Preparation for a Career in School Psychology

Career, Education, IEP Eligibility, Licensure, School Psychology, Staffing, Training

Preparation for a Career in School Psychology

Published by

stsholly

on

November 18, 2024

SUBMITTED BY HILLARY BARBER, SCHOOL PSYCHOLOGIST

Preparation for a career in school psychology involves a significant commitment of time and dedication. School psychologists typically complete a graduate level degree program that encompasses 60 semester hours over a period of three years. The requirements of university degree programs in school psychology conform to the guidelines set forth by the National Association of School Psychologists (NASP) and include coursework in both education and psychology, a year-long practicum, a year-long internship, an exit research paper in the form of a Capstone, and a minimum score on the Praxis.

COURSEWORK

Coursework is grounded in the disciplines of both education and psychology and typically includes classes in philosophy of education, child and adolescent development, curriculum design, theories of learning, classroom management, theoretical pedagogy, strategies for the exceptional learner, effectiveness of intervention, operational definitions in education, methods of educational research, establishing rapport, counseling, crisis intervention, statistics, psychological diagnosis and intervention, ability and intelligence testing, and affective and behavioral assessment as well as historical, legal, and ethical foundations in school psychology including legal aspects of federal and state statutes regarding placement in special education.

PRACTICUM

In addition to classroom coursework, this intensive degree program includes a year-long practicum in which highly supervised hands-on experience in the school environment is gained. This is the budding school psychologist’s first opportunity to leave the classroom and work directly with both students and faculties in school environments. A rubric based on the basic skills and competencies as outlined by the National Association of School Psychologists (NASP) is used to evaluate progress. The practicum has two components.

—Practicum in Assessment: Focuses on designing and implementing assessments relevant to making data-based decisions for consultation and determining special education eligibility and placement. (minimum of 100 hours)

—Practicum in Intervention: Focuses on the application of data-based problem-solving to formulate and apply evidence-based intervention strategies based on problem analysis and crisis management. (minimum of 100 hours)

INTERNSHIP

At the conclusion of the formal training program, a year-long, 1,200 hour internship is required. The internship provides actual work experience in a school setting and allows the student to integrate and apply the full range of knowledge acquired in the classroom. Although the internship is supervised by an appropriately credentialed and practicing school psychologist, the student is given a measure of autonomy to demonstrate individual skills and competencies. The student is required to compile and maintain an internship portfolio that documents effective completion of goals and objectives.

CAPSTONE

As an architectural capstone is the final setting stone placed at the apex of a structure to signify its completion and to lock the underlying stones into place, so the Capstone paper is the culminating academic exercise that is based on all previous studies. It is an exit paper in which students have the opportunity to exhibit expertise in a single aspect of the varied curricula in the field of school psychology.

The Capstone paper is a research paper developed by students under the auspices of Capstone committees made up of professors from their chosen field of investigation. Students submit a proposal outlining their thesis and potential methods of research. Once the proposed thesis is accepted by the committee, students submit a prospectus containing rationale and overview of research methodology.

The goal of the paper is to address a specific issue and, through independent research, produce tangible results with practical applications. Components of the Capstone paper include introduction, review of relevant literature, statement of thesis, methodology of research, data analysis, results of investigation, practical applications, discussion, and summary.

The Capstone paper should reflect scholarly effort and adhere to the APA citation and reference rules contained in the 7th edition of The Publication Manual of the American Psychological Association. In a competitive space, the Capstone paper gives students the opportunity to distinguish themselves in their post-graduate studies and may become an integral part of the professional portfolio.

The Capstone paper must be defended before the members of the Capstone committee at which time the work is either accepted or revisions and/or additional research may be required.

PRAXIS

Degree requirements also include a minimum passing score on the National School Psychology Examination #5403 administered by the Educational Testing Service (ETS). Also known as the Praxis, it is a computer-administered exam.

Ed.S. DEGREE

When all of the above requirements have been successfully completed, the Specialist in Education Ed.S. degree in School Psychology is awarded. Although a doctorate in the field may be obtained, the Ed.S. degree is the national standard for entry into the profession.

LICENSURE

The Ed.S. degree signals eligibility to apply for licensure in the field of school psychology. This credential is required to practice in educational settings and is granted by state departments of education throughout the United States. Each state has its own application procedure which generally entails submission of a packet of documents to confirm degree attainment, successful completion of internship, and references. Most states also require official transcripts and a minimum score on the credentialing examination such as the Praxis #4502.

Once a license to practice is attained, school psychologists have a responsibility to keep their licenses current. Depending on the state, the license must be renewed every 3 to 6 years, and coursework must be completed during the intervening period and submitted to the licensing state along with an application for renewal. Coursework may be completed through the National Association of School Psychologists (NASP) Online Learning Center, through accredited colleges and universities, or through NASP-approved providers.

CONCLUSION

Although preparation for a career in school psychology involves a significant and on-going commitment to secure and maintain the necessary credentials to practice in an educational setting, most school psychologists agree that it is definitely worth the time and effort required. School Psychology is one of the “helping professions” and, as such, is always a source of self-fulfillment. Is there any better way to spend every day?