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Graduate Record 2024-2025
School Psychology, Ed.S.
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Program Objectives
Learning Outcomes
All students will be able to:
- Administer psychoeducational assessments and evaluate these and other data (e.g., school records) to inform delivery of culturally responsive and equitable school psychological services.
- Generalize knowledge about consultation to effectively collaborate with individuals, families, groups, and systems when implementing school psychological services.
- Select, implement, and evaluate academic interventions based on individual and ecological factors that influence human learning, cognition, and development.
- Select, implement, and evaluate interventions targeting social-emotional functioning, resiliency and positive behavioral and mental health based on individual and ecological factors that influence human learning, cognition, and development.
- Apply knowledge of systems structures and educational (general and special) programming to school psychological practice (e.g., programming to promote learning, positive behavior, and mental health to create and maintain safe, effective, and supportive learning environments).
- Apply research principles to design and assess multitiered prevention and evidence-based strategies for creating safe and supportive schools.
- Design, implement, and evaluate school psychological services incorporating culture and context to facilitate family, school, and community partnerships.
- Evaluate the influence of individual differences, abilities, identities, and systemic factors to inform culturally responsive evidence-based school psychological services.
- Interpret and apply research design, statistics, and measurement data to inform and improve school psychological practice.
- Evaluate, synthesize, and apply ethical, legal, and professional standards to inform the domains of practice (e.g., assessment, intervention, consultation) within the field of school psychology.
Program Requirements
To be awarded a Ed.S. in School Psychology, students must complete the following requirements (73 credit hours).
Core Courses (37 credit hours)
Required Courses (12 credit hours)
Field Base Learning Requirements (24 credit hours)
- EDHS 8690 - School/Clinical Psychology Practicum Credits: 1 to 6
- EDHS 8700 - Clinical Psychology Practicum Credits: 1 to 6
Description of Practica
Students are required to complete two field-based practica in public schools under the supervision of program faculty and certified school psychologists. Practica placements will be facilitated by the program and students will work with program faculty to locate and confirm suitable placement locations. The School of Education and Human Development has established sites that will offer placements for students, and students may research and locate other suitable placements, as well. The practica will entail supervised practical application of knowledge and skills gained in coursework. Students will be required to engage in a minimum of 100 contact hours in EDHS 8690, and 500 hours in EDHS 8700, bringing the total field-based training hours to 600 hours by the end of the second year. Students will be evaluated by both their faculty advisor and their school supervisor. Grades will be based on supervisor ratings and quality of work products produced (e.g., psychoeducational assessments, academic and behavioral progress monitoring data). If a student fails, they will be allowed to retake the failed portion. A second failure will result in dismissal from the program.
Description of Internship
The school psychology internship is the culmination of students’ coursework and applied training in the proposed Ed.S. program. The internship is designed for students to attain professional competency through carefully planned, structured, and supervised activities. Internships are a full-time experience of one academic year with a total of at least 1,200 clock hours. A minimum of 600 of those hours must be completed in a K-12 school setting. Student interns will be supervised on-site by a certified school psychologist with at least three years of experience. Interns will be required to receive an average of 2 hours of supervision per week. Interns will also take part in an advanced seminar (6 credits in fall, 6 credits in spring). Students will be evaluated by both their school-based supervisor and their seminar instructor. Grades will be based on supervisor ratings and quality of work products produced (e.g., case studies, comprehensive psychoeducational reports, portfolio). If a student fails, they will be allowed to retake the failed portion. A second failure will result in dismissal from the program.
Public Professional Licensure Disclosure
As a member of the State Authorizations Reciprocity Agreement, the University of Virginia (UVA) is authorized to provide curriculum in a distance learning environment to students located in all states in the United States except for California. (34 CFR 668.43(a)(6)& 34 CFR 668.72(n)).
Upon completion of the Education Specialist in School Psychology at the UVA School of Education and Human Development, graduates may be eligible for initial professional licensure in another U.S. state by applying to the licensing board or agency in that state.
Please visit the University’s state authorization web pages to make an informed decision regarding which states’ educational requirements for initial licensure are met by this program. (668.43(a)(5) (v)(A) - (C))
Enrolled students who change their current (or mailing) address to a state other than Virginia should update this information immediately in the Student Information System as it may impact their ability to complete internship, practicum, or clinical hours, use Title IV funds, or meet licensure or certification requirements in the new state. (34 CFR 668.402).
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