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Educational Specialist in School Psychology
Phone: (209) 946-2559
Location: Gladys L. Benerd School of Education

Linda Webster, PhD, Chair

Degree Programs

Educational Specialist in School Psychology (EdS)

  • with a Pupil Personnel Services Credential in School Psychology

Credentials Offered

Pupil Personnel Services Credential in School Psychology

Admissions Requirements

  1. Students must hold a master's degree in Educational Psychology, Counseling Psychology, Psychology, or a closely related field. 
  2. A cumulative GPA of 3.0 or better in the master's program.
  3. A completed application portfolio to the Office of Admission, an essay emphasizing the desire to work as a school psychologist in the public schools; official transcripts from all college level coursework including official verification of the awarding of degrees; and three letters of recommendation that attest to the candidate’s ability to undertake graduate studies.
  4. An admissions interview with representative(s) of the Department of Educational and School Psychology.
  5. Evidence of qualities and character in keeping with the philosophy and standards of this University and the profession of School Psychology.

Program Overview

The program intends to prepare highly effective school psychologists who apply skills in data-based decision making and accountability for work with individuals, groups, and programs. Additional goals include preparing highly effective school psychologists who apply developmental knowledge from cognitive, learning, social and emotional domains across diverse socio-cultural and linguistic contexts and ensuring school psychologists can demonstrate the necessary positive interpersonal skills they need to facilitate communication and collaboration among students, school personnel, families, and other professionals. The program is designed to prepare highly effective school psychologists who are knowledgeable regarding the developmental issues and needs of both regular and special education.

The Educational Specialist degree in school psychology leads to a Pupil Personnel Services Credential in school psychology. Students typically apply to the Master of Arts degree with a concentration in Counseling Psychology.  Successful completion of the MA degree allows the student to apply to the EdS degree. Students who have a masters degree in Educational Psychology, Counseling Psychology, Psychology, or a closely related field may apply directly to the EdS degree. For students that enter the program with a baccalaureate degree, the program requires two years of full-time coursework with fieldwork, and culminates in an additional third-year internship. The Masters degree is typically awarded after the first year of study and the EdS degree is awarded after the third year internship. Students may also enroll in the program on a part-time basis. Upon receiving the Masters degree students may also apply to the EdS and EdD degrees for concurrent enrollment. Students who concurrently enroll in the EdS/ EdD need to have a minimum of 56 units beyond the Masters degree. Students who receive the EdS degree and then decide to apply to the EdD need to obtain a minimum of 28 units beyond the EdS to obtain the EdD.

Educational Specialists in School Psychology

The Educational Specialist (EdS) in School Psychology requires a minimum of 28 units beyond a Masters degree in Educational Psychology, Counseling Psychology or closely related field with a Pacific cumulative grade point average of 3.0. Students must complete a minimum of 60 graduate units, inclusive of the units earned for the Masters degree and complete a final culminating field experience and a capstone experience.

Based upon state and federal laws, additional units and requirements may be necessary for those students electing to earn a credential, certification or license along with the graduate degree (e.g., pupil personnel  credential, licensed educational psychologist). Students interested in earning a credential, certification or license should work closely with advisor and credential staff.

I.  Core

Select 22 units from the following:
Techniques of Research
Statistical Thinking and Communication
Pluralism in American Education
Nature and Conditions of Learning
Program Evaluation
Advanced Human Development I
Advanced Human Development II
Psychotherapeutic Interventions
Group Counseling
Crisis Intervention
Consultation Methods
Introduction to School Psychology
History and Systems in Psychology
Law and Professional Ethics for Mental Health Professionals
Psychopathology and Wellness Promotion
Data-Based Decision Making I: Behavioral Assessment and Intervention
Data-Based Decision Making II: Academic Assessment and Intervention
Psychological Assessment
Behavior and Personality Assessment
School Psychology Fieldwork

II.  Final Culminating Field Experience

(Minimum 6 units)
School Psychology Internship

III.  Capstone Experience

Students will be required to complete a capstone experience in the form of a portfolio examination that addresses competencies in the domains of school psychology as delineated by the National Association of School Psychologists.

Students interested in earning a credential or license along with the degree will need to fulfill specific requirements as mandated by state and national governing organizations.  In order to ensure these requirements are fulfilled, the student must work closely with an academic advisor and the credential staff in the Benerd School of Education.

Note: 1) Specific courses are subject to change as per state requirements.  Students must meet all state requirements in order to earn a credential.  2) Minimum of required 28 units with specific courses determined by state credential requirements and advisors' approval required.  Although the Educational Specialist degree requires a minimum of 28 units, in order to obtain the credential, additional units may be required.

Students will be able to demonstrate competence in:

  • Data-based decision-making and accountability
  • Consultation and collaboration
  • Interventions and instructional support to develop academic skills
  • Interventions and mental health services to develop social and life skills
  • School-wide practices to promote learning
  • Preventive and responsive services
  • Family-school collaboration services
  • Diversity in development and learning
  • Research and program evaluation
  • Legal, ethical, and professional practice