School Psychology Educational Specialist, Ed.S.

The College of Education and Human Development  Educational Specialist degree (Ed.S.) in School Psychology has been designed to equip professionals to directly and indirectly deliver a continuum of educational and mental health services to children and families in the region and beyond, and to work with teachers and other educators in public and private schools and other educational settings to enhance student learning and well-being. This program of study incorporates theoretical and applied approaches across developmental, cognitive, social, and behavioral domains to promote the development of a superior level of professional competence towards the implementation of school psychological services that are empirically supported, data driven, and culturally competent. Graduates of the program are prepared to enhance student achievement and wellness by functioning in multiple roles including treatment, assessment, and consultative modalities, as well as teaching and research roles. The entire program is a four-year, cohort-based model providing future school psychologists with a solid professional and academic foundation reflecting depth and diversity in both psychology and education. Students accepted into the Ed.S. in School Psychology program will also earn a Master of Arts in School Psychology and will be eligible to apply for practice in Illinois.

The master’s degree program (contained within the specialist degree program) typically takes two years of study and involves:

• A minimum of 38 hours of coursework
• Completion of a portfolio containing performance-based and knowledge-based evidence demonstrating attainment of the program competencies.

The specialist’s degree program typically takes a total of four years (2 beyond masters including internship) and involves:

• A minimum of 68 hours of coursework (30 hours beyond Master’s)
• A practicum in school psychology (125 hours)
• An advanced practicum in school psychology (125 hours)
• Completion of a capstone project providing evidence demonstrating completion of program competencies, as well as consultation, intervention planning, and/or program evaluation evidence.
• A passing score on the National School Psychology Examination or State of Illinois Subject Area Test in School Psychology; applicants will be encouraged to take both examinations.
• A two-semester full-time internship which requires 1200 hours, at least half of which takes place in a school setting.

Mode-of-Delivery: Face-to-face (with many web-enhanced courses).

Admission Requirements:

Admission to the program occurs annually (Fall only).

Complete Admissions packets are accepted January 1 through February 15. Meeting or exceeding the minimum admission criteria does not guarantee admission to the program. The minimum criteria for admission are described below. Incomplete application packets will NOT be reviewed for admission. Please submit the following materials together in one envelope to the Psychology Advising Office (G386):

1. University Application for Admission.
2. $50 application fee.
3. One set of official (unopened) transcripts from all colleges/universities attended. Applicants must have a grade point average (GPA) of at least 3.0 in the last 60 hours of undergraduate coursework.
4. Evidence of satisfactory professional writing and analysis by earning a grade of “B” or better in PSYC-2102  (Thinking and Writing in Psychology) or its equivalent.
5. Evidence of satisfactory understanding of basic statistics by earning a grade of “B” or better in PSYC - 3150 Psychology Statistics (3) .
6. An essay outlining the applicant’s purpose in seeking a specialist degree in School Psychology and long-term goals.
7. Personal Reference Forms from three professionals/professors who can attest to the applicant’s academic and/or professional capabilities in the field of School Psychology.
8. Completed Statement of Character Form.

Additional Admission Requirements:

In addition to submitting the elements above for admissions consideration, applicants must:

1. complete the specified prerequisite coursework (see below) with no grade below B allowed. If these are not completed at the time of admission, they must be completed prior to attaining candidacy or taking courses for which they are prerequisite;
2. pass an Illinois State Criminal Background check (only applicants approved to interview will need to complete this step); and
3. complete an admission’s interview (if selected).

Prerequisite Coursework:

Must be completed prior to admission with no grade below “B” allowed. Equivalent GSU courses are in parentheses.

• Statistics for the Social Sciences (PSYC-3150 )
• Foundations of Education (EDUC-2310 )

Expected Student Outcomes

• Domain 1 Data-Based Decision Making: Students will effectively use assessment methods to identify strengths and needs, develop interventions, and measure outcomes. They will apply a problem-solving framework and consider ecological factors in data-driven decision-making across individual, group, and system levels within a multitiered support system.
• Domain 2 Consultation and Collaboration: Students will demonstrate understanding of and apply consultation and collaboration models to effectively engage with individuals, families, and groups. They will develop skills in communication and decision-making to enhance service delivery within a systematic approach to problem-solving in school psychology.
• Domain 3 Academic Interventions and Instructional Supports: Students demonstrate the capacity to analyze the influences on academic skills and apply evidence-based curricula and instructional strategies. They will collaborate to implement and evaluate assessment methods, ensuring effective academic interventions that support children’s skill development through data-driven practices.
• Domain 4 Mental and Behavioral Health Services and Interventions: Students will demonstrate understanding of the influences on mental and behavioral health and show the capacity to apply evidence-based strategies to promote social­emotional functioning. They will collaborate to design, implement, and evaluate interventions that foster resilience, positive behavior, and adaptive skills in children.
• Domain 5 School-Wide Practices to Promote Learning: Students will demonstrate the capacity to analyze school systems and evidence-based practices to enhance learning and mental health. They will collaborate to develop and implement strategies that create safe, effective, and supportive environments for both students and school staff, fostering positive behavior and engagement.
• Domain 6 Services to Promote Safe and Supportive Schools: Students will demonstrate understanding of social-emotional well-being and risk factors affecting learning. They will collaborate to promote evidence-based strategies for creating safe, supportive schools, implementing preventive and responsive services that enhance mental health, safety, and effective crisis management in educational settings.
• Domain 7 Family, School, and Community Collaboration: Students will demonstrate understanding family systems and strategies to enhance collaboration between families and schools. They will design, implement, and evaluate culturally responsive services, fostering partnerships with families and community agencies to improve academic and social-behavioral outcomes for children.
• Domain 8 Equitable Practices for Diverse Student Populations: Students will respect and demonstrate understanding of individual differences and diverse characteristics affecting development and learning. They will implement evidence­based strategies to enhance services in education, promoting equity and effective functioning for individuals, families, and schools from varied cultural and socio­economic backgrounds.
• Domain 9 Research and Evidence-Based Practice: Students will understand research design and data analysis techniques to evaluate programs in applied settings. They will apply evidence-based practices as scientist-practitioners, collaborating with others to utilize various data collection methods and technology to support effective interventions at multiple levels. 
• Domain 10 Legal, Ethical, and Professional Practice: Students will demonstrate understanding the foundations of school psychology, including ethical and legal standards. They will demonstrate effective decision-making, collaboration, and professional skills, embracing responsibility, adaptability, and advocacy to ensure ethical practice and commitment to social justice and equity in their work.