EdS School Psychology

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Chicago 

Program Overview

The EdS School Psychology will educate well-rounded specialist-level graduates who will fill the increasingly varied roles of today’s school psychologist. The school psychologist is called upon to help students, teachers, administrators, and parents overcome obstacles to learning and personal development which include, but are not limited to, family disruptions, mental health problems and disabilities, inadequate exposure to instruction (i.e., medical illness, poor attendance, etc.), and academic difficulties. The program is fully accredited by the National Association of School Psychologists (NASP).

Program Philosophy

The department’s philosophy embraces the premise that the creation of humane and effective learning environments requires the application of professional judgment acquired through the integration of educational and psychological theory, scholarship, and professional practice. Further, the department endorses a deep commitment to understanding and respecting individual and cultural differences, while considering the systems in which the individual functions. The curriculum and training opportunities are based on the practitioner-scholar model which specifies a competency-based approach and is integrated with a standards-based approach to learning. The expected outcome of this method is consistent with the role of the “master” school psychologist who is able to treat and empower students, families, and communities to bring about positive change, plan preventive services, and enhance both educational and psychological problem-solving at all levels.

A competency-based education philosophy permeates every element of The Chicago School and the EdS School Psychology program. Graduates of the EdS School Psychology program will demonstrate the knowledge, skills, and dispositions consistent with those recognized by the National Council for Accreditation of Teacher Education (NCATE), and the knowledge and performance bases defined as the critical skills for school psychology professionals by the National Association of School Psychologists (NASP). These key competencies are articulated in the 2010 NASP Domains. This philosophical approach provides empirical evidence that instruction in the program addresses all of the NASP Domains, and that graduates have demonstrated their success in meeting each of the domains. The program curriculum and assessment system ensures that students will know the field of School Psychology and have a thorough understanding of the principles and concepts in the NASP Standards for the School Psychologist.

Program Mission

The mission of the program is to provide students with a broad-based education that promotes best practices, cultural sensitivity, and innovation to support the needs of children and families.  We are committed to preparing graduates who transform our profession, schools, and communities.

Program Learning Outcomes

Upon successful completion of this program students will be able to:

Professional Practice

• Use psychological and educational assessment measures in a nondiscriminatory, valid, and reliable manner to make data based decisions.
• Select, design, implement, and evaluate effective multi-tiered evidence-based preventative and responsive academic, social and life skills practices and interventions for children and adolescents.
• Demonstrate knowledge of supervision models and demonstrate effective supervision practices.
• Demonstrate knowledge of consultation and change models and will demonstrate effective consultation practices with families, schools, and systems, while respecting and collaborating with other roles and professions.
• Use positive and clear communication to develop and maintain effective relationships with a wide range of individuals, including children, families, peers, professionals and community members.

Diversity

• Apply an understanding of individual and cultural differences effectively in multicultural and pluralistic social contexts.

Professional Behavior

• Demonstrate a commitment to professional ethics and standards for School and Clinical Psychologists as defined by the National Association of School Psychologists and the American Psychological Association.
• Students will behave in ways that reflect the values and attitudes of psychology, demonstrate integrity, develop a professional identity, engage in self-reflection, and demonstrate openness and responsiveness to feedback and supervision

​Scholarship

• Plan, conduct, and evaluate applied psychological and educational research.

Licensure 

For information on where The Chicago School meets, does not meet, or has not determined if the program meets licensure eligibility requirements for the  state in which you wish to be licensed, please visit: https://www.thechicagoschool.edu/admissions/licensure-disclosures/.

Admission Requirements

For information on where The Chicago School is currently authorized, licensed, registered, exempt or not subject to approval, please visit https://www.thechicagoschool.edu/why-us/state-authorization/

Application to the EdS School Psychology program is open to any person who has earned a bachelor’s degree from a regionally accredited institution and who meets other entrance requirements. Applicants will be judged on their overall ability to do graduate work. Factors that are considered in admission are:

• GPA from undergraduate and any graduate schools,
• successful work history after completion of the baccalaureate degree,
• an admission essay, and
• three letters of recommendation from academic professors or professional or volunteer supervisors.
• Generally, an undergraduate GPA of a 3.2 or higher on a 4.0 scale is required for admission.

Applicants must submit official transcripts from all schools where a degree was earned.  It is recommended that transcripts are submitted from all schools where credit was received to enhance their applications.

The EdS School Psychology program requires two undergraduate courses (a course in psychology and a course in either statistics or research methods) that must be completed prior to enrollment, with a grade earned of “C” or better.

The Graduate Record Examination (GRE) is not required, however it strongly encouraged that applicants who have taken the exam submit their scores to enhance their application. Scores should be sent directly to the school (GRE School Code: 1119) for consideration. Please see the application for detailed instructions and information regarding application requirements, application deadlines, and letters of recommendation. Applications must be submitted with the $50.00 (USD) application fee in order to be evaluated.

Applicant Notification

The Chicago School reviews applications on a rolling basis. Once review begins, complete applications will be considered by the Admission Committee and the student is quickly notified of the admission decision. The Chicago School does not share information or provide any feedback regarding admission decisions.

If a student is offered admission and in order to secure a place in the incoming class, a non-refundable tuition deposit of $250 will be required by the deposit deadline indicated in the offer of admission. The non-refundable deposit will be applied in full toward the student’s tuition upon enrollment.

Degree Completion Requirements

• Successful completion of 68 credits of required coursework
• Successful completion of first year service learning project: 160 hours (embedded in professional development seminar)
• Successful completion of second year practicum (3rd year for students in the part-time blended programs): 600 hours total (6 credits)
• Successful completion of third year internship experience (4th year for students in the part-time blended programs): 1200 hours, full-time (4 credits)
• Successful completion of the Praxis Exam which measures the academic proficiency in school psychology, and passing the Illinois School Psychology Content Exam.

Policies

The following policies are located under Academic Policies and Procedures : Academic Calendar, Admissions Requirements, Attendance, Satisfactory Academic Progress, Service Learning, and Transfer Credit/Course Waiver. Click the link above for detailed information.

Ethical Guidelines

Graduates will demonstrate commitment to the ethical guidelines adopted by the National Association of School Psychologists’ Professional Conduct Manual, which contains “Principles for Professional Ethics” and the “Standards for the Provision of School Psychological Services” and those adopted by the American Psychological Association’s (APA) Ethical Principles of Psychologists. For example, students shall not engage in employment beyond the scope of their training and may not use titles governed by certification and licensure statutes. Students that fail to adhere to ethical and legal guidelines appropriate for the practice of School Psychology are subject to discipline.

Practicum and Internship

The Chicago School requirements for school placements exceed the NASP Standards for Training and Field Placement Programs in School Psychology.

Three field experiences are required and earn a total of 12 academic credits:

• First year service learning project: 160 hours (embedded in professional development seminar)
• Second year practicum (3rd year for students in the part-time blended programs): 600 hours total (6 credits)
• Third year internship experience (4th year for students in the part-time blended programs): 1200 hours, full-time (4 credits)

Students registered in this program incur a one-time $195 Experiential Learning Technology Fee.

School Psychology Exit Criteria

Transitions points represent key assessments of knowledge, skills, and dispositions for each year of the school psychology training. Students may not proceed to the next level of training until proficiency is demonstrated in the knowledge, skills, and dispositions at each point. Only then is a student permitted to transition to the next level. Note that all years of training require students to demonstrate proficiency through capstone activities submitted in via an electronic portfolio. Capstone activities are summative assignments that require the student to demonstrate knowledge, comprehension, application, integration, and synthesis in the content areas studied.

Prior to beginning any field placement, each student’s progress is reviewed by a committee of program faculty through a student review process. First year review determines which students meet the requirements to qualify for a practicum. Following the completion of the majority of practicum hours, students may go through an internship qualifying review, using a similar format and process. At the midway point and at completion of field placements, student performance is evaluated on all dimensions of the NASP and Illinois standards by a committee including the School Psychology faculty and the Office of Placement and Training. A remediation plan may be designed, if needed, to help any student reach the required standards of performance. Students who are unsuccessful with remediation plans may be discharged from the program. To complete the program of study, the student must “pass” practicum and achieve overall supervisor rating of “competency” on the Internship Accomplishment Form-Final.

During the final year of the program, students will need to complete the Praxis Exam which measures the academic proficiency in school psychology,and pass the Illinois School Psychology Content Exam.