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Educational Specialist Degree Information The Educational Specialist Program prepares individuals to work as school psychologists in school settings and leads to Michigan certification as a School Psychologist. The program includes a planned sequence of coursework in educational psychology and supporting disciplines, complemented by practica and internship experiences. The scope and sequence of the Ed.S. Program is aligned with NASP standards and we are in the process of applying for NASP approval for the Ed.S. Program. The program includes a minimum of 60 semester credits beyond the bachelor's degree. Students who have earned a master's degree in a related area (which includes prerequisites to the internship) at an approved institution within the last five years must take a minimum of 30 credits beyond the master's degree. Students typically take 30 semester credits in the major area of School Psychology, 12 semester credits in related disciplines (usually psychology, counseling, education, or family and child ecology), 9 hours in one or more areas of education other than the major area, and 12 credits in practica and internship. The maximum required credits would be in the 60-63 hour range depending on the student's choice of specific elective courses. Our program goals and objectives are: Goal 1. Prepare school psychologists as data-based problem solvers, consistent with a scientist-practitioner model of training (i.e., prepare students who rely on and integrate psychological science into the delivery of school psychological services). Goal 2. Prepare school psychologists as system-wide problem solvers in the educational domain. Goal 3. Prepare school psychologists who recognize the multiple, contextual factors influencing human development and who are prepared to work with all learners in a pluralistic society. Goal 4. Prepare psychologists for a wide range of practice that is consistent with contemporary models of school psychological services. These include both direct and indirect models of service delivery, and assessment, consultation, and intervention skills appropriate for response-to-intervention as well as traditional diagnostic assessment approaches to service delivery. Objectives: 1a. Students will acquire foundational knowledge in core domains of psychological science that support professional practice (such as human development, human learning, statistics and measurement). 1b. Students will demonstrate knowledge of and competencies in evidence-based methods and techniques of practice, and will be capable of critically examining the research evidence upon which such practices are based. 2a. Students will acquire knowledge of schools as educational systems, and of school- and classroom-level factors affecting equitable and just schooling for all children 2b. Students will demonstrate knowledge and competencies in service delivery methods appropriate for school- or classroom-level populations, including assessment and intervention approaches for primary prevention or early intervention of school problems. 3a. Students will acquire knowledge of individual differences from a developmental and contextual perspective 3b. Students will acquire knowledge of societal factors (cultural, ethnic, socioeconomic, gender-related, etc.) affecting development and schooling. 3c. Students will apply knowledge of such differences in their professional work and demonstrate competencies that ensure respectful and equitable services for all children and families. 4a. Students will demonstrate knowledge of models of service delivery and professional skills associated with such models. 4b. Students will demonstrate competencies in major professional practice domains including problem-solving, consultation, assessment, and intervention. 4c. Students will demonstrate knowledge of, and adherence to, professional, ethical, and legal standards affecting school psychology practice. 4d. Students will develop and critically examine their emerging professional skills within authentic communities of practice. Applicants should have a minimum of 15 semester credits in education and psychology at the undergraduate level, preferably including child development, theories of personality, statistics, abnormal psychology, and education of exceptional children. Students must also possess skills in computer technology. Applicants must possess a bachelor's degree from an accredited institution preferably in psychology, special education, or a closely related field. Individuals with master's degrees in psychology or a related field may also apply for admission. Students who do not meet these prerequisites and want to be considered for admission may be required to take supplementary courses and practica. We give preference to applicants who have experience working with children, youth, or families in schools or community agencies. In addition to meeting the University and College requirements for admission, applicants must also satisfy the following criteria: 1. Professional goals and interests are compatible with program objectives and philosophy. 2. Evidence of previous successful academic performance, including a minimum grade point average of 3.00 (B) in the last two years of undergraduate course work and a minimum grade-point average of 3.50 in course work taken at the master's level or beyond. 3. Strong personal recommendations from individuals who are knowledgeable about your academic performance and/or ability to work effectively with people. 4. Satisfactory scores on the Graduate Record Examination. (The College requires that the GRE must have been taken no longer than five years prior to the application for admission.) 5. Formal Writing sample 6. Evidence of effective interpersonal skills 7. A teaching certificate is not required, however evidence of experience with children, youth, and families in school, community, or agency settings is desirable. Applicants should provide a written statement to the effect that they will be available to complete an internship of 1200 clock hours (two 600 clock hour blocks across 30 weeks). To be eligible for employment in states other than Michigan, a greater number of internship hours may be required. The deadline for Educational Specialist applications is December 1 of each year (next business day when this falls on a weekend). Applications are reviewed only once each year, and students are admitted to the program for the following Fall semester only. The admissions committee will review all applications to the Ed.S. program and select a group of approximately 10-12 students to invite to campus for a group interview. All invited applicants will be expected to participate in the on-campus interview. In cases of extreme financial hardship, other arrangements can be made. For further information see Application Timeline or Application Checklist.
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