School Psychology will not be accepting applications for its Ed.S. degree program for Fall 2021 admission. We regret this decision, but it is necessary due to the COVID-19 pandemic. For further information about SP degree programs please contact email@example.com. Admissions will resume as usual the following year for a cohort enrolling for Fall 2022.
The Ed.S. program is designed to prepare highly qualified school psychologists to practice in public schools or related educational settings. The program complies with the training standards outlined by the National Association of School Psychologists (NASP, 2000a) and meets the certification requirements of most other states. The program is accredited by the Massachusetts Department of Education and requires a minimum of 72 semester hours of coursework including a 1200-hour, 10-month, supervised internship in school psychology. The program complies with the guidelines and principles for accreditation of programs in professional psychology as outlined by the National Association of School Psychologists (NASP, 2000a).
The University of Massachusetts School Psychology Program courses are organized within seven basic domains: (a) Psychological & Educational Foundations, (b) Psychometrics, Assessment, & Research, (c) Methods of School-Based Intervention, (d) Professional School Psychology, (e) Applications of Research Skills, (f) Practicum Experiences, and (g) Internship Experiences. A minimum of 69 graduate credits is required.
|First Year Fall|
|EDUC 708||School Psychology Cognitive Assessment||3|
|EDUC 741||Principles and Practices of School Psychology||3|
|EDUC 677||Foundations in Bilingual and Multicultural Education||3|
|EDUC 632||Principles of Educational and Psychological Testing||3|
|EDUC 594M||Child and Adolescent Development for the Helping Profession||3|
|EDUC 698A||Practicum in School Psychology Assessment||1|
|First Year Spring|
|EDUC 775||Historical Foundations and Contemporary Theories of Psychology and Education||3|
|EDUC 685||Developmental Psychopathology||3|
|EDUC 694A||Practicum in School Psychology: Educational Assessment||3|
|EDUC 705||Assessment in School Psychology: Educational Assessment||3|
|EDUC 532||Applied Behavior Analysis in Applied Settings||3|
|Second Year Fall|
|EDUC 698Q||School Psychology Practicum|
|EDUC 794I||Prevention and Intervention for Achievement Problems in Schools||3|
|EDUC 762||School Psychology Social and Behavioral Assessment||3|
|EDUC 694A||Practicum in School Psychology Assessment|
|EDUC 663||Experimental Single Case Research Designs for Educators and Helping Professionals||3|
|EDUC 669||Policy and Legal Perspectives in Special Education||3|
|Second Year Spring|
|EDUC 698Q||School Psychology Practicum|
|EDUC 628||Prevention and Intervention for Mental Health Problems in Schools||3|
|EDUC 702||School Based Consultation||3|
|EDUC 871||Design and Evaluation of Educational Programs||3|
|EDUC 790S||Physiological Bases of Human Behavior, Affect, and Learning||3|
|Third Year Fall|
|EDUC 765||Pre-Professional Internship in School Psychology||1,200 hours total for the year|
|Third Year Spring|
|EDUC 765||Pre-Professional Internship in School Psychology||1,200 hours total for the year|
Goals and Outcomes of the Educational Specialist Program
Students' professional activities are expected to conform to the ethical principles of psychologists and code of conduct outlined by the American Psychological Association (2002) and the National Association of School Psychologists (2010). In addition, students' professional activities are expected to be characterized by:
- A democratic attitude that respects the worth, uniqueness, and potential for growth and development of all individuals.
- A genuine respect for individual and cultural diversity relative to the practice of professional psychology.
- Ethical behavior, and respect for the confidentiality of privileged information.
- Personal stability, including productive work habits that display motivation, independence, and adaptability in which responsibilities are discharged in a cooperative and conscientious fashion.
- Commitment to continuing professional growth to include openness to constructive feedback, seeking out supervision and involvement in professional associations for school psychologists.
The curriculum plan is designed to ensure that students acquire and demonstrate substantial understanding and competence in the following areas:
A. Psychological and Educational Foundations of School Psychology. To achieve this goal students are exposed to the current body of knowledge in the following areas:
- History and systems of psychology and education
- Foundations of social and cultural diversity
- Individual differences
- Biological bases of human behavior
- Human development
B. Psychometrics, Assessment and Research. In order to achieve this goal, students are exposed to the current body of knowledge in the following areas:
- Theories and methods of measurement and assessment.
- Planning, administration, scoring and interpretation of tests and assessments
- Applied research and evaluation
C. Methods of School-based Intervention. In order to achieve this goal, students are exposed to the current body of knowledge in the following areas:
- Prevention and Intervention Methods for Academic Outcomes
- Prevention and Intervention Methods for Social and Behavioral Outcomes
D. Professional School Psychology. In order to achieve this goal, students are exposed to the current body of knowledge in the following areas:
- Principles and practices of school psychology
- Professional ethics for school psychologists
- Law and policy and guidelines related to the practice of school psychologists
- Roles and functions of school psychologists
- Roles of interdisciplinary teams.
Graduate students are expected to integrate foundational knowledge and clinical skills the are essential to competent practice of School Psychologists as delineated in NASP’s Comprehensive and Integrated Services Model. Guided by knowledge in the principles of human development and diversity, research and program evaluation and legal, ethical and professional practice, students are expected to demonstrate a high level of proficiency and competence in each of the following areas:
- Data-Based Decision-Making and Accountability
- Able to obtain pertinent information through behavior observation, interviews, school records, and community resources that enhance the effectiveness of remedial programs and other intervention strategies.
- Possess the understanding and ability to administer, score, and interpret tests of intelligence, achievement, developmental level, personality and social functioning designed for individuals of different ages, exceptionalities, and cultural backgrounds.
- Integrate a variety of data (which may include tests of cognitive functioning; norm and/or criterion-referenced individual measures of academic performance, curriculum-based assessment, adaptive behavior, motor functioning, and communication skills; interview and observational data, and measures of personal, social, and emotional functioning) into a concise, meaningful, organized, and educationally relevant psychological report.
- Able to monitor the effectiveness of intervention strategies or educational programs.
- Employ group test data in aiding curriculum planning and development.
- Design and conduct research studies to aid administrative decision-making.
- Design, implement, and evaluate single-subject and/or single classroom studies.
- Consultation and Collaboration
- Serve as an effective consultant to teachers and other educational personnel on matters related to the education and mental health of children to insure the most appropriate education program.
- Demonstrate knowledge of the principles and research related to the individual differences and diverse characteristics of children, families and schools to include multiple perspectives in decisions that benefit all students.
- Function as a member of an interdisciplinary team in student evaluation, placement, and planning for individual educational needs.
- Function as a member of various committees within the school in such areas as pupil services, special education curriculum planning, and instructional methodology.
- Significantly contribute to the design and implementation of preventive programs.
- Knowledgeable of, and can effectively employ, external referral services or agencies.
- Student Level Services
- Possess the understanding and ability to initiate and maintain differentiated referral systems designed to allow the identification of preschool and school-age children and youth in need of psychological services.
- Use knowledge of research and evidence-based practices to support recommendations that will improve the academic, emotional and behavioral outcomes for individual students.
- Consult and collaborate with the variety of school stakeholders, students and families to support the implementation of services that will improve outcomes for individual students.
- Able to employ assessment data in implementing effective intervention strategies designed to enhance the academic and social development of referred students.
- Possess the understanding and ability to assist in educational programming designed for children of different ages and exceptionalities including the intellectually gifted.
- Design and implement effective behavioral change strategies for individuals and/or groups.
- Knowledgeable and effective in individual and group counseling techniques including techniques designed for young children.
- Systems Level Services
- Demonstrate knowledge of school systems and structures that promote learning, social development and mental health for all children.
- Support the use of data for making system-level decisions about learning environments that promote learning.
- Collaborate with others to develop systems and practices that maintain and create effective supportive learning environments for all children.
- Demonstrate knowledge of principles and research regarding risk and resiliency factors that hinder and promote learning, emotional and behavioral outcomes.
- Collaborate with others to promote services that enhance mental health, safety and physical well-being of all children.
- Demonstrate an understanding of the systems that are in place to prepare, respond and recover from crises that may affect students in their school settings.
- Demonstrate knowledge of principles and research related to strengths, needs and cultures of the various families that we serve.
- Demonstrate knowledge of evidence-based strategies that support all families to promote the learning, socialization and mental health of their children.
- Facilitate family and school partnerships.
- Effectively communicate and collaborate with the diverse students and families that are served by the school community.
Applications to the School Psychology doctoral program can be submitted through the Graduate School. The School Psychology faculty and the Department of Student Development are committed to practices of affirmative action and equal educational opportunity in admissions decisions.
The School Psychology Program has a once-a-year admissions policy. Applications are due January 2 each year for fall admission. Following initial review of applications by program faculty in February, select applicants are invited to interview with program faculty. Interviews are conducted on campus on two days in March. Those applicants who cannot attend an on-campus interview may request a phone or Skype interview.Students are notified concerning the status of their application in mid-March. Students are required to respond to the program’s offer of admission by April 15.
General prerequisites for graduate study in the program include undergraduate and/or previous graduate preparation in psychology, education, or related disciplines. Additional training and experience in special education, communication disorders, sociology, anthropology, or human development is desirable but not mandatory. The application of previous graduate coursework to the fulfillment of various requirements is decided by the student’s advisory committee in accordance with university policy.
- Two letters of reference
- Personal statement
- Online application
Additional information can be provided by applicants with the most common being GRE test results (although these are not required of the School Psychology program) and a sample of professional writing. Personal statements are rated with respect to perceived match with program goals and orientation and faculty training interests.
Program Costs and Funding
Detailed information on University tuition rates and fees is available through the Bursar's office.
- Check with the Graduate School for assistantship listings, financial aid information, and grant and fellowship awards.
- Follow the College of Education’s newsletter, which sometimes contains assistantship postings.
- Consult the UMass at a Glance and Organizational Chart - which lists all offices and departments within UMass Amherst. If one is in your area of interest, check with them directly about possible assistantships.
- Visit Financial Aid Services for information about applying for financial aid.
- Review your employee benefits and rights with the Graduate Employee Organization.
- Apply for scholarships through the College of Education.
Inquires about the school psychology programs should be sent to firstname.lastname@example.org.
Questions about our APA-accreditation should be directed to the Commission on Accreditation: