Preparation Manual
School Counselor (252)
Overview and Exam Framework
Sample Selected-Response Questions
Sample Selected-Response Answers and Rationales
Sample Constructed-Response Question
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, Preparation Manual
Section 3: Overview and Exam Framework
School Counselor (252)
Exam Overview
Exam Name School Counselor
Exam Code 252
Time 5 hours
Number of Questions 90 selected-response questions and 1 constructed-response question
Format Computer-administered test (CAT)
The TExES School Counselor (252) exam is designed to assess whether an examinee has the requisite knowledge
and skills that an entry-level educator in this field in Texas public schools must possess. The 90 selected-response
questions and the 1 constructed-response question are based on the School Counselor exam framework. Questions on
this exam range from grades EC–12. Your final scaled score will be based only on scored questions.
The Standards
Learner-Centered Knowledge: The certified school counselor has a broad knowledge
Standard I base.
Learner-Centered Skills: The certified school counselor applies the knowledge base
Standard II to promote the educational, personal, social, and career development of the learner
as outlined in The Texas Model for Comprehensive School Counseling Programs.
Learner-Centered Process: The certified school counselor participates in the
development, monitoring, revision, and evaluation of a campus based on The Texas
Standard III Model for Comprehensive School Counseling Programs that promotes learners'
knowledge, skills, motivation, and personal growth.
Learner-Centered Equity and Excellence for All Learners: The certified school
Standard IV counselor promotes academic success for all learners by acknowledging, respecting,
and responding to diversity while building on similarities that bond all people.
Learner-Centered Communications: The certified school counselor, an advocate for
Standard V all students and the school, demonstrates effective professional and interpersonal
communication skills.
Standard VI Learner-Centered Professional Development: The certified school counselor continues
professional development, demonstrating a commitment to learn, to improve the
profession, and to model professional ethics and personal integrity.
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,Domains and Competencies
The content covered by this exam is organized into broad areas of content called domains. Each domain covers one
or more of the educator standards for this field. Within each domain, the content is further defined by a set of
competencies. Each competency is composed of two major parts:
The competency statement, which broadly defines what an entry-level educator in this field in Texas public
schools should know and be able to do.
The descriptive statements, which describe in greater detail the knowledge and skills eligible for testing.
Domain I—Knowledge of Learners
Competency 001—(Human Development and Learning): Understand theories and processes of human development and
learning as well as factors that influence development and learning.
For example:
A. Demonstrate knowledge of developmental progressions in the social, emotional, physical, motor, language,
and cognitive domains in children and adolescents; developmental challenges at different stages of
development; and how to support students' development across domains.
B. Demonstrate knowledge of developmental variation, the interrelatedness of developmental domains, and how
this interrelatedness may affect students' performance and behavior.
C. Demonstrate knowledge of learning theories; how students construct knowledge, acquire skills, and develop
strategies for responding effectively to challenges; and how students' development in the various domains
can influence learning.
D. Apply knowledge of variables that may influence a student's development, learning, and behavior
(e.g., environment, health, socioeconomic circumstances, disability, life experiences, language fluency, stress,
trauma, individual learning style, culture, gender identity, ethnicity, race, geopolitical factors).
E. Apply knowledge of the characteristics and needs of students within special populations (e.g., gifted and
talented, homeless, migrant, special education, English learners, immigrants, refugees, students who meet
at-risk criteria).
F. Apply knowledge of developmentally appropriate strategies that are based on research for building on
students' strengths and helping students acquire effective learning strategies.
G. Apply knowledge of how to plan and implement developmentally appropriate activities, experiences, and
interventions that are responsive to students' needs and facilitate optimal development across the life span.
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, Competency 002—(Diversity and Cultural Competence): Understand diversity issues and cultural competencies related to
school counseling and environments that promote respect and affirmation for all students.
For example:
A. Demonstrate knowledge of ways in which diverse characteristics (e.g., race, culture, ethnicity, religion, gender
identity, socioeconomic status, linguistic diversity, immigration status, exceptionality, learning styles, physical
or cognitive abilities) may affect the manifestation of strengths and difficulties in the educational, career,
personal, and social areas.
B. Apply knowledge of strategies for promoting understanding of, sensitivity to, and interaction with students'
diverse characteristics and for fostering awareness, appreciation, and respect for diversity.
C. Apply knowledge of strategies for helping all students feel welcome; using students' diverse characteristics
and backgrounds to enrich learning experiences; and building a learning community characterized by respect
for, affirmation of, and interaction with all students.
D. Demonstrate knowledge of ways to encourage the development of an inclusive learning community where
students assume responsibility, participate in decision making, and work independently as well as
collaboratively in learning activities.
E. Demonstrate knowledge of strategies for teaching about bias, stereotyping, prejudice, discrimination, and
oppression and how these issues may affect students, including strategies for intervening with students who
demonstrate inappropriate behaviors.
F. Recognize changing societal trends (e.g., demographic, economic, technological) and cultural, economic, and
political issues surrounding diversity, equity, and access.
G. Demonstrate knowledge of cultural competencies related to diversity, equity, and access and the importance
of acknowledging personal biases, addressing personal prejudices, and promoting culturally responsive
behaviors that affirm all students' humanity.
H. Demonstrate knowledge of restorative practices, mediation, and conflict resolution strategies, and ways to
support the development of these programs within the school environment.
Domain II—The Comprehensive School Counseling Program
Competency 003—(Guidance): Understand instructional practices and strategies for facilitating students' educational,
career, personal, and social growth and development as articulated in The Texas Model for Comprehensive School
Counseling Programs.
For example:
A. Apply knowledge of how to analyze various types of data (i.e., process, perception, and outcome) and other
information to identify students' strengths and needs in order to inform guidance curriculum development.
B. Demonstrate knowledge of procedures for engaging in ongoing review of students' knowledge, skills, and
abilities; strategies for providing appropriate and relevant feedback; and methods for evaluating student
progress.
C. Demonstrate knowledge of curriculum design, lesson plan development, differentiated instruction,
assessment of student competency attainment, and classroom management as applied to the developmental
guidance curriculum.
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