About The Program

Accredited by the California Commission on Teaching Credentialing (CTC), CBU's Pupil Personnel Services (PPS) Credential in School Counseling prepares students to pass the standardized School Counselor Examination (ETS/PRAXIS II) and advance in a career as a school counselor in a public school or other educational setting. Graduates of the program earn their Master of Science and PPS Credential simultaneously. 

Developed and taught by practicing school counselors and offered through CBU's highly respected Dr. Bonnie G. Metcalf School of Education, the PPS Credential Program in School Counseling equips professionals with the skills, knowledge and experience to become effective advocates, collaborators and leaders committed to helping today's diverse students and schools succeed. 

For more information, visit the following pages and resources to the left. You are also invited to join us at our next Information Session

Thank you for your interest in California Baptist University. We look forward to helping you live your purpose.

  • Student Learning Outcomes
    1. PPS candidates communicate in a supportive, problem-solving fashion using active listening, flexibility and effective facilitation.
    2. PPS candidates have an awareness of cultural factors that impact student development, behavioral functioning, and home interactions. PPS candidates understand the implications of diversity upon the design and administration of assessments and interventions.
    3. PPS candidates help students, parents, and teachers effectively access technology, as well as how to enhance learning with appropriate technologies. PPS candidates use technology and database in evidence based practice, decision making, program evaluation, assessment and progress monitoring.
    4. PPS candidates support policy development that creates safe and effective learning environments. Candidates use their knowledge of ethical considerations related to assessment, counseling, professional activity, and personal conduct to drive their professional practice. 
    5. PPS candidates determine how best to collect data, interpret the results, communicate the data to a diverse audience, and use the data effectively to design instructional interventions. Candidates are able to use standardized measures as well as alternative assessment methods to collect student data necessary to develop appropriate behavioral and academic interventions. Candidates are skilled in communication the results of assessment to many types of audiences, including teachers, parents, IEP teams, community agencies and administrators.
    6. PPS candidates understand how school systems work and how they can use this knowledge to help organize schools and classrooms in ways that promote learning and prevent problems. Candidates develop evidence-based prevention and intervention programs consistent with an understanding of the impact of home, community, and school systems on student success.
    7. PPS candidates help schools develop challenging but achievable cognitive and academic goals for all students, taking into account the need to adjust expectations for individual students. Candidates teach others to implement alternative ways to monitor or assess individual student progress toward goal or standards accomplishment.
    8. PPS candidates enhance appropriate pupil behavior and develop methodologies such as conflict resolution and social problem-solving and decision-making approaches. Candidates understand development in social, affective, and adaptive domains and are able to identify and apply sound principles of behavior change within these domains.