MTTC School Counselor (051) Practice Tests

Objectives 001–002 make up about 29% of the test. They ask you to understand diversity and equity issues in school counseling; understand student assessment and evaluation.

• 001 Understand diversity and equity issues in school counseling: applying knowledge of diversity (e.g., race, ethnicity, nationality, citizenship, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status) and of the implications of diversity for school counseling; applying knowledge of equity issues in school counseling related to student diversity (e.g., social justice, identity development, cross-cultural influences on the functioning of students and counselors) and strategies (e.g., schoolwide initiatives) for identifying and eliminating inequities (e.g., achievement gap) caused by factors (e.g., social, institutional) that may inhibit student achievement; demonstrating knowledge of concepts related to multicultural sensitivity and competence, including the importance of culturally responsive counseling to promote the success of all students and the ethical responsibility to continue professional development in this area; applying knowledge of strategies for working effectively with and advocating for students whose values, beliefs, goals, or other characteristics differ from one's own; demonstrating knowledge of strategies for analyzing and addressing a diversity or equity issue in a given school counseling context.
• 002 Understand student assessment and evaluation: demonstrating knowledge of the nature and range of human characteristics and appraisal methods in individual and group analysis; applying knowledge of the role of diversity issues pertinent to the assessment of individuals, groups, and specific populations; applying knowledge of strategies for selecting, administering, scoring, and interpreting assessment and evaluation instruments, including strategies for explaining test results to students, parents/guardians, and staff; demonstrating knowledge of the types, characteristics, uses, and limitations of various assessment and evaluation instruments; demonstrating knowledge of how to analyze and use assessment data to identify individual students' strengths and needs, guide instructional planning, monitor student progress, and improve student outcomes (e.g., interventions, Section 504 Plan, IEP).

Objectives 003–005 make up about 42% of the test. They ask you to understand the development and implementation of a developmental guidance curriculum that promotes students' academic, career, and personal/social development; understand vocational, educational, and career development and planning; understand responsive services including individual and group counseling and referral and crisis intervention.

• 003 Understand the development and implementation of a developmental guidance curriculum that promotes students' academic, career, and personal/social development: applying knowledge of how to advocate for and integrate the developmental guidance curriculum into the total school curriculum to assist all students in maximizing their academic, career, and personal/social development; applying knowledge of how to plan curriculum and develop teaching strategies to create and deliver a developmental guidance curriculum that reflects student diversity and fosters the success of all students; demonstrating knowledge of how the developmental guidance curriculum promotes student achievement; demonstrating knowledge of strategies for collaborating with staff in planning guidance curriculum; demonstrating knowledge of how to analyze and use data to design and evaluate a developmental guidance curriculum focusing on the needs of all students.
• 004 Understand vocational, educational, and career development and planning: demonstrating knowledge of major career development theories; applying knowledge of career and educational planning, implementation, and evaluation to ensure that all students are ready by grade 12 to transition to postsecondary education and/or careers; demonstrating knowledge of strategies for connecting postsecondary goals (e.g., career, college, military, vocational training, employment, school-to-work transitions) to students' academic preparation and aspirations; demonstrating knowledge of how to use technology to facilitate career development and exploration activities with students; applying knowledge of the role of diversity and equity issues as they relate to educational and career planning.
• 005 Understand responsive services including individual and group counseling and referral and crisis intervention: demonstrating knowledge of theories, models, and processes of counseling and consultation, including counseling theory and practice as they apply to administration, coordination, professional relationships, and ethics; applying knowledge of individual and group counseling approaches that promote student success through academic, career, and personal/social development; demonstrating knowledge of consultation and collaboration with students, families, school personnel, and appropriate professionals regarding the identification of and interventions for behavioral and educational concerns; demonstrating knowledge of community resources and skills to make appropriate referrals; demonstrating knowledge of issues that may affect the development, well-being, and functioning of students.

Objectives 006–007 make up about 29% of the test. They ask you to understand school counselor leadership skills in the school setting; understand professional roles and responsibilities of the school counselor.

• 006 Understand school counselor leadership skills in the school setting: demonstrating knowledge of the school counselor's role as leader and change agent for the purpose of supporting students' current and postsecondary success; demonstrating knowledge of strategies school counselors can use to generate and participate in schoolwide initiatives (e.g., school improvement, career and college awareness, diversity awareness, safety initiatives, conflict resolution, antibullying) to enhance the school learning environment and promote the well-being and success of all students; demonstrating knowledge of strategies for training and supervising support personnel (e.g., clerical, paraprofessional) in the completion of appropriate support activities, including but not limited to data entry and scheduling; demonstrating knowledge of strategies and activities for facilitating staff development; demonstrating knowledge of the school counselor's role as an advocate, including effective ways to advocate for the success of all students in accordance with the SBE Universal Education Vision and Principles.
• 007 Understand professional roles and responsibilities of the school counselor: demonstrating knowledge of the philosophy, principles, and practice of guidance services, including the history of school counseling and current trends and issues in the profession; demonstrating knowledge of the school setting and the relationship between the Michigan Comprehensive School Counseling Program and the total educational program; applying knowledge of ethical behavior and professional responsibilities related specifically to school counseling (e.g., applying the principles and standards outlined in the American School Counselor Association [ASCA] Code of Ethics and Standards, engaging in ongoing professional development, participating in the collaboration and referral process); demonstrating knowledge of policies, laws, and legislation relevant to school counseling and education; demonstrating knowledge of the role of the school counselor in relation to the roles of other professional and support personnel in the school and caregivers in the home and community to facilitate the successful development and achievement of all students in accordance with the SBE Universal Education Vision and Principles.