Special Subjects K-12 Teacher Preparation Programs

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Teacher Education at Teachers College

Teacher Education at Teachers College

Programs for Other School Professionals

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)

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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. 

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The Summer Principals Academy at Teachers College, Columbia University is a transformative graduate program committed to promoting equity and excellence in urban education leadership and overcoming the gap in educational access and achievement between the most and least advantaged groups in our country.  To achieve this goal, our aspiring school leaders are encouraged to construct transforming possibilities for student learning, school design, social equity, and opportunity.  While some principal preparation programs prepare school leaders who perpetuate schools as they currently exist, SPA strives to prepare leaders who will create the innovative schools that our nation and students need.

SPA NYC enrolls two cohorts and over 100 graduate students each year in a rigorous 14 month, 36-credit program.  Depending on their previous academic experiences, our students pursue the MA or EdM degree, as well as initial School Building Leader certification. Cohorts meet Mondays, Wednesdays and Fridays from 8:00 am – 5:00 pm and Tuesdays and Thursdays 8:00 am - 7 pm in an intensive, five-week session for two consecutive summers.  The 450-hour Administrative Internship takes place during the intervening school year, thereby enabling students to complete internship requirements while maintaining their positions at their schools.  Our schedule supports the reality of aspiring leaders who are working teachers, team leaders, department chairs, and/or supervisors seeking the benefits of a competitive program without the disruption of time away from their school communities and students.

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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. 

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