Ed.S. in School Psychology
Obtaining an educational specialist degree (Ed.S.) in school psychology allows for an individual to practice school psychology in the great majority of school systems in the United States. The University of Arizona’s School Psychology Program provides a comprehensive and integrated curriculum that prepares students to become Nationally Certified School Psychologists (NCSPs). The University of Arizona offers students the opportunity to obtain an Ed.S. degree at two locations, Tucson and Chandler, Arizona. In both Tucson and Chandler, the program emphasizes professional and clinical practice, as well as understanding and using scholarship in one’s practice.
This training program has existed for more than 45 years and it remains popular among students. Students who choose this option will participate in many of the same courses and field placement opportunities that are available to Ph.D. school psychology students in the Tucson area. Additionally, Ed.S. students receive instruction from full-time University of Arizona faculty and they have access to the vast research and cultural resources available at the university. Courses in the Tucson Ed.S. program are taught during fall and spring semesters but generally not during summer sessions. The program requires for most students to complete four semesters on campus plus a two-semester supervised internship in a school system. The Ed.S. program accepts between four and eight students per year and it follows a scholar-practitioner training model, which has a primary emphasis on professional or clinical practice. Additional information on this program is available from Dr. Jina Yoon at firstname.lastname@example.org.
All courses are offered in a convenient venue in downtown Chandler, Arizona that has newly renovated classrooms, abundant free parking, and easy freeway access. The University of Arizona has a strong array of seasoned practicing school psychologists from the Phoenix-metropolitan area to provide instruction in courses that parallel those traditionally offered in Tucson. Additionally, the Chandler Ed.S. program has a non-traditional schedule. Students begin the program in the fall of Year 1 and only take 2 courses (6 credits) and again only 2 courses (6 credits) in the spring. These courses are offered in the evening and allow students the flexibility to maintain outside employment. During Year 2 students are participating in the program full-time, including summers. Year 3 is the final year of the program and students spend it completing a full-time internship with a school district. Most students are hired for paid internships this final year. Additional information on this program is available from Dr. Marsha Spencer at email@example.com.
The School Psychology program prides itself on having a diverse student body. Thus, we encourage applications from individuals of diverse cultural, ethnic, and linguistic background and sexual identity status. Additionally, we encourage applications from individuals across the spectrum in terms of their socioeconomic status, geographic residence, religious affiliation, family constellation, and social/political background.
The Tucson program normally accepts about seven students per year, and the deadline for submission application is December 1st. Students applying to the Chandler program should submit their applications by February 10th. We anticipate accepting 12 students into the Chandler program.
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Our faculty consists of a dynamic group of individuals who are committed to the growth and development of school psychology students. We have both overlapping and disparate research interests and specializations that allow for us to accommodate the majority of students who are interested pursuing advanced study in school psychology. Collectively, our research interests center on supporting students’ emotional wellbeing, mental and physical health, and academic outcomes. Faculty in our program also specialize in research related to neuropsychology, sleep hygiene and related impacts, school-wide behavioral assessment, supporting military families, interdisciplinary and transdisciplinary collaboration, multicultural competence, and bullying and violence prevention. Learn More