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School Counselor
Home›School Counselor›How to Become a School Counselor in Ohio

How to Become a School Counselor in Ohio

By Matthew Lynch
July 28, 2021
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In America, today’s school counselors do a lot more than their predecessors. It may be hard to tell from the outside looking in, but they help teachers and staff handle various issues, counsel parents, and sometimes play a crucial part in shaping education policy. They are a pivotal part of the student success equation, and they help schools create supportive and safe environments for students.

Want to become a school counselor in the United States, but want to know how? Don’t worry; the Edvocate has your back. Check out this guide that we created explaining how to become a school counselor in Ohio.

Academics: Master’s degree from a sanctioned program in school counseling

Experience Requirements: 600 hours in a school setting K-12 and (1) A one-year induction under the supervision of a licensed counselor; or (2) have 2 years of teaching experience under a teaching certificate or license; or (3) 3 years of experience as a licensed counselor in another state.

Education Requirements: A school counselor license may be given to a person who possesses a valid license as a counselor from the Ohio counselor and social worker board who is attending a sanctioned school counselor preparation program or may be issued to an individual who possesses a standard teaching license, who is enrolled in a sanctioned school counselor preparation programs, and who possesses an understanding of school counseling coursework

Assessment: NTE or Praxis II: School Guidance and Counseling. The test required depends on the program completed.

Is an Institutional Recommendation Needed?: Yes, must be referred by the Dean of Education or head of school counseling program of the candidate’s school.

Licensure: K-12

Licensure Reciprocity: Yes

Criminal Background Investigation: Yes, must exhibit good moral character as well.

http://codes.ohio.gov/oac/3301-24-05

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The Edvocate was created in 2014 to argue for shifts in education policy and organization in order to enhance the quality of education and the opportunities for learning afforded to P-20 students in America. What we envisage may not be the most straightforward or the most conventional ideas. We call for a relatively radical and certainly quite comprehensive reorganization of America’s P-20 system.

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