Psychology, Educational Specialist in School Psychology Respecialization (EdS) (Online)
Jamie Chaffin, Program Director
This online-hybrid distance-learning program is designed for working professionals with a master’s or other graduate degrees or a bachelor’s degree and professional experience. It is offered through online coursework with synchronous and in-person training requirements. Appropriate candidates for the program are educators or those working in an education, counseling or psychology-related field with several years of experience.
Note: successful completion of the National School Psychology Certification Examination and an oral examination that reviews the portfolio project and contents is required.
Early consideration deadline for completed applications is January 15. All application materials must be received by March 1 for consideration of admission for a summer start. The application file must be complete by March 1 for you to be considered for an interview. All interviews will be conducted via video conferencing. The equipment needed for the interview consists of a web-camera (can be internal to your laptop or external), a headset with a microphone and a wired Internet connection (wireless tends to be slower and could impact either the video or audio component of the transmission).
To be considered for the program, students:
- must have a GPA ≥3.0 in the last 90 quarter or 60 semester-graded credits. The Graduate Admission Committee may recommend a limited number of other students with a lower GPA to the Dean of Graduate Programs for admission based upon standard test scores, intervening experiences and other relevant factors;
- must meet the requirements of the Graduate School;
- must submit program-specific application to the Department of Psychology for the Ed.S in School Psychology Online Program, vitae/résumé, and a letter of introduction and intent (not to exceed three pages) for admission to the program;
- must send three letters of recommendation to the Department of Psychology on program specific reference form;
- must have completed either: 1. a master’s or other graduate degree in psychology, education or a closely related field or its equivalent or 2. a bachelor’s degree and at least three years of full-time experience teaching in school or 3. a bachelor’s degree and at least five years of relevant professional experience in a closely related field;
- students with bachelor’s degrees must submit scores for the Graduate Record General Examination (GRE) Test—students with master’s or other graduate degrees do not need to submit GRE scores.
- it is expected that a student complete all of the requirements for admission to the Graduate School and the Department of Psychology before registering for classes.
We adhere to a scientist-practitioner model that prepares students for practice as a school psychologist. Candidates completing our program are prepared to receive a Residency Educational Staff Associate (ESA) Certificate in School Psychology from Washington’s Office of Superintendent of Public Instruction (OSPI). Students are encouraged to seek national certification through preparation of individual portfolios. Coursework, practica, internship, and portfolio expectations are aligned with state and national training standards. Specific areas of training include student and program evaluation (measurement principles); development of academic and social-behavioral intervention plans (e.g., instructional and behavioral analysis, consultation and home-school collaboration); and research (methods and statistics). The program adopts a preventive focus by training candidates to assess and intervene at the school-wide and at-risk group level. Knowledge and skills are developed through integrated coursework, field experiences and internship. The program duration is two full calendar years, beginning in summer.
Technology requirements for participation
High bandwidth required; access should be through a direct Internet connection (not wireless); computer and browser requirements should follow program recommendations, webcam; headset with microphone and access to a scanner or printer that scans. Full participation throughout the web-conferencing activities and inter-residence training is required to participate.
|PSYC 505||APPLIED LEARNING THEORY AND BEHAVIOR MODIFICATION||4|
|PSYC 510||PROFESSIONAL SCHOOL PSYCHOLOGY I||4|
|PSYC 511||PROFESSIONAL SCHOOL PSYCHOLOGY II||4|
|PSYC 512||PROFESSIONAL SCHOOL PSYCHOLOGY III||4|
|PSYC 513||ADVANCED CHILD AND ADOLESCENT DEVELOPMENT||4|
|PSYC 523||MULTI-TIERED SYSTEMS OF SUPPORT||4|
|PSYC 526||ACADEMIC ASSESSMENT FOR SCHOOL PSYCHOLOGY||4|
|PSYC 531||PSYCHOEDUCATIONAL GROUPS||4|
|PSYC 532||RESEARCH AND STATISTICS GROUP DESIGN||4|
|PSYC 533||INTERVENTION AND PROGRAM EVALUATION||4|
|PSYC 534||HUMAN NEUROPSYCHOLOGY||4|
|PSYC 543||COUNSELING THEORIES AND SCHOOL BASED MENTAL HEALTH INTERVENTIONS||4|
|PSYC 553||SOCIAL, EMOTIONAL AND BEHAVIORAL ASSESSMENT OF CHILDREN AND ADOLESCENTS||4|
|PSYC 554||COGNITIVE ASSESSMENT||4|
|PSYC 558||SCHOOL PSYCHOLOGY PRACTICUM (1-6 must be repeated)||12|
|PSYC 559||COGNITIVE ASSESSMENT LAB||3|
|PSYC 560||SCHOOL PSYCHOLOGY CONSULTATION||4|
|PSYC 565||DEVELOPMENTAL PSYCHOPATHOLOGY||4|
|PSYC 579||ADVANCED DIAGNOSTIC ASSESSMENT||4|
|PSYC 602||SCHOOL PSYCHOLOGY PORTFOLIO (1-6)||6|
|PSYC 695||INTERNSHIP IN SCHOOL PSYCHOLOGY (1-6 must be repeated)||15|
Student Learning Outcomes—students will
- describe and accurately apply varied methods of assessment and data-collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes;
- articulate and apply varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems;
- design and evaluate evidence-based curriculum and instructional strategies that support cognitive and academic skills;
- design and evaluate services and programs that support socialization, positive behavior, and mental health;
- articulate key elements in school and systems structure, including multi-tiered systems of support;
- in collaboration with others, design comprehensive plans for multi-tiered prevention and empirically supported strategies for effective crisis preparation, response, and recovery;
- design, and evaluate services that facilitate family school partnerships and interactions with community agencies for enhancement of academic and social–behavioral outcomes for children;
- articulate best practices for culturally responsive assessment, consultation, and intervention and provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds, and across multiple contexts;
- interpret, evaluate, and design single case and group design research, and apply these skills to collaboratively conduct program evaluation in applied settings;
- articulate and apply ethical, legal, and professional standards and demonstrate professional work characteristics needed for effective practice as school psychologists.