College of Education2016-2017

Department of Educational Psychology

School Psychology, Educational Specialist

We designed this Educational Specialist (Ed.S.) in School Psychology degree and state certification to prepare you as a School Psychologist.  We emphasize developing skills in the assessment of learning and behavior problems as well as those needed to serve as an effective consultant with school personnel. This degree is appropriate if you want to be certified by the Arizona Department of Education as a School Psychologist.

This EDS and state certification program is appropriate if you want to be certified by the Arizona Department of Education as a school psychologist. The program is approved by the National Association of School Psychologists (NASP). http://www.nasponline.org/

This program is accredited by the National Council for Accreditation of Teacher Education (NCATE).

Careers

What Can I Do with an Educational Specialist in School Psychology?

From preschool through high school, psychologists are in demand. In this program you'll master how to assess learning and behavior problems and understand proper approaches to prevention and intervention in the educational system. You'll know how to use scientific knowledge to guide practice to be an effective consultant in school and you'll take on training opportunities in the classroom, field, and internships to get there.

In addition to developing the skills needed to serve as an effective consultant with school personnel, you will learn in a diverse, rigorous, and collaborative atmosphere

Note: A minimum of three years of full-time academic study beyond the baccalaureate degree is required. This includes a one academic year internship consisting of a minimum of 1,200 clock hours, at least 600 hours of which must be in a school setting.

Career opportunities that might be pursued:
  • School psychologist


University Requirements

  • To receive a master’s degree at Northern Arizona University, you must complete a planned group of courses from one or more subject areas, consisting of at least 30 units of graduate-level courses. (Many master’s degree programs require more than 30 units.)

    You must additionally complete:

    • All requirements for your specific academic plan(s). This may include a thesis.
    • All graduate work with a cumulative grade point average of at least 3.0.
    • All work toward the master’s degree must be completed within six consecutive years. The six years begins with the semester and year of admission to the program.
    The full policy can be viewed here.

     

Overview

In addition to University Requirements:

  • Complete individual plan requirements.

Please note that you may be able to use some courses to meet more than one requirement. Contact your advisor for details.

Minimum Units for Completion 72
Fieldwork Experience/Internship Required
Progression Plan Link View Program of Study
Student Learning Outcomes

Outcomes align with Standards from the Council for the Accreditation of Educator Preparation (CAEP), the National Association of School Psychologists (NASP), and the Interstate New Teacher Assessment and Support Consortium (InTASC).
 
School Psychology Program Context/ Structure: Graduate education in school psychology is delivered within the context of a comprehensive program framework based on clear goals and objectives and a sequential, integrated course of study in which human diversity is emphasized. Graduate education develops candidates’ strong affiliation with school psychology, is delivered by qualified faculty, and includes substantial coursework and supervised field experiences necessary for the preparation of competent school psychologists whose services positively impact children, families, schools, and other consumers. In addition to specialist- and/or doctoral-level programs of study, a school psychology program that offers opportunities for respecialization, retraining, and other alternative approaches to credentialing as a school psychologist ensures that program requirements are consistent with NASP graduate preparation standards.
 
Data Based Decision Making and Accountability:

  • School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs.
  • School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs
 
Student Level Direct and Indirect Services: School psychologists have knowledge of direct interventions that focus on academic and social/emotional interventions for children and families. School psychologists engage multi-disciplinary teams (including children, teachers, parents, other school professionals) to develop and implement academic and mental health interventions.
  • Interventions and Instructional Support to Develop Academic Skills- School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills.
  • Interventions and Mental Health Services to Develop Social and Life Skills –School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social–emotional functioning and mental health. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health
 
Systems Level School Direct and Indirect Services: School psychologists have knowledge of direct and indirect services that focus on knowledge of schools and system structures, and preventive and responsive services. School psychologists implement school-wide practices to promote learning and knowledge of principles and research related to resilience and risk factors.
  • School-Wide Practices to Promote Learning - School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.
  • Preventive and Responsive Services - School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.
 
Systems Level Family-School Collaboration Direct and Indirect Services: School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/ interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.
 
Diversity in Development and Learning as a Foundation of Service Delivery: School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery.
 
Research, Program Evaluation, Legal, Ethical, and Professional Practices as Foundations of Service Delivery: School psychologists have core foundational knowledge and experiences and implement practices and strategies in research, program evaluation, and legal, ethical and professional practice.
  • Research and Program Evaluation - School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels.
  • Legal, Ethical, and Professional Practice - School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.
 
Practica and Internships in School Psychology: During systematic, comprehensive practica and internship experiences consistent with its goals and objectives, the school psychology program ensures that all candidates demonstrate application of knowledge and professional skills in relevant settings and under conditions of appropriate supervision, evaluation, and support. The school psychology program’s practica and internship develop and enhance candidates’ skills and professional characteristics needed for effective school psychology service delivery; integration of competencies across the standards of professional preparation and practice; and direct, measurable, positive impact on children, families, schools, and other consumers.

 

Details

Additional Admission Requirements
  • Admission requirements over and above admission to NAU are required.
    • NAU Graduate Online application is required for all programs. Details on admission requirements are included in the online application.
    • Undergraduate degree from a regionally accredited institution
    • Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent. 
    • Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College.
    • Transcripts
    • For details on graduate admission policies, please visit the Graduate Admissions Policy
    • International applicants have additional admission requirements. Please see the International Graduate Admissions Policy 


    Individual program admission requirements include:

    • GRE® revised General Test
    • 3 letters of recommendation
    • Responses to specific essay questions
    • IVP Fingerprint clearance card
  • Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor.

Campus Availability



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