special Notice for Dual Master’s Degree Students:
College of Education graduate students who are in a dual master’s degree program where a state certification exam is required, should meet with their Program Advisor prior to registering for their first exam in order to determine which exam should be taken first. Students will be authorized only to take one TExES exam at a time. The first exam taken must be passed before permission to register for a second (different) exam will be given.
College of Education Graduate Defense of Degree
Because of Dallas Baptist University’s quest for meaningful assessment of graduate candidates, a defense of degree is required in all College of Education Graduate Programs. The defense of degree is a capstone collection of signature assessments and artifacts with reflections that demonstrate a candidate’s personal growth, development, and acquisition of knowledge, skills and dispositions.
A digital format will be utilized by the candidate to enhance the presentation and to justify why the degree should be awarded to the candidate. The candidate’s formal defense will be presented to members of the Educator Preparation Board and will take place on the main campus each semester.
It is recommended that candidates attend a Defense of Degree workshop held each semester. It is also the candidate’s responsibility to schedule a meeting with their designated program director who will provide additional information regarding objectives, service-learning, artifacts, reflections, presentation format, and evaluative criteria and scoring.
Candidates must register for the Defense of Degree course as prescribed in their degree plan during the semester in which they will present their defense of degree to the Educator Preparation Board. The EPB is a group of experienced and widely successful educators from Dallas Baptist University and the Metroplex. Practicing teachers, administrators, consultants, superintendents, guidance directors, personnel directors, and Educational Region Service Center personnel as well as DBU professors and administrators volunteer their time for this highly selective process. The Educator Preparation Board serves as the College of Education Graduate Programs’ advisory board and meets three times a year to assess graduate candidates’ defense of degrees.
College of Education Graduate E-Portfolio
Dallas Baptist University’s educator preparation programs strive to provide a quality learning experience that enables all candidates to impact P-12 learning. The E-Portfolio is designed to be an individualized collection of documents to prepare the candidate for future positions; demonstrate the candidate’s ongoing knowledge, skills, experiences, and dispositions; and provide the candidate with the opportunity for self-reflection. All graduate candidates are required to compile and maintain an electronic, developmental E-Portfolio. There are three types of documents that must be included in the E-Portfolio: required documents, foundational elements, and competency artifacts. Throughout the program, the candidate will collect these documents and upload them to their designed TaskStream account.
The organization of E-Portfolio is governed by the State Board of Educator Certification standards and competencies, DBU/InTASC competencies, and DBU’s Educator Preparation Provider competencies in addition to specific field of study competencies.
The E-Portfolio will be used to assess your development as you proceed through your designated program. Candidates who do not have all required documents and “signature assessments” uploaded into TaskStream will not be allowed to proceed to the next level as designed by these Transition Points:
Transition Point One: Requirements for Program Admission
Transition Point Two: Requirements for Program Entrance
Transition Point Three: Requirements for Program Continuance
Transition Point Four: Requirements for Program Completion
Transition Point Five: Requirements for Program Evaluation
It is the candidates’ responsibility to meet with their designed program director and/or advisor to discuss the E-Portfolio required documents, checkpoint scoring, foundational elements rubric, and the competency artifacts rubric.
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