School Psychology, EdS

Program Director
Heath Marrs, EdD
Psychology Bldg., room 436

The State Board of Education’s standards for certification of school psychologists require that the candidate complete an approved specialist degree program in psychology that has been developed in concert with school and professional organizations. (Note: candidates who have already received a master’s degree in a related field are not required to earn a specialist degree, but must complete all requirements or their equivalent for certification.) Successful completion of the certification program at Central leads to eligibility for the residency certificate as an educational staff associate (ESA) school psychologist and national certification through the National Association of School Psychologists. The certification program also requires satisfactory completion of the PRAXIS II examination in school psychology. The EdS degree and certification program in school psychology is fully approved by the National Association of School Psychologists (NASP).

Two cohorts are available for applicants for the EdS School Psychology Program. The full-time Ellensburg cohort is designed for students who have a bachelor’s degree or higher. Coursework, practicum, and internship is completed full-time throughout the academic year. The part-time Summer cohort is designed for K-12 educators with at least 3 years of professional experience or individuals who have already obtained a Master’s degree. Coursework is completed full-time during the summer and part-time during the academic year. Applicants must obtain a letter of support from their host school district indicating availability to complete practicum hours in their employment setting during the academic year. Up to 20 quarter credits earned as part of a previous graduate degree may be accepted towards the EdS degree, if coursework is equivalent to the required course of study as determined by the CWU School Psychology program. Applicants with earned Master’s degree do not need to submit GRE scores for consideration for admission.

Prerequisites: PSY 362, PSY 363, (or approved equivalents) may be taken concurrently with certain program courses.

Education Specialist Degree Requirements
The education specialist degree in school psychology is granted to the candidate upon completion of 102 quarter hours of coursework. The following courses (or approved equivalents) are required.

Program Learner Outcomes
Upon successful completion of this program, students will be able to:

• Develop knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments.
• Use such models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services.
• Develop knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to particular situations.
• Collaborate effectively with others in planning and decision-making processes at the individual, group, and system levels.
• Develop knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills.
• Collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions.  Such interventions include, but are not limited to, instructional interventions and consultation.
• Develop knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills.
• Collaborate with others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those goals, and evaluate the effectiveness of interventions.  Such interventions include, but are not limited to, consultation, behavioral assessment/intervention, and counseling.
• Develop knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning
• Demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs.
• Develop knowledge of general education, special education, and other educational and related services.  They understand schools and other settings as systems.
• Work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others.
• Develop knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior.
• Provide or contribute to prevention and intervention programs that promote the mental health and physical well-being of students.
• Develop knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery.
• Work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.
• Develop knowledge of research, statistics, and evaluation methods. 
• Evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services.
• Develop knowledge of the history and foundations of their profession; of various service models and methods; of public policy development applicable to services to children and families; and of ethical, professional, and legal standards.
• Practice in ways that are consistent with applicable standards, are involved in their profession, and have the knowledge and skills needed to acquire career-long professional development.