Doctor of Education, School Psychology
The Ed.D. in School Psychology program is a neuropsychology focused program with classes being offered in on-ground and onlineblended formats and is intended for entry by certified school psychologists. The Ed.D. in School Psychology program offers two tracks: non-licensure and licensure. The non-licensure track is a 48 credit-hour program and the licensure track is a 54 credit-hour program which includes a year-long internship in school psychology. All admitted students will be subject to a competency exam to determine competence in the areas of Brain and Behavior, and Statistics. If a student demonstrates a lack of competence in these required competency areas, then additional prerequisite courses (up to 6 credit hours) must be taken in the term prior to their matriculation, although these courses will not count toward the total number of credits required for graduation. Students who choose the licensure track must take, if they have not already done so, a course in Cognitive-Affective Bases of Behavior and a course in Social Bases of Behavior in order to meet the licensure requirements for Illinois. Neither of these two courses will count toward the total number of credits required for graduation.
Application to The Chicago School’s Ed.S. program in School Psychology is open to any person who has completed a specialist level school psychology program from a regionally accredited institution and who meets other entrance requirements.
Applicants to the program are required to have an Ed.S. specialist or equivalent degree or equivalent in school psychology, as well as certification as a school psychologist. This program requires at least 48 credits beyond the specialist level, with coursework in research, professional ethics, neuropsychological assessment and intervention, professional supervision, and electives. All students will complete two semesters of practica and a dissertation.
Applicants will be assessed on their overall ability to successfully complete the doctoral program. Factors and materials considered for admission include:
- Complete application with $50 application fee
- Official transcript indicating graduation from a state accredited school psychology program and must have a graduate school cumulative GPA of 3.5 out of a 4.0 scale.
- Official transcripts of all postsecondary schools attended
- Resume highlighting relevant work and volunteer experiences
- Answer the following short answer essay questions (200 or fewer words per essay)
1. What are the most difficult challenges facing schools today?
2. What are the skills you are most hoping to develop in this doctoral program?
- 3 Letters of recommendation
- Optional: GRE (used to enhance application)
The Graduate Record Examination (GRE) is not required, however it strongly encouraged that students 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.
TOEFL or IELTS, International Credentials, and International Students
TOEFL or IELTS: If English is not your primary language, you must submit official TOEFL or IELTS scores with your application (TOEFL School Code: 7161). International students who received a bachelor’s degree from an accredited United States institution are exempt from this requirement. The minimum scores are: TOEFL – 550 paper based, 213 computer based, 79 internet based; IELTS – 6.5.
ELS Educational Services, Inc.: The Chicago School is a cooperative member of ELS Educational Services, Inc. which provides intensive English language programs. Students who have successfully completed ELS course 112 may be considered for admission in lieu of the TOEFL or IELTS.
International credentials: Applicants with international credentials must obtain and submit an official “course-by-course” evaluation through an evaluation agency such as World Education Services (www.wes.org) or Educational Credential Evaluators Inc. (www.ece.org). In addition to the agency evaluation, all official graduate and undergraduate transcripts must be submitted.
International students: International students must have a completed application by the general consideration deadline. This will allow sufficient time to obtain the additional documentation required to study in the United States. In addition, once accepted, international students must submit the International Student Information form, A copy of their passport, and financial documentation showing sufficient funding for at least one year of study and all living expenses. This documentation must be submitted at least two months prior to the start of the semester in order to allow sufficient time for the school to issue an I-20 for the student to obtain an F-1 visa, if needed. An I-20 visa will not be issued without this documentation.
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, in order to secure a place in the incoming class, a non-refundable tuition deposit of $500 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.
The following policies are located under Academic Policies and Procedures : Transfer of Credit, Waiver of Courses, Satisfactory Academic Progress, Grading Scale, Grade Change Requests, Degree Completion, Degree Conferral, Minimum and Maximum Timeframe requirements, and Credit Hours per semester for Financial Aid.
Academic Development Plans
An Academic Development Plan (ADP) is initiated and created by the Department in which the student is enrolled when a student demonstrates deficiencies in competencies that interfere with academic performance, training competence, and/or professional behavior. Academic Development Plans (ADPs) do not constitute disciplinary action, but failure to complete the plan may lead to disciplinary action.
Student Learning Assessment
The Chicago School of Professional Psychology (TSCPP) is committed to offering the highest quality graduate and undergraduate completion programs in applied professional disciplines. In order to meet the TCSPP standard for academic quality, all programs will develop overall program competencies, learning objectives, assessment instruments, course descriptions, and course learning objectives. Each of these curriculum components must align in order for students to understand how their program will prepare them for the profession and how they will learn what TCSPP intends.
All academic programs at TCSPP are required to develop, conduct, and report annual assessments of student learning and program effectiveness in compliance with the processes and procedures established by TCSPP. These assessments provide reliable and valid information to monitor, maintain, and advance the quality of academic programs.
Foundations for Scholarship and Practice
To ensure academic preparedness, a key to success in graduate school, The Chicago School of Professional Psychology requires new students to complete the program Foundations for Scholarship and Practice (Foundations). This program reinforces the skills new students need to achieve their academic goals. Foundations is an integral part of the first term’s curriculum (first and second terms’ curriculum for the Online-Blended Programs) and all students are required to complete the program successfully and in a timely manner. Failure to complete any element of the program can lead to academic consequences, including dismissal.
Foundations for Scholarship and Practice consists of three elements:
1. Academic Focus Program – Academic Focus is an online, self-paced orientation to graduate academics. Completion of these tutorials is required by Friday of the fourth week of the first term. A final grade of “pass” is considered successful completion of this element of Foundations.
2. Writing Assessment Process – In this component of Foundations, each student writes an essay in response to an assigned question and submits it for evaluation. Based upon the results of this assessment, , the school may waive the Academic Writing Course requirement (#3, below).
Essays are due by Friday of the third week of the first term and essay submission by the given date is considered successful completion of this element of Foundations.
3. Academic Writing Course (AWC) – This online course is taken before or during the first or second term at The Chicago School of Professional Psychology. A final grade of “pass” is considered successful completion of this element. Failure to earn a final grade of “pass” may result in an Academic Development Plan or referral to the Student Affairs Committee. All students are required to take the course, unless they place out through the Writing Assessment Process. Students who place out of the Academic Writing Course may elect to take the course. Based on academic performance concerns, instructors may require AWC completion by a student by creating an Academic Development Plan.
Failure to complete any element of Foundations by the required due date may result in Academic Development Plan or referral to the Student Affairs Committee.
Preparing for the Academic Writing Course
It is solely the responsibility of the student to make the necessary adjustments to his/her school, work and personal schedules as required for full participation in this course. The Chicago School is not responsible for ensuring that these adjustments are made. Students failing AWC must retake the course in the subsequent semester. The successful completion of AWC is a graduation requirement.
Fees associated with Foundations for Scholarship and Practice
All students incur a one-time fee for their participation in Foundations for Scholarship and Practice. See Tuition & Fees schedule for a full list of applicable course fees.
The mission of the TCSPP School Psychology Department 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.
- Research and Program Evaluation: Students develop the ability to apply research to practice and contribute to psychological and educational knowledge through research.
- Diversity in Development and Learning: Students develop competence in conceptualizing, assessing, and intervening in child and adolescent concerns using a range of developmentally and culturally sensitive methods.
Professional Behavior and Ethics
- School -Wide Practices to Promote Learning: Students will demonstrate skills to develop and implement practices and strategies to create and maintain effective supportive learning environments for children and others.
- Interventions and Instructional Support to Develop Academic Skills: Students demonstrate skills to use assessment and data collection methods and to implement and evaluate services that support cognitive and academic skills.
- Family School Collaboration Services: Students will demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics.
- Consultation and Collaboration: Students demonstrate the ability to consult, collaborate, and communicate with others during the design, implementation, and evaluation of services and programs.
- Interventions and Mental Health Services to Develop Social and Life Skills: Students demonstrate skills to assess and implement services that support socialization, learning, and mental health.
- Preventive and Responsive Services: Students promote services that enhance learning and mental health in schools and communities to support prevention and crisis response.
- Data-Based Decision Making and Accountability: Students demonstrate ability to use assessment and data collection strategies to design, implement and evaluate response to services and programs.
- Ethical and Professional Practice: Students demonstrate skills to provide services consistent with ethical, legal, and professional standards.
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.
Students will complete a competency examination upon admission to the program to determine competence in the areas of Brain and Behavior and Statistics. Students who do not pass the exam will be required to complete a three credit course in these content areas by the fall semester in the first year of the program.
More specific information is located in the Progeam Guidebook.
Practicum and Internship
All graduates will be required to complete two semester long practica. Students who wish to pursue a clinical license will have the option of completing a year long internship.
More specific information is located in the Program Guidebook.
A dissertation is required for graduation. Successful completion of the dissertation defense, submission of a bindable copy, and completion of all paperwork is required.
More specific information is located in the Program Guidebook.