Education Specialist in School Psychology
Our Education Specialist in School Psychology (Ed.S.) prepares candidates to become practicing School Psychologists in the state of Washington. The program aims to prepare candidates who meet criteria as nationally certified school psychologists. Graduate preparation in school psychology educates and trains individuals to apply principles in psychology and education to support school-wide academic and social-emotional programs, collaborate with teams to identify -student learning and behavioral problems, and develop evidence-based intervention plans.
In Washington State, school psychologists obtain a Residency Certificate as an Educational Staff Associate (ESA) through the Office of Superintendent of Public Instruction (OSPI). The National Association of School Psychologists (NASP) also provides national certification for the Nationally Certified School Psychologist (NCSP) credential, and this certificate often assists with interstate recognition of training. In Washington, the NCSP provides a pathway to a Tier 2 Professional Certificate after 5 years of practice as a school psychologist.
Our program adheres to the standards of training set forth by NASP and is delivered via evening coursework to allow candidates to continue to work while earning the degree. The program offers two different entry tracks: post-baccalaureate and post-master’s. Each track requires theoretical coursework coupled with practice, and culminates with a full-time or part-time, 1200-hour internship.
School psychology education and training builds on foundations in multiple disciplines. In that light, our program includes adapted courses from several School of Education (SOE) departments including Special Education, Teacher Education, Counselor Education, and Educational Leadership & Administration. Additional courses specific to the field fulfill any outstanding requirements.
The curriculum is supported by regular coursework with departmental faculty, enhanced by field experiences in the schools, and the development of a professional portfolio. The scientist-practitioner orientation guides preparation for candidates to master and employ empirically validated methods of assessment, consultation, and intervention within NASP Practice Model Domains.
Each applicant must submit the following materials to the SOE Graduate Admissions Office:
- A completed application form (see the SOE website: http://www.gonzaga.edu/soe/grad) and non-refundable fee.
- A written statement of purpose addressing the applicant’s interest in graduate studies that relates to some area in the field, assessing the applicant’s current strengths, and describing what the applicant hopes to gain from an advanced graduate degree program.
- Three letters of recommendation sent directly from the recommending persons to the School of Education Graduate Admissions Office using the Confidential Recommendation form (see the School of Education website).
- A resume.
- An official transcript from each college or university attended (international applicants must submit foreign transcripts in the original language and an English copy), final transcripts must bear a posted bachelor's degree.Only degrees and courses from a regionally accredited institution will be accepted.
- Submission of an official TOEFL score of at least 550 (minimum score of 80 if taken via internet) by each international applicant who graduated from a foreign college or university and whose native language is not English.
- Submission of a financial declaration form and supporting documentation by each international applicant.
- An appropriate bachelor’s degree from an accredited college or university is required.
- A minimum undergraduate grade point average of 3.0.
- A minimum graduate grade point average of 3.5 (if applicable).
- Successful completion of the following courses or equivalent at either the undergraduate or graduate level: introductory psychology, child development, research methods, statistics, and abnormal psychology. Candidates who lack prerequisites may still be admitted to the program. However, all but two of the prerequisites must be completed prior to the candidate taking any coursework in the program.
- All entering candidates may take a minimum competency examination in psychological and educational measurement. Candidates who do not pass the criterion level or choose not to take the exam are required to take a tests and measurement course.
- Acceptance of admission in the program carries with it the responsibility to uphold the published ethical standards of the NASP and the American Psychological Association (APA). Violation of ethical standards may result in termination from the program.
Program Outline: 68 credits
|1st Semester: 15 credits|
|EDCE 588 Human Growth and Development||3 credits|
|EDSS 601 Psychology of Children with Exceptionalities||3 credits|
|EDSS 610 Foundations in School Psychology||3 credits|
|EDSS 630 Assessment in School Settings||3 credits|
|EDCE 639 Counseling Theories||3 credits|
|2nd Semester: 16 credits|
|EDTE 512 Planning for Differentiated Curriculum and Instruction: K-12||3 credits|
|EDCE 587 Child and Adolescent Counseling:||3 credits|
|EDLA 626 Culture and Diversity||3 credits|
|EDSS 670 Neuropsychological & Cognitive Assessment||3 credits|
|EDSS 671 Lab in Neuropsychological and Cognitive Assessment||1 credit|
|EDSS 680 Social-Emotional Assessment||3 credits|
|3rd Semester: 14 credits|
|EDLA 540 Ethical Dimensions in Education||3 credits|
|EDSS 615 Research & Program Evaluation||3 credits|
|EDSS 650 Applied Behavioral Analysis||3 credits|
|EDSS 655 Multi-Tiered/Multi-Disciplinary Systems of Support||3 credits|
EDSS 697A Practicum in School Psychology: K-12
(200 clock hours)
|4th Semester: 13 credits|
|EDSS 627 Group Process & Facilitation||3 credits|
|EDLA 633 Educational Leadership and Organizations||3 credits|
|EDSS 660 Consultation and Collaboration in School Psychology||3 credits|
|EDSS 685 Advanced Diagnostic Assessment||2 credits|
EDSS 697B Practicum in School Psychology K-12
(200 clock hours)
|5th Semester: 5 credits|
|EDSS 690A Professional Portfolio in School Psychology||1 credit|
EDSS 698A Internship in School Psychology: K-12
(600 clock hours)
|6th Semester: 5 credits|
|EDSS 690B Professional Portfolio in School Psychology||1 credit|
EDSS 698B Internship in School Psychology: K-12
(600 clock hours)
Certification requirements for the State of Washington frequently change. It is the applicant’s responsibility to contact the certification officer in the School of Education for the most current information regarding state certification.
In addition to their major and minor areas of study, all undergraduate students follow a common program designed to complete their education in those areas that the University considers essential for a Catholic, Jesuit, liberal, and humanistic education. The University Core Curriculum consists of forty-five credits of course work, with additional designation requirements that can be met through core, major, or elective courses.
The University Core Curriculum is a four-year program, organized around one overarching question, which is progressively addressed through yearly themes and questions. Hence, core courses are best taken within the year for which they are designated. First year core courses encourage intellectual engagement and provide a broad foundation of fundamental skills. Second and third year courses examine central issues and questions in philosophy and religious studies. The fourth year course, the Core Integration Seminar, offers a culminating core experience. Taken at any time throughout the four years, broadening courses intersect with the core themes and extend students’ appreciation for the humanities, arts, and social and behavioral sciences. Finally, the designation requirements (writing enriched, global studies, and social justice) reflect important values and reinforce students’ knowledge and competencies.
Overarching Core Question: As students of a Catholic, Jesuit, and Humanistic University, how do we educate ourselves to become women and men for a more just and humane global community?
Year 1 Theme and Question: Understanding and Creating: How do we pursue knowledge and cultivate understanding?
- The First-Year Seminar (DEPT 193, 3 credits): The First-Year Seminar (FYS), taken in the fall or spring of the first year, is designed to promote an intellectual shift in students as they transition to college academic life. Each small seminar is organized around an engaging topic, which students explore from multiple perspectives. The FYS is offered by many departments across the University (click here [PDF] for list of FYS courses).
- Writing (ENGL 101, 3 credits) and Reasoning (PHIL 101, 3 credits): The Writing and Reasoning courses are designed to help students develop the foundational skills of critical reading, thinking, analysis, and writing. They may be taken as linked sections. Writing (ENGL 101) carries one of the three required writing-enriched designations (see below).
- Communication & Speech (COMM 100, 3 credits): This course introduces students to interpersonal and small group communication and requires the application of critical thinking, reasoning, and research skills necessary to organize, write, and present several speeches.
- Scientific Inquiry (BIOL 104/104L, CHEM 104/104L, or PHYS 104/104L, 3 credits): This course explores the scientific process in the natural world through evidence-based logic and includes significant laboratory experience. Students pursuing majors that require science courses will satisfy this requirement through their major.
- Mathematics (above Math 100, 3 credits): Mathematics courses promote thinking according to the modes of the discipline—abstractly, symbolically, logically, and computationally. One course in mathematics, above Math 100, including any math course required for a major or minor, will fulfill this requirement. MATH 100 (College Algebra) and courses without the MATH prefix do not fulfill this requirement.
Year 2 Theme and Question: Being and Becoming: Who are we and what does it mean to be human?
- Philosophy of Human Nature (PHIL 201, 3 credits): This course provides students with a philosophical study of key figures, theories, and intellectual traditions that contribute to understanding the human condition; the meaning and dignity of human life; and the human relationship to ultimate reality.
- Christianity and Catholic Traditions (RELI, 3 credits). Religious Studies core courses approved for this requirement explore diverse topics including Christian scriptures, history, theology, and practices as well as major contributions from the Catholic intellectual and theological traditions (click here [PDF] for a list of approved courses) .
Year 3 Theme and Question: Caring and Doing: What principles characterize a well lived life?
- Ethics (PHIL 301 or RELI, 3 credits): The Ethics courses are designed to help students develop their moral imagination by exploring and explaining the reasons humans should care about the needs and interests of others. This requirement is satisfied by an approved ethics course in either Philosophy (PHIL 301) or Religious Studies (click here [PDF] for a list of approved courses).
- World/Comparative Religion (RELI, 3 credits): Religious Studies courses approved for this core requirement draw attention to the diversity that exists within and among traditions and encourage students to bring critical, analytical thinking to bear on the traditions and questions considered. These courses carries one of the required two global-studies designations (see below) (click here [PDF] for a list of approved courses).
Year 4 Theme and Question: Imagining the Possible: What is our role in the world?”
- Core Integration Seminar (DEPT 432, 3 credits). The Core Integration Seminar (CIS) offers students a culminating core experience in which they integrate the principles of Jesuit education, prior components of the core, and their disciplinary expertise. Some CIS courses may also count toward a student’s major or minor. The CIS is offered by several departments across the University (click here [PDF] for list of CIS courses).
The Broadening Courses
- Fine Arts & Design (VART, MUSC, THEA, 3 credits): Arts courses explore multiple ways the human experience can be expressed through creativity, including across different cultures and societies. One approved course in fine arts, music, theatre, or dance will fulfill this requirement (click here [PDF] for a list of approved courses).
- History (HIST, 3 credits): History courses are intended to develop students’ awareness of the historical context of both the individual and the collective human experience. One course in History (HIST 101, HIST 102, HIST 112, HIST 201, HIST 202) will fulfill this requirement.
- Literature (3 credits): Literature courses foster reflection on how literature engages with a range of human experience. One approved course in Literature (offered by English, Classics, or Modern Languages) will fulfill this requirement (click here [PDF] for a list of approved courses).
- Social & Behavioral Sciences (3 credits): Courses in the social and behavioral sciences engage students in studying human behavior, social systems, and social issues. One approved course offered by Criminal Justice, Economics, Political Science, Psychology, Sociology, or Women and Gender Studies will fulfill this requirement (click here [PDF] for a list of approved courses).
Designations are embedded within already existing core, major, minor, and elective courses. Students are encouraged to meet designation requirements within elective courses as their schedule allows; however, with careful planning students should be able to complete most of the designation requirements within other core, major, or minor courses.
- Writing Enriched (WE; 3 courses meeting this designation): Courses carrying the WE designation are designed to promote the humanistic and Jesuit pedagogical ideal of clear, effective communication. In addition to the required core course, Writing (ENGL 101), which carries one of the WE designations, students must take two other WE-designated courses (click here [PDF] for a list of approved courses).
- Global-Studies (GS; 2 courses meeting this designation): Courses carrying the GS designation are designed to challenge students to perceive and understand human diversity by exploring diversity within a context of constantly changing global systems. In addition to the required core course, World/Comparative Religion (RELI 300-level), which carries one of the GS designations, students must take one other GS-designated course (click here [PDF] for a list of approved courses).
- Social-Justice (SJ; 1 course meeting this designation): Courses carrying the SJ designation are designed to introduce students to one or more social justice concerns. Students must take one course that meets the SJ designation (click here [PDF] for a list of approved courses).
Major-specific adaptations to the University Core Curriculum
All Gonzaga students, regardless of their major, will complete the University Core Curriculum requirements. However some Gonzaga students will satisfy certain core requirements through major-specific programs or courses. Any major-specific adaptations to the core are described with the requirements for the majors to which they apply.