School Psychology, Ed.D.
This program prepares graduates to work as school psychologists in schools and potentially other clinicalsettings, to develop breadth or depth in the knowledge and skills of evidence-based practices with schoolsand families, expand their skills in evaluating and conducting research or to pursue higher education positions.
Students who successfully complete the Ed.D. may be eligible for the School Psychology endorsement if they have not previously been endorsed, but likely would be required to complete additional courses. Theyalso may be eligible for certification by the National Association of School Psychologists (NASP) asNationally Certified School Psychologists (NCSP) and the Illinois Clinical Psychology license.
Faculty review student progress annually to provide formative evaluation and prepare for the next phase ofthe program using a combination of course grades, portfolio assessments, field-based competencies andprofessional dispositions assessment.
Program Learning Outcomes (PLOs):
PLO1. Standard 2. Data-Based Decision Making and Accountability. School psychologists have knowledge of varied models and methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.
PLO2. Standard 3. Consultation and Collaboration. School psychologists have knowledge of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and methods to promote effective implementation of services.
PLO3. Standard 4. Direct and Indirect Services: Student Level Services. Element 4.1 Interventions and Instructional Support to Develop Academic Skills. School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies.
PLO4. Standard 4. Direct and Indirect Services: Student Level Services. Element 4.2 Interventions and Mental Health Services to Develop Social and Life Skills. School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-based strategies to promote social–emotional functioning and mental health.
PLO5. Standard 5. Direct and Indirect Services: Systems Level Services-Schools. Element 5.1 School-Wide Practices to Promote Learning School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.
PLO6. Standard 5. Direct and Indirect Services: Systems Level Services-Schools. Element 5.2 Preventive and Responsive Services. School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response.
PLO7. Standard 6. Family–School Collaboration Services. School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning and mental health; and strategies to develop collaboration between families and schools.
PLO8. Standard 7. Foundations of School Psychologists' Service Delivery: Diversity. School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery
PLO9. Standard 8. Foundations of School Psychologists' Service Delivery: Research and Program Evaluation, Legal, Ethical, and Professional Practice. Element 8.1. Research and Program Evaluation. School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings.
PLO10. Standard 8. Foundations of School Psychologists' Service Delivery: Research and Program Evaluation, Legal, Ethical, and Professional Practice. Element 8.2: Legal, Ethical, and Professional Practice. School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.
In addition to National College of Education DoctoralAdmissions Requirements, applicants must:
- Submit at least 2 letters of recommendation, which are academic in nature, regarding the applicant’s capacity for graduate work
- Submit written responses to substantive questions that directly speak to the applicant’s intellectual interests, professional goals, compatibility with program and commitments to the values of the program. Each program has its own set of questions and assessment criteria. Applicant responses are considered carefully, along with all other evidence, in determining the applicant’s potential for success in pursuing the Ed.D. degree.
- Note: Applicants may apply to the Ed.D. degree at the time they apply to the M.Ed master’s degree
- Note: Applicants who already hold a master’s degree from a regionally accredited institution may apply to the Ed.D. per required admission criteria
- Note: The admission process occurs in two stages. First, the applicant submits the application and all supporting documentation to the Office of Admissions by the published deadlines. Faculty from the respective doctoral programs reviews the applications.
The second stage of the admissions process consists of an interview with the program faculty. Because of the limited size of the doctoral programs, only a small number of applicants are selected to participate in the second stage of the admission process.
The objectives of the interview process are to establish that applicants have clearly defined goals for pursuing doctoral study, to determine that the applicants’ goals may be met through the doctoral programs, to gain further information about the applicants and to clarify areas of concern, to provide an opportunity for applicants to ask questions about the programs and to enable applicants to acquaint themselves with faculty in the programs.
Program Details:
- Requires 63 SH for completion
- Requires comprehensive examination
- Requires a dissertation
- Requires a full-school year (9–12 month), paid internship in public schools or approved clinical settings
Required Courses
Research and Dissertation - 21 SH
| ESR 604 | Dissertation Proposal Seminar | 2 |
| ESR 610 | Paradigms of Research | 2 |
| ESR 612 | Statistical Methods in Research | 3 |
| ESR 614 | Interpretive and Critical Research Methodology | 3 |
| ESR 616 | Mixed Methods Design | 3 |
| or | |
| ESR 618 | Interpretive and Critical Research Design | 3 |
| CCD 699F | Dissertation: School Psychology | 1 TO 8 |
Note: CCD 699F must be taken for a total of 8 semester hours.
School Psychology Core - 29 SH
| EPS 654 | Multi-Tiered Systems of Support in Mental Health | 3 |
| EPS 659 | Studies in family-school partnerships and relationship-building | 3 |
| EPS 668 | Diversity and Multiculturalism in Schools | 3 |
| EPS 669 | Multi-Tiered Systems of Services and Supports as a Vehicle for School Change | 3 |
| EPS 670 | Fundamentals of Supervision | 1 TO 3 |
| EPS 690 | Doctoral Internship in School Psychology | 2 |
| EPS 692 | Doctoral Practicum in School Psychology | 2 |
Notes: EPS 670 must be taken for 3 semester hours. EPS 690 must be taken for a total of 8 semester hours. EPS 692 must be taken for a total of 6 semester hours.
Program Electives - 13 SH
Choose 13 SH of NCE graduate courses with the approval of a doctoral advisor
Comprehensive Examination
The comprehensive examination is taken after completion of the doctoral, research and program core classes (with the exception of the last research course). Students must pass the comprehensive examination prior to formal work on the dissertation and advancement to candidacy for the Ed.D. degree.