CAREER GUIDE FOR EDUCATIONAL, VOCATIONAL AND SCHOOL COUNSELOR
SOC Code: 21-1012
Pay Band(s): 4 (Salary Structure)
Standard Occupational Description: Counsel individuals and provide group educational and vocational guidance services.
Educational, Vocational, and School Counselors positions in the Commonwealth are assigned to the following Roles in the Training and Instruction:
While Educational, Vocational, and School Counselors within the Commonwealth are all located within the Training and Instruction Career Group, individuals may want to pursue other opportunities within the Commonwealth depending upon individual training, education, knowledge, skills, abilities, and interests.
Other Career Group(s) that may be of interest are:
SKILLS, KNOWLEDGE, ABILITIES AND TASKS
(Technical and Functional Expertise)
The Knowledge of:
The Ability to:
Like people, occupations have traits or characteristics. These characteristics give important clues about the nature of the work and work environment, and give you an opportunity to match your own personal interests to a specific occupation. When you choose a job in an occupation that matches your own interests you have taken an important step in planning a successful and rewarding career.
The occupation of Educational, Vocational, and School Counselors has characteristics as described below:
Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
Artistic — Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules.
Enterprising — Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business.
Conventional — Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.
LICENSURE, REGISTRATION, OR CERTIFICATION REQUIREMENTS
Generally this is required for Educational, Vocational, and School Counselors positions in state government.
All States require school counselors to hold State school counseling certification and to have completed at least some graduate course work; most require the completion of a master's degree. Some States require public school counselors to have both counseling and teaching certificates and to have had some teaching experience before receiving certification.
For Virginia's requirements visit the Virginia Department of Education's web site: http://www.pen.k12.va.us/
EDUCATIONAL, TRAINING, AND LEARNING OPPORTUNITIES
The Department of Labor provides the following information:
Educational, vocational, and school counselors provide individuals and groups with career and educational counseling. In school settings—elementary through postsecondary—they are usually called school counselors and they work with students, including those considered to be at risk and those with special needs.
As mentioned earlier, a master's degree is typically required to be licensed or certified as a counselor.
The Council for Accreditation of Counseling and Related Educational Programs (CACREP) has accredited a number of counseling programs. For a listing of the Virginia colleges and universities with accredited school counseling programs, visit the American School Counselors Association web site at http://www.schoolcounselor.org/.
School counselors can move to a larger school; become directors or supervisors of counseling, guidance, or pupil personnel services; or, usually with further graduate education, become counselor educators, counseling psychologists, or school administrators.
There is one recognized apprenticeable specialty associated with this occupation:
Competencies are a set of identified behaviors, knowledge, skills, and abilities that directly and positively impact the success of employees and the organization. Competencies can be observed and measured. When consistently demonstrated, competencies make employees particularly effective in their work. Competencies help lay out a road map to career success. You can use the Commonwealth Competencies to help improve your individual performance by adopting behaviors that make high performing employees successful in their jobs. In this way, you can use the Commonwealth Competencies for your further professional development.
The Commonwealth Competencies are:
The above competencies may be applied to employees throughout the Commonwealth of Virginia. They can be rank-ordered by agencies and hiring managers to represent the needs of a specific job. The rank ordering will change depending upon the occupation, an organization's priorities, the actual job requirements, and the supervisor's preferences.
Career success is both about what you do (applying your technical knowledge, skills, and ability) and how you do it (the consistent behaviors you demonstrate and choose to use) while interacting and communicating with others. Hopefully, by studying the Commonwealth competencies, identifying your developmental opportunities, and working to refine your own competence, you can take charge of your career!
For additional information about the Commonwealth Competencies go to: http://jobs.state.va.us/cc_planningctr.htm. For the competencies, we first list the competencies and then define each. Finally, we list competency indicators; to describe what successful performance looks like.
COMMONWEALTH CAREER PATH
Career opportunities in the Commonwealth are not limited to moving “up” to the next highest role and pay band, changing positions, or to becoming a supervisor. That's because most roles describe a broad group of occupationally related positions that perform a range of work that requires increased knowledge and skills. For that reason, Commonwealth roles describe the career paths within the same or higher-level role for the same or different Career Group. The broad salary range and the Commonwealth's pay practices provide flexibility in recognizing career development and advancement. (Salary Structure)
For example: Educational, Vocational, and School Counselors
Sample Career Path
Trainer and Instructor II
The Trainer and Instructor II role provides a career track for educational, vocational and school counselors responsible for providing a variety of counseling services to students or clients with issues affecting their educational or vocational situations.
Trainer and Instructor III
The Trainer and Instructor III role provides career tracks for the employee performing at the advanced level of expertise. Employees are responsible for coordinating and determining training or organizational development needs and educational counseling and other services for an agency, or a geographical division of an agency responsible for several dispersed facilities, or outside entities.
Training and Instruction Manager I
The Training and Instruction Manager I role provides career tracks for training managers with responsibility for determining organizational performance or development needs and services; and planning, developing, and implementing agency-wide or statewide training programs and/or initiatives in an agency that may be geographically dispersed. Duties include conducting research, needs assessments and analyses; initiative or program development; monitoring, and evaluating; project planning; budget development; staff supervision; and consultation to senior administrators.
Training and Instruction Manager II
The Training and Instruction Manager II role provides career tracks for training managers who direct diverse programs and specialized, comprehensive training activities statewide or in an agency that is geographically dispersed and provides instructional services to localities or outside entities. Complex duties involve the planning, directing, implementing and evaluating training functions for agency staff and external customers; establishing and monitoring goals and performance standards for training programs; and may include managing the operations of a training facility.
ADDITIONAL OCCUPATIONAL INFORMATION CAN BE FOUND AT:
O*NET (Occupational Information Network)
Virginia Employment Commission
Career One Stop
Virginia Career Resource Network
American Federation of Teachers
National Education Association
American School Counselor Association