Curriculum

This course will introduce candidates to the profession of school psychology. Candidates will have knowledge of the history and foundations of school psychology and knowledge of multiple service models and methods. Candidates will have core foundational knowledge about best practices and strategies in professional practice as servant leaders in school psychology. 

This course is designed to provide educational foundations, including human growth and development, learning theory, and academic achievement. Candidates will also have knowledge of human development across the lifespan as well as factors that impede development.

Candidates will have core foundational knowledge and experiences to implement best practices and strategies in legal, ethical, and professional practice. Candidates will have knowledge of the ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists, demonstrating professional disposition, responsibility, adaptability, initiative, and self-care.

Candidates will have core foundational knowledge and experiences to implement practices and strategies in research and program evaluation. Candidates will 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. Candidates will learn various techniques and technology resources for data collection, measurement, analysis, and program evaluation. 

Candidates will have knowledge of individual differences and research related to diversity factors for children, and identify evidence-based strategies to enhance services and address potential influences related to diversity. Candidates will 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. Candidates will learn how to respect diversity in child development and advocate for equity in all aspects of service delivery.

Candidates will have knowledge of direct interventions that focus on academic interventions for children and families. Candidates will have knowledge of psychobiological, cultural, dual language learners and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. Candidates will demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills. 

Candidates will have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, school staff, and community agencies across academic, behavioral and social/emotional domains. Candidates will learn evidence-based strategies to support family influences on children’s learning, socialization, and mental health.

Candidates will have knowledge of principles and research related to resilience and risk factors, mental health services in schools and communities, school response and recovery, and discipline policies to support multi-tiered prevention. Candidates, in collaboration with others, will demonstrate skills to promote services that enhance learning, mental health, and physical well-being.

Candidates will have knowledge of direct interventions that focus on behavioral, and social–emotional interventions for children and families. Candidates engage multi-disciplinary teams to develop and implement mental health interventions. Candidates 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. Candidates, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, social emotional learning, and mental health.

Candidates will have knowledge of evidence-based strategies for effective crisis response including threat and risk assessments. Candidates, in collaboration with others, will demonstrate skills to promote services that enhance learning, school safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery. 

Candidates will demonstrate skills to evaluate and apply research as a foundation for service delivery and 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. 

Candidates will have knowledge of varied methods of cognitive assessment and data collection 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, candidates will demonstrate skills in the use of psychological and educational assessment, data collection strategies, including state and local accountability systems, and technology resources. Further, they will demonstrate the ability to apply their findings to design, implement, and evaluate response to services, programs, and interventions.

Candidates will have knowledge of varied methods of behavioral assessment and data collection 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, candidates will demonstrate skills in the use of psychological and educational assessment, data collection strategies, including state and local accountability systems, and technology resources. Further, they will demonstrate the ability to apply their findings to design, implement, and evaluate response to services, programs, and interventions.

Candidates will have knowledge of varied methods of inclusive assessment and data collection 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, candidates will demonstrate skills in the use of psychological and educational assessment, data collection strategies, including state and local accountability systems, and technology resources. Further, they will demonstrate the ability to apply their findings to design, implement, and evaluate response to services, programs, and interventions.

This course will connect learned theory to authentic situations in school settings as students accumulate four hundred and fifty (450) clock hours of practicum experience through course assignments, supervision, and work in schools. Practicum Fee: $200. Offered as a Satisfactory/ Unsatisfactory course.

This course will connect learned theory to authentic situations in school settings as students accumulate four hundred and fifty (450) clock hours of practicum experience through course assignments, supervision, and work in schools. Offered as a Satisfactory/Unsatisfactory course.

This course will connect learned theory to authentic situations in school settings as students accumulate four hundred and fifty (450) clock hours of practicum experience through course assignments, supervision, and work in schools. Offered as a Satisfactory/Unsatisfactory course.

This course will connect learned theory to authentic situations in school settings as students accumulate four hundred and fifty (450) clock hours of practicum experience through course assignments, supervision, and work in schools.

This course yields supervised field experience leading to competencies in the School Psychology Performance Expectations. Candidates will gain and document four hundred (400) clock hours of field experience toward the twelve hundred (1200) requirement in accordance with credential parameters and with satisfactory evaluations by university and on-site supervisors. Field Experience Fee: $250. Offered as a Satisfactory/Unsatisfactory course. Prerequisite: EDP 590D (concurrent enrollment allowed). 

This course yields supervised field experience leading to competencies in the School Psychology Performance Expectations. Candidates will gain and document four hundred (400) clock hours of field experience toward the twelve hundred (1200) requirement in accordance with credential parameters and with satisfactory evaluations by university and on-site supervisors. Offered as a Satisfactory/Unsatisfactory course. Prerequisite: EDP 590D (concurrent enrollment allowed). 

This course yields supervised field experience leading to competencies in the School Psychology Performance Expectations. Candidates will gain and document four hundred (400) clock hours of field experience toward the twelve hundred (1200) requirement in accordance with credential parameters and with satisfactory evaluations by university and on-site supervisors. Offered as a Satisfactory/Unsatisfactory course. Prerequisite: EDP 590D (concurrent enrollment allowed). 

This course yields supervised field experience leading to competencies in the School Psychology Performance Expectations. Candidates will gain and document four hundred (400) clock hours of field experience toward the twelve hundred (1200) requirement in accordance with credential parameters and with satisfactory evaluations by university and on-site supervisors. Prerequisite: EDP 590D (concurrent enrollment allowed). 

This course yields supervised field experience leading to competencies in the School Psychology Performance Expectations. Candidates will gain and document four hundred (400) clock hours of field experience toward the twelve hundred (1200) requirement in accordance with credential parameters and with satisfactory evaluations by university and on-site supervisors. Field Experience Fee: $250. Offered as a Satisfactory/Unsatisfactory course. Prerequisite: EDP 591D (concurrent enrollment allowed).

This course yields supervised field experience leading to competencies in the School Psychology Performance Expectations. Candidates will gain and document four hundred (400) clock hours of field experience toward the twelve hundred (1200) requirement in accordance with credential parameters and with satisfactory evaluations by university and on-site supervisors. Offered as a Satisfactory/Unsatisfactory course. Prerequisite: EDP 591D (concurrent enrollment allowed). 

This course yields supervised field experience leading to competencies in the School Psychology Performance Expectations. Candidates will gain and document four hundred (400) clock hours of field experience toward the twelve hundred (1200) requirement in accordance with credential parameters and with satisfactory evaluations by university and on-site supervisors. Offered as a Satisfactory/Unsatisfactory course. Prerequisite: EDP 591D (concurrent enrollment allowed). 

This course yields supervised field experience leading to competencies in the School Psychology Performance Expectations. Candidates will gain and document four hundred (400) clock hours of field experience toward the twelve hundred (1200) requirement in accordance with credential parameters and with satisfactory evaluations by university and on-site supervisors. Prerequisite: EDP 591D (concurrent enrollment allowed).

This course yields supervised field experience leading to competencies in the School Psychology Performance Expectations. Candidates will gain and document four hundred (400) clock hours of field experience toward the twelve hundred (1200) requirement in accordance with credential parameters and with satisfactory evaluations by university and on-site supervisors. Fee: $250. Offered as a Satisfactory/Unsatisfactory course. Prerequisite: EDP 592D (concurrent enrollment allowed).

This course yields supervised field experience leading to competencies in the School Psychology Performance Expectations. Candidates will gain and document four hundred (400) clock hours of field experience toward the twelve hundred (1200) requirement in accordance with credential parameters and with satisfactory evaluations by university and on-site supervisors. Offered as a Satisfactory/Unsatisfactory course. Prerequisite: EDP 592D (concurrent enrollment allowed).

This course yields supervised field experience leading to competencies in the School Psychology Performance Expectations. Candidates will gain and document four hundred (400) clock hours of field experience toward the twelve hundred (1200) requirement in accordance with credential parameters and with satisfactory evaluations by university and on-site supervisors. Offered as a Satisfactory/Unsatisfactory course. Prerequisite: EDP 592D (concurrent enrollment allowed). 

This course yields supervised field experience leading to competencies in the School Psychology Performance Expectations. Candidates will gain and document four hundred (400) clock hours of field experience toward the twelve hundred (1200) requirement in accordance with credential parameters and with satisfactory evaluations by university and on-site supervisors. Prerequisite: EDP 592D (concurrent enrollment allowed). 

This course will provide students with an examination of the field of educational research by exploring qualitative research models, analyzing research articles, and applying measurement and basic statistical techniques to problems or issues in education. Students will learn the essentials needed to carry out the entire research process and develop a  collaborative research proposal that will guide the qualitative action research project.

During this course, students work to finalize their capstone project. Students will triangulate data using critical self reflections, credible literature, and observations as a method to respond to an educational problem. Upon completion of the written project, students will orally present their capstone in class.