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Education Specialist (EdS) in School Psychology

School of Social and Behavioral Sciences

The Education Specialist (EdS) in School Psychology degree program provides advanced preparation for learners who intend to pursue state licensure or certification as a school psychologist. The EdS in School Psychology program is built on the graduate preparation standards for school psychologists and consists of an integrated, sequential program of study that includes didactic instruction, clinical training, comprehensive assessment of clinical competencies and professional fitness, and supervised practicum and internship experiences. The model for services by school psychologists is embedded throughout the curriculum with particular emphasis on data-based decision making, diversity, and social justice to ensure learners are prepared to provide services in dynamic, complex, and ever-evolving communities.

Personal Suitability and Fitness for the Profession

Capella embraces the principles and guidelines set forth by the Council of Chairs of Training Councils (CCTC) related to professional psychology programs in that the faculty, training staff, supervisors, and administrators in the EdS in School Psychology degree program  have a professional, ethical, and potentially legal obligation to ensure, insofar as possible, that all learners have the competence to manage professional relationships in an effective and appropriate manner, and that they possess the emotional maturity, interpersonal stability, and intellectual judgment required to work with vulnerable populations. Personal suitability and fitness for the profession includes but is not limited to demonstration of sufficient interpersonal and professional competence; self-awareness, self-reflection, and self-evaluation; openness to processes of supervision; and resolution of issues or problems that interfere with professional development or functioning in a satisfactory manner. Throughout the graduate training of each learner, faculty and staff are responsible for educating and assessing learners with regard to their personal suitability and fitness for the profession.

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Residency Requirement(s): 

Two ten-week courses with a four-day and a two-and-a-half-day embedded residency experience (PSY-V7003, PSY-R7004), respectively.  See university policy 3.04.05 Attendance at Residencies, the Residencies page on Campus for more information.

Practicum/Internship Experience Requirement(s):

Minimum of 300 practicum hours and 1,200 internship hours. 

Data Based Decision Making

Learners in this course critically evaluate research in order to gain an understanding of the scientific methods of inquiry and the ethical considerations of research for school psychologists. Learners develop and apply skills needed to become educated consumers and creators of research applicable to school psychology settings. Learners also use their research design and statistics skills to analyze and apply research methodologies, validity, reliability, and other components of scientific research related to school psychology.

5 quarter credits
Comprehensive Learner Assessment for School Psychology

This residency includes the portfolio review, an assessment demonstration of professionally appropriate versions of the Wechsler Intelligence Scale for Children and the Woodcock-Johnson, and the comprehensive examination of the National Association of School Psychologists (NASP) practice domains. Prerequisite(s): PSY8235 and PSY-V7003. Cannot be fulfilled by transfer.

3 quarter credits
Treatment Planning and Report Writing

In this residency, learners practice skills related to report writing, behavior interventions, treatment planning, and recommendations. Learners analyze Individualized Education Programs (IEPs), 504 Plans, and special education identifications. Learners identify the various sections and characteristics of psychological/psycho-educational reports; examine the principles and skills used to write reports; and engage in report writing practice sessions, individually with the instructor and in small groups. Learners develop interventions for students with internalizing and externalizing disorders, social skills training programs for preschool and adolescent students, and a training curriculum designed to assist parents in managing their children’s problem behavior. Learners also discuss treatment plan formats and case examples in groups and work on cases individually. Learners examine and practice school-appropriate supervision skills and develop the communication and assertiveness skills needed to facilitate efficient resolution of individual (i.e., student), group (i.e., class), and school challenges. Learners also examine the ethical principles associated with the practice of school psychology.  Prerequisite(s): PSY8150 or PSY-V6002; and PSY7331. Cannot be fulfilled by transfer.

5 quarter credits
School Psychology Practicum

In this practicum course, learners fulfill 300 required practicum hours in a supervised school setting during one academic quarter. Under the guidance of an experienced school psychologist supervisor, learners observe and participate in the daily life of a school setting. Learners apply the academic and clinical knowledge and skills gained during the program, analyze their experiences, and compare them to best practices in the field. Learners also identify their school setting’s strengths and weaknesses, the challenges associated with meeting the needs of the students and families it serves, and ways in which their school setting ensures comprehensive service delivery.  For EdS in School Psychology learners only. Special permission is required for registration. Grading for this course is S/NS. May be repeated for credit. Prerequisite(s): A cumulative GPA of 3.0 or better. PSY8150, PSY8235, PSY8335, PSY8337, PSY8338, PSY-V7003, and PSY-R7004. Cannot be fulfilled by transfer.

4 quarter credits
Organization and Operation of the School

Learners in this course focus on mastering the general education, special education, and other educational and related skills school psychologists need to be effective in their schools. Learners conduct a systems analysis of schools and other settings to determine how best to collaborate with individuals and groups in developing and maintaining policies and practices that foster effective, supportive, and safe learning environments.

5 quarter credits
Exceptional Children in the Classroom

In this course, learners examine different disabling conditions in children and adolescents and study their theoretical perspectives, characteristics, etiology, assessment, and remediation. Learners also explore recent trends in the field, research-based interventions, and the predominant special education law that impacts the practice of school psychology.

5 quarter credits
PSY8235 *
Psychological Assessments for School Psychologists 3

Learners in this course demonstrate mastery of the diagnostic skills needed to assess the social emotional functioning and personality of a multiculturally diverse population of school-age children. Learners conduct clinical interviews and behavioral observations; assess data from teachers, students, and parents; score and interpret assessment results into synthesized, written intervention recommendations and psychological reports; and self-report behavior rating scales and objective and projective techniques.  For MS, EdS, and PsyD in School Psychology learners only. Test kits are required and are available for loan at [email protected]. Prerequisite(s): PSY7234. Cannot be fulfilled by transfer.

5 quarter credits
Consultation and Collaboration in the School

This course provides an overview of consultation theory, research, and practice in psychology and education. In this course, learners study the rationale and techniques used in consultation and collaboration with teachers, parents, administrators, and other school personnel for the purpose of preventing and remediating the learning and adjustment problems of school-aged children. Learners familiarize themselves with the history and status of consultation, conceptual foundations and models, processes, intervention and evaluation considerations, practice and ethical issues, and training approaches to consultation.

5 quarter credits
Legal and Ethical Issues in the School

In this course, learners apply professional codes of conduct to the practice of school psychology. Learners study federal laws governing school psychology practice and examine legal and ethical considerations of psycho-educational assessments, school-related interventions, and testing. Course topics include privacy, confidentiality, informed consent, duty to inform, and record keeping.

5 quarter credits
Child and Adolescent Development for School Psychologists

Learners investigate the development of children and adolescents from infancy through adolescence. Learners apply a developmental framework to the process of designing, evaluating, and monitoring interventions to address complex school needs and apply information about developmental skills to evidence-based school- and district-level interventions. In addition, learners analyze the impact of multiple complex and challenging family issues on student development and apply an understanding of types of diversity along a developmental continuum to student needs at the school and district level.

5 quarter credits

Learners must register for PSY7121 a minimum of three times to fulfill their program requirements.

School Psychology Internship †

This course is taken to fulfill 1,200 required internship hours in a supervised school setting during one academic year. Learners integrate and apply knowledge and skills that reflect professional field standards and participate in formative and summative performance-based evaluations of their work. Successful completion of the internship is contingent upon passing the final portfolio review that demonstrates proficiency of program competencies.  For EdS in School Psychology learners only. Special permission is required for registration. Grading for this course is S/NS. May be repeated for credit. Prerequisite(s): PSY7120. Cannot be fulfilled by transfer.

4 quarter credits






At least 59 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Learners who do not complete all program requirements within quarter credit/program point minimums will be required to accrue such additional quarter credits/program points as are associated with any additional or repeat coursework necessary for successful completion of program requirements.

Learners are required to take the Praxis Series tests concurrently with PSY7121. Learners are responsible for any costs associated with these examinations.

‡ The Education Specialist (EdS) in School Psychology degree program provides advanced preparation for learners who intend to pursue state licensure or certification as a school psychologist.

Please note that some courses within this program have prerequisites that are not listed as required courses, which may increase the total number of courses needed to complete this program. 

Completion of Capella’s EdS in School Psychology degree will not meet the state requirements for professional licensure or certification as a school psychologist unless certain other conditions are fulfilled. For more information, see the professional licensure disclosure for this program on Capella’s website. Capella University cannot guarantee eligibility for licensure, endorsement, other professional credential, or salary advancement. State licensing regulations and professional standards vary; learners are responsible for understanding and complying with the requirements of the state in which they intend to work. State licensing boards review each applicant's completed education, exam scores, supervised experience, criminal history, and application materials at the time of license application to determine eligibility. Contact your Enrollment Counselor or Academic Advisor for more information.