Skip to navigation menu

Skip to main content

Teacher Education
Teachers College, Columbia University
teachers college logo columbia univertsity logo

Teacher Education

Programs > Programs for Other School Professionals

Programs

Programs for Other School Professionals

school counseling_ap

The programs in Counseling Psychology/Psychological Counseling are designed to prepare counselors who facilitate normal and optimal development of individuals, groups, and organizations that is culturally relevant and psychologically appropriate across the lifespan.

(1) The Master of Education program in Psychological Counseling (COUM, COUS, COUD, and COUP) prepares candidates to work as counselors with those who need assistance with adjustment issues both in their personal and/or occupational lives. The role of a professional counselor is to help individuals from a variety of cultural and socioeconomic backgrounds utilize internal and environmental resources in order to live more optimally. Candidates are taught to use strategies of prevention, intervention, and remediation to assist others in developing effective coping skills and responses to their environment. (TC Catalog). There are two specialty tracks within the program

*Mental Health Counseling Track prepares candidates for the position of psychological counselor in social agencies, organizations, career counseling centers, rehabilitation agencies, mental health centers, hospitals, and other community and government agencies. The Program is dedicated to preparing counselors who facilitate normal and optimal development for individuals,groups, and organizations. Candidates are also trained in the assessment, evaluation, amelioration and treatment of socio-emotional disorders and dysfunctions (Student Handbook). Since Teachers College is a registered training program for the New YorkMental Health license, graduates are eligible for a limited license as a mental health counselor in New York.

*School Counseling Track prepares candidates to perform essential functions generally found in the counseling profession as well as services unique to school settings. Candidates are trained to work directly with pupils to help them make the most of their school years and make plans for the future. They are also trained to work with parents, guardians, teachers and school administrators in supporting candidates' success. (Student Handbook) This specialty allows candidates to develop appropriate skills to deliver services that are specific to school settings, in addition to learning essential functions generally found in the counseling profession. Graduates of this program are eligible for provisional certification as a School Counselor in New York State after completing the program, including a series of specialty-specific courses.

(2)The Ph.D. Program in Counseling Psychology reflects a scientist-practitioner training model whereby emphasis is placed on preparing professional psychologists who: (a) are competent in addressing problems associated with the adaptive functioning of human beings, (b) can successfully apply relevant research literature to client concerns, and (c) can contribute to the research knowledge base. (TC Catalog) The role of a counseling psychologist is to produce knowledge, to lead in relation to policy development and implementation, and to work in independent practice. The program prepares candidates to work in a variety of settings with emphasis on education (e.g., colleges and universities), mental health (e.g., outpatient clinics, hospitals, nursing homes, etc.) and related agencies.

The academic curriculum of the program provides candidates with numerous opportunities to develop professional and personal competencies associated with becoming professional counselors or counseling psychologists. Extensive coursework, practical experiences, and other learning opportunities allow candidates to identify their strengths and assets with regard to their personal and professional development and take risks to develop new competences in various professional roles. The academic curriculum also reflects the importance of candidates (a) developingprofessional identities as ethical counselors or counseling psychologists, (b) being socialized into the profession of counseling psychology, and (c) contributing to counseling psychology as specialty discipline as well as to the broader field of applied psychology. Issues of human diversity are largely integrated throughout the entire curriculum and candidates are exposed to numerous opportunities to develop competence in addressing issues pertaining to cultural and identity group membership with various populations. (TC Catalog)

Related Links
school psychology_ap

The programs in School Psychology focus on the application of cognitive and developmental psychology to the promotion of competence in learning and mental health in schools and other educational contexts. The overall goal of the Program is to educate school psychologists who can promote the cognitive, behavioral, and social-emotional growth and development of children and families from diverse linguistic, cultural or racial backgrounds. The Program’s philosophy, educational model, and curriculum plan are based on the science and professional practice of psychology. The theoretical model of the Program involves the application of cognitive and developmental psychology to the promotion of competence in learning and mental health in schools and other educational contexts. 
  • The Master of Education degree program stresses a firm grounding in the core areas of psychology, especially cognitive psychology, as well as in the tools traditionally used by school psychologists to apply their knowledge and skills to school settings. Completion of the Ed.M. program in School Psychology can lead to certification as a school psychologist in New York State.
  • The Doctor of Philosophy degree program prepares candidates for certification as a school psychologist and licensure as psychologist.
The coursework provides candidates with a strong foundation in the theory and research of cognitive and developmental psychology and its application to: (a) the instruction and learning or school-related subjects, particularly reading and (b) the understanding and treatment of mental health problems. Practica and internship experiences provide candidates with the opportunity to apply this knowledge directly to their work with clients. Clients are seen in a variety of contexts, including our collaborating schools. Faculty research, all of which is cognitively and/or developmentally oriented, provides yet another vehicle for candidates (doctoral primarily) to develop and apply their knowledge.

 

Related Links
speech and language pathology_ap

The master's program in Speech and Language Pathology is accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association. The program in Speech-Language Pathology and Audiology offers, advanced education and training in the processes of individual human communication (speech, hearing, language and upper aero-digestive disorders); disorders of human communication, and swallowing and remedial procedures for such disorders.

Emphases and interests of the program are reflected in the work of the following faculty: Professor O’Malley– psychoacoustics, including frequency selectivity, two-tone suppression, auditory spectral resolution, pitch, and auditory temporal acuity; Professor Saxman– speech and language development and disorder, vocal tract function and dysfunction and lifespan development of speech processes; Professor Levy– crosslanguage speech production and perception and second-language speech learning; Professor P. Gordon– language acquisition, psycholinguistics, cognitive development in infants and children; Professor Froud– acquired language pathology, neural correlates of normal and abnormal speech and language. Catherine Crowley– Bilingual Speech Language Pathology, and identifying critical factors that help distinguish between speech and language difference and disorders.

Programs leading to the M.S., Ed.D., and Ph.D. degrees in Speech-Language Pathology prepare graduates for positions in a variety of professional settings: school systems, community speech and hearing centers, rehabilitation centers, hospital clinics, private practice, state departments of education, health departments, federal agencies, and colleges and universities.

Because of the program’s central concern with the processes of individual human communication, swallowing and their disorders and management, it has special interests in, and relations with, the fields of psychology, linguistics, anatomy and physiology, acoustics, special education, medicine, and dentistry.

Many of the program’s courses in normal and disordered speech and hearing, and upper aero-digestive processes contribute to professional preparation in speech and language arts, kindergarten through secondary school education, special education, remedial reading, psychology, and various health related professions, including physical therapy, occupational therapy, dental hygiene, nursing, and hospital administration.

 

Related Links
summer principals academy_ap

Teachers College is dedicated to promoting equity and excellence in education and overcoming the gap in educational access and achievement between the most and least advantaged groups in this country. Through programs of teaching, research, and service, the College draws upon the expertise of a diverse community of faculty in education, psychology, and health, as well as candidates and staff from across the country and around the world. Through the Summer Principals Academy, aspiring school leaders are encouraged to construct transforming possibilities for student learning, school improvement, social equity, and opportunity. We foster leadership development through an integrated set of experiences that include sound theoretical and "best practice" knowledge, problem-based coursework and field-based experiences, including an intensive and extended internship.

The following seven statements represent the core values of the Summer Principals Academy: Quality education and education leadership are central to promoting social justice and diversity and these values are central to ethical leadership;Excellent leadership development and preparation will nurture not only knowledge, skills and values, but also personal self-actualization and transformation;School leaders are responsible for nurturing not only the teaching and learning of all members of the school community, but also for nurturing their own self-actualization and personal transformation;Skillful collaboration and teamwork are essential to foster quality schools;All aspects of leadership development and education will promote the practice of intellectually and ethically reflective leadership;Active, participatory, learning that is rooted in actual school contexts, simulations, case-studies, and offers multiple opportunities to improve leadership skills is core to the curriculum; andInnovation and risk-taking play a key role creating a vision and promoting educational change.

The knowledge, skills and dispositions we seek to develop in the cohorts of candidates selected for the Public School Principals Summer Masters Program need to reflect and sustain these core competencies. They are also substantially present in the guidelines developed by ELCC and New York State for the certification of school building leaders. However, we seek to exceed the competencies of "good principals" and develop the intellectual, moral, and practical foundations that will permit principals of excellence to emerge. Excellent principals are developed over many years in the cauldron of reflective school leadership. Aspiring school leaders pursue coursework and skill development at Teachers College, Columbia University over two consecutive summers and undertake site-based research projects and internships at their schools of employment during the intervening year. The cohort program allows them to balance full-time employment with graduate study drawing on a diverse group of talented educators whose obligations preclude them from attending courses during the traditional 15-week semester or for who distance is a barrier to attendance. The program is 36 credits, is completed in two consecutive summers, and leads to a M.A.or Ed.M degree and School Building Leader Certification in New York State.

News: According to NYC DOE five current and past SPA candidates will be opening new small schools in NYC in September of 2013.

Related Links
urban education leaders program_ap

Teachers College has been a leader in the field of educational administration, having awarded the earliest doctorates in the field, graduating generations of leaders for districts and schools around the nation, and producing seminal research on educational finance, governance and other topics.

The mission of the current Education Leadership Program is to prepare scholars and practitioners whose work will lead and transform education, especially in urban school systems and other contexts serving marginalized and disadvantaged students.

The Education Leadership Program has developed the Urban Education Leaders Program (formerly known as Inquiry in Education Leadership Practice) to be consistent with the social justice mission of the College. Recognizing that education can transform the lives of individuals, communities, and society, and that inspired, capable leaders are crucial to education, the Urban Education Leaders Program seeks to prepare a new generation of improvement-focused leaders for school systems and schools, especially to serve where reform is needed the most and where leadership can make a significant difference. Urban Education Leaders Program graduates will lead the way toward equity and social justice in schooling and will ensure quality learning and healthy development for all students, by using their knowledge, skills, and values to guide and support teaching and learning and to manage and lead educational organizations and systems effectively. 

Related Links