Ed.S. in School Psychology with Certification
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Culturally-responsive, evidence-based school psychology
The Educational Specialist in School Psychology degree prepares scientist-practitioners whose practice of school psychology is grounded in scientific knowledge and focused on enhancing the educational and socio-emotional development of school-age children and youth.
Students will acquire skills to be critical consumers of research that provides the scientific foundation for the practice of school psychology. They acquire these skills through coursework in statistics and research methodology and in content areas related to child and adolescent psychopathology, multi-tiered systems of support, cognitive development, human learning, academic development, social and emotional development, ethics, counseling, culturally responsive practice, exceptionalities, and neuropsychology.
Our Ed.S. degree is fully accredited by the National Association of School Psychologists (NASP). It also meets the requirements for certification as an Educational Staff Associate (the category for certified school psychologists in the state of Washington).
- What is a school psychologist?
The role of a school psychologist is to assess, consult, and provide prevention and direct intervention services that focus on learning, behavior and mental health problems. Our program stresses the expanded role of the school psychologist beyond testing for special education and offers formal coursework and practica in assessment, consultation and intervention/counseling with an emphasis on school mental health.
Our philosophy is grounded in the scientist practitioner model and offers a strong background in the scientific foundations for the practice of school psychology as well as training in applying current research knowledge and theory to educational services.
School Psychology Clinic
The UW School Psychology Clinic serves as a training site for graduate students in the School Psychology Ed.S. and Ph.D. programs. All services are supervised by a licensed psychologist/clinician, along with a program faculty member. The center also services as a clinical-research site for faculty and students.
Curriculum
Overview
In the first year, the course sequence for the educational specialist degree is organized with courses in the scientific foundations of the practice of school psychology.
In the second year, students engage in practice of assessment, intervention, and counseling skills at the University of Washington and in partner schools. Under the supervision of faculty, students provide direct and indirect services to children and adolescents ranging in age from preschool to 18.
The third year is a field-based internship in the schools. In this 1,200-hour experience, interns are supervised by certified school psychologists and they also receive additional supervision once a week at the UW.
Altogether, students complete a total of 112 credits.
Courses
Course titles below are abbreviated descriptors and may not reflect the official title of the course in the University Catalog. Courses are offered in a specific sequence that must be followed as part of the Program’s cohort model. The Director of the School Psychology Program will notify you if any changes are required. You may check course times by using the College of Education Course Planner.
- Year one: Basic foundations (43 credits)
The primary goal of the first year is to provide students with a solid preparation in the scientific and professional foundations of the practice of school psychology.
Autumn Quarter (15 credits)
- EDPSY 554: Intro to Multi-Tiered Systems of Support (3)
- EDPSY 501: Human Learn & Educ Practice (3)
- EDPSY 490: Basic Educational Stats (3)
- EDPSY 548: Child & Adolescent Psychopathology in Schools (3)
- EDPSY 570: Intro to School Psych (3)
Winter Quarter (14 credits)
- EDPSY 500: Field Study I: Academic Consultation (2)
- EDPSY 502: Foundations of Early Learning (3)
- EDPSY 568: Prof Issues and Ethics (3)
- EDPSY 553: Special Populations (3)
- EDPSY 556: Applied Social Psychology (3)
Spring Quarter (14 credits)
- EDPSY 500: Field Study I: Academic Consultation (2)
- EDSPE 525: Autism and Other Social, Communication, and Developmental Disabilities (3)
- EDPSY 572: Socio-Emotional Assessment (3)
- EDPSY 552: Culturally Responsive Practice in School Psychology (3)
- EDPSY 517: Applied Msmt in Educ Rsrch (3)
- Year two: Clinical skill development
The second year is centered on integrated practice of assessment, intervention, and counseling skills at the University of Washington and in partner schools
Autumn Quarter (13 credits)
- EDPSY 557: Tier III Interventions for School Psych (3)
- EDPSY 507: Educational Assessment and Intervention (5)
- EDPSY 540: School Psychological Assessment (5)
Winter quarter (14 credits)
- EDPSY 505: Field Study II: Tier III Interventions (2)
- EDPSY 544: Counseling (4)
- EDPSY 564: Practicum in Assessment/Consultation (5)
- EDSPE 511: Methods of Applied Behavior Research
Spring Quarter 12 credits
- EDPSY 505: Field Study II: Tier III Interventions (2)
- EDPSY 546: Counseling Practicum (4)
- EDPSY 573: Assessment of Preschool Children (3)
- EDPSY 577: Neuropsychology of Learning and Behavior (3)
- Year three: Pre-certification internship
The third year is designed as a full-time, field-based internship in the schools.
Autumn Quarter (10 credits)
- EDUC 750: Internship (8)
- EDPSY 566: Internship Supervision & Case Study Seminar (2)
Winter Quarter (10 credits)
- EDUC 750: Internship (8)
- EDPSY 566: Internship Supervision & Case Study Seminar (2)
Spring Quarter (10 credits)
- EDUC 750: Internship (8)
- EDPSY 566: Internship Supervision & Case Study Seminar (2)
Fieldwork
Under the supervision of faculty, students will acquire supervised practica experience on-site at the University of Washington. The entire third year of the program is designed as a field-based internship in the schools.
- Supervised practica experience
Students acquire supervised practica experience in consultation; behavioral intervention; cognitive, academic, and social emotional assessment; and individual counseling. In addition, students receive supervision in interviewing and behavioral observations.
Practica, which are supervised experiences in applying knowledge to practice before entering the internship, begin the first year. The practicum during the winter and spring quarters of the first year serves as an orientation to the educational process. In keeping with our program philosophy, the first year practicum emphasizes observing direct services in schools. Second year practica include University-based training in assessment, consultation, and intervention that are supervised by school psychology faculty and training in schools. The faculty ensure that practica experiences are conducted in accordance with current legal and ethical standards of the profession and evaluate student performance. Students document their practica experience in a portfolio. Together, the first and second year practica provide supervised experiences in assessment, consultation, intervention, and counseling -- the major objectives of our training program.
- Internship in a school setting
During their third year, students receive supervised experiences in assessment, consultation, and intervention per their approved internship plan. The internship plan, which is signed by the intern, university-based internship supervisor, field-based internship supervisor, and authorizing official of the agency, must be on file before the internship begins. This internship plan must provide supervised experiences in assessment, consultation, and intervention experiences.
Students must be supervised by a field-based internship supervisor who holds a professional certification as a school psychologist in Washington State and has no more than two interns at any one time. The field-based supervisor must agree, in writing, to provide at least two hours per week, on the average, of direct individual supervision for the intern. The agency where the internship takes place must agree, in writing, to support the internship experience.
Completion
Washington State Certification is awarded by successfully completing all coursework, passing the Praxis II Exam, and completing a 9-month, school-based internship of 1200 hours or more.
Students who successfully complete the internship also apply for National Certification as a School Psychologist (NCSP).
Admission requirements and process
Overview
We accept applications to the Educational Specialist in School Psychology degree once a year, for autumn quarter admission. Applications are due to the Graduate School by December 1.
We are committed to recognizing and fostering the values derived from a diverse student population and are striving to promote increased diversity among practicing school psychologists. We strongly encourage racially and ethnically diverse students to apply to this program.
A commitment to enroll and continue as a full-time student (10 credits per quarter) is required as a condition of admission. This program is a full-time, on-campus daytime program with training delivered in person.
Materials
- Bachelor's degree from an accredited institution
Your degree can be in-process at the time of your application but must be completed before the program starts.
- Unofficial transcript(s) with minimum 3.0 GPA
- Include one transcript from each institution from which you've earned a degree and one from every institution you have attended in the previous 5 years.
- Your transcripts must include your name, coursework, GPA, and degree (if completed).
- If you are offered admission, the UW Graduate School will request an official transcript from the institution where you earned your most recent degree.
The UW Graduate School requires a cumulative GPA of 3.0. However, we review your application holistically. If your GPA is below 3.0, contact us at edinfo@uw.edu for advice on how to strengthen your overall application.
- Three letters of recommendation
During the online application process, you will be given instructions for adding your recommenders (professors or first-line supervisors) and getting their letters submitted electronically. Letters should address:
- Your communication skills, both written and oral
- Your ability to interact productively with supervisors, peers and children
- Your ability to function without supervision
- Your teaching, counseling and/or assessment skills
- Other relevant aspects of your academic or professional development
- Your research competence and experience
- Resume/vita
A current academic and professional resume or vita is required. In addition to educational degrees and professional experience, you should include a listing of all relevant awards, publications, presentations or other achievements that will help us to evaluate your application.
- Statement of purpose
Your statement may be no longer than 3 pages with 12 point font, 1-inch margins, and double-spacing and address:
- Reasons for seeking entry into this program
- Postbaccalaureate experiences in teaching, counseling & assessment if any;
- Your professional aspirations
Note: We give preferential consideration to applicants with employment or volunteer experience in pre-K-12 schools. Please be sure to note any such experience in your goal statement.
- Personal history statement (optional)
While optional, you may submit a personal history statement. This statement should address your intellectual growth and development, inclusive of and beyond your academic goals. Topics might include:
- Educational, cultural, and economic opportunities and disadvantages you've experienced;
- Ways these experiences affected the development of your special interests, career plans, and future goals.
Statements should be no longer than two pages with 12 point font, 1-inch margins, and double spacing.
Submitting
- Gather all required documents
- Visit the Graduate School website
- Log into your account or create a new profile if you are a first-time applicant
- Complete all steps in application process and upload your documents
- Pay the nonrefundable $85 application fee
- You may request a fee waiver during the application process
- Submit your application
Next Steps
International
We value and welcoming applications from international students! If you are applying from outside the United States, there are additional requirements and application materials.
- Prior degree requirements
- At minimum, you must have the equivalent of a U.S. bachelor's degree (a four-year degree from an institution of recognized standing)
- Evaluation of your degree will be based on:
- The national system of education in the foreign country
- The type of institution
- The field of study and level of studies completed
- Transcripts
- International transcripts must be submitted in the original language.
- Your transcript should include date of graduation and title of the awarded academic degree
- If your transcript is not in English, you must also provide a certified English translation
- You do not need to have your transcript evaluated for the degree by an agency
- English language proficiency
Per UW Graduate School policy, you must submit a demonstration of English language proficiency if your native language is not English and you did not earn a degree in one of the following countries:
- United States
- United Kingdom
- Australia
- Bahamas
- Canada
- Ireland
- Jamaica
- New Zealand
- Singapore
- South Africa
- Trinidad and Tobago
The following tests are accepted if the test was taken fewer than two years ago:
- TOEFL
- Minimum score: 80
- Recommended score: 92+
- The UW's 4-digit code is 4854
- IELTS
- You must request from the center where you took the test that your scores be sent electronically using the IELTS system (E-TRF) to the following address:
- University of Washington All Campuses, Organisation ID 365, Undergrad & Graduate Admis, Box 355850, Seattle, WA, 98105, United States of America
- Minimum score: 6.5
- Recommended score: 7.0+
- School information for submission:
University of Washington, All Campuses
Undergraduate & Graduate Admission
Box 355850
Seattle, WA 98195
- You must request from the center where you took the test that your scores be sent electronically using the IELTS system (E-TRF) to the following address:
- Duolingo
- Minimum score: 105
- Recommended score: 120+
- Follow the instructions on the Duolingo website to submit your scores
- Financial ability
If apply and are offered admission to UW, you will need to submit a statement of financial ability.
Costs and funding
Estimated Costs
This program is a self-sustaining, fee-based program. Course fees are charged on a per-credit basis and are the same for Washington residents and non-residents. The current estimated cost is:
- $792 per credit
- $88,704 for 112 credits
Estimates are subject to change due and may differ due to additional UW fees, course load, etc.
Because the Educational Specialist in School Psychology program is fee-based, fiscal operations are managed through UWPCE. The relationship between UWPCE and the program has no impact on your degree or on the certification you receive from the State of Washington. The educational specialist degree is conferred by the University of Washington’s College of Education.
Funding & Scholarships
Federal financial aid is available for students. Visit the UW Financial Aid website for information and resources. The College of Education also provides scholarship and other funding opportunities.
Disclosure, outcomes and other data
The UW College of Education and School Psychology program does not require students, trainees, and/or staff (faculty) to comply with specific policies or practices related to the institution’s affiliation or purpose. Policies or practices may include, but are not limited to, admissions, hiring, retention policies, and/or requirements for completion that express mission and values.
Frequently asked questions
- How do you measure the quality of the program?
In keeping with the growing emphasis on accountability in education, the School Psychology Program faculty utilize a variety of mechanisms to monitor and improve the quality of the program. In practicum courses, students are evaluated on skill development and competency. At least once a quarter, the faculty evaluate the performance of students in coursework, practicum, and internship. Students are provided feedback using a rubric that assesses the following categories: written communication, ethical responsibility, time management, interpersonal relationships, supervision/feedback, and overall performance. These categories are evaluated on a four-point scale through an online recording system (Canvas).
Evaluations of performance are completed at the end of each practicum experience. At the end of the second year, (before the precertification internship) students are required to submit a portfolio of their work along with a written paper that addresses serving a diverse population in school psychology. Students take an Educational Specialist’s Oral Exam that consists of 10 questions that assess a student’s content knowledge and clinical experience during the first two years of the program. Formal evaluations are completed for each of these requirements.
Prior to completion of the internship, students also take the PRAXIS II Exam (national certification exam for school psychologists) to demonstrate that they can integrate domains of knowledge and apply professional skills to service delivery. Students also complete two comprehensive case studies (academic and behavioral) in which they integrate assessment and a direct and/or indirect intervention and evaluate the effectiveness of the intervention. The case studies provide an opportunity for the intern to demonstrate how their interventions result in measurable changes for the educational and mental health needs of children and youth.
- While in the program, how is student performance evaluated?
All students in the program are evaluated on a quarterly basis by the faculty. The ratings are based on faculty discussion and consensus. A minimum of three faculty are present at the time of the discussion and all must agree on the score. The ratings include: "exceeds expectations," "meets expectations," "approaching expectations," and "does not meet expectations." All students are expected to receive a “3-meets expectations” rating.
For a student to be considered as making satisfactory progress, all the following conditions must be met:
- The student must maintain a 3.0 GPA in all course work.
- The student must demonstrate a minimum standard of clinical competence by receiving no less than a 3.2 grade in each practicum course. This standard must also be met before an internship can be approved and begun.
- The student must demonstrate competence in the interpersonal skills necessary to communicate effectively with colleagues, faculty, school personnel, families and school children.
For purposes of this review, normal progress will be presumed when no course grade is incomplete and falls below 3.0, and when no faculty member expresses concern about the student’s academic and/or interpersonal competence. When either of the above conditions occurs, the faculty advisor or class instructor may call a meeting of the School Psychology faculty to discuss the student’s future in the program and means for them to overcome the noted deficiencies. The faculty advisor will then present recommendations to the student for implementation.
PLEASE NOTE: It is strongly recommended that students do not work more than 20 hours outside of course requirements because of negative impacts on performance in coursework.
