School Psychology, Ed.S. - Florida
The NLU Tampa program is designed for applicants who seek to be school psychologists, endorsed by the Florida State Board of Education (FDOE). The purpose is to provide more advanced knowledge and skills in evidence-based practices in schools and with families to promote positive outcomes.
Faculty review student progress annually to provide formative evaluation and prepare for the next phase of the program. Students are evaluated using a combination of course grades, portfolio assessments, field-based competencies, and professional dispositions assessment.
Students who successfully complete the School Psychology, Ed.S. coursework are eligible for an endorsement in school psychology from the State of Florida Department of Education. Graduates may also consider application to the National Association of School Psychologists (NASP) for certification as a Nationally Certified School Psychologists (NCSP). More information can be found on the NASP website.
For more information on state licensure and certification information please visit NLU’s Public Disclosures page.
Program Learning Outcomes (PLOs):
PLO1. Domain 1: Data-Based Decision Making. “School psychologists understand and utilize assessment methods for identifying strengths and needs; for developing effective interventions, services, and programs; and for measuring progress and outcomes within a multi-tiered system of supports. School psychologists use a problem-solving framework as the basis for all professional activities. School psychologists systematically collect data from multiple sources as a foundation for decision making at the individual, group, and systems levels, and consider ecological factors (e.g., classroom, family, and community characteristics) as a context for assessment and intervention” (NASP, 2020).
PLO2. Domain 2: Consultation and Collaboration. “School psychologists understand varied models and strategies of consultation and collaboration applicable to individuals, families, groups, and systems, as well as methods to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate effectively with others” (NASP, 2020).
PLO3. Domain 3: Academic Interventions and Instructional Support. “School psychologists understand the biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies. School psychologists, in collaboration with others, use assessment and data collection methods to implement and evaluate services that support academic skill development in children” (NASP, 2020).
PLO4. Domain 4: Mental and Behavioral Health Services and Interventions. “School psychologists understand the biological, cultural, developmental, and social influences on mental and behavioral health; behavioral and emotional impacts on learning; and evidence-based strategies to promote social–emotional functioning. School psychologists, in collaboration with others, design, implement, and evaluate services that promote resilience and positive behavior, support socialization and adaptive skills, and enhance mental and behavioral health” (NASP, 2020).
PLO5. Domain 5: School-Wide Practices to Promote Learning. “School psychologists understand systems’ structures, organization, and theory; general and special education programming; implementation science; and evidence-based school-wide practices that promote learning, positive behavior, and mental health. School psychologists, in collaboration with others, develop and implement practices and strategies to create and maintain safe, effective, and supportive learning environments for students and school staff” (NASP, 2020).
PLO6. Domain 6: Services to Promote Safe and Supportive Schools. “School psychologists understand principles and research related to social–emotional well-being, resilience, and risk factors in learning, mental and behavioral health, services in schools and communities to support multi-tiered prevention and health promotion, and evidence-based strategies for creating safe and supportive schools. School psychologists, in collaboration with others, promote preventive and responsive services that enhance learning, mental and behavioral health, and psychological and physical safety and implement effective crisis prevention, protection, mitigation, response, and recovery” (NASP, 2020).
PLO7. Domain 7: Family, School, and Community Collaboration. “School psychologists understand principles and research related to family systems, strengths, needs, and cultures; evidence-based strategies to support positive family influences on children’s learning and mental health; and strategies to develop collaboration between families and schools. School psychologists, in collaboration with others, design, implement, and evaluate services that respond to culture and context. They facilitate family and school partnerships and interactions with community agencies to enhance academic and social–behavioral outcomes for children” (NASP, 2020).
PLO8. Domain 8: Equitable Practices for Diverse Student Populations. “School psychologists have knowledge of, and inherent respect for, individual differences, abilities, disabilities, and other diverse characteristics and the effects they have on development and learning. They also understand principles and research related to diversity in children, families, schools, and communities, including factors related to child development, religion, culture and cultural identity, race, sexual orientation, gender identity and expression, socioeconomic status, and other variables. School psychologists implement evidence-based strategies to enhance services in both general and special education and to 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 through an ecological lens across multiple contexts. School psychologists recognize that equitable practices for diverse student populations, respect for diversity in development and learning, and advocacy for social justice are foundational to effective service delivery. While equality ensures that all children have the same access to general and special educational opportunities, equity ensures that each student receives what they need to benefit from these opportunities” (NASP, 2020).
PLO9. Domain 9: Research and Evidence-Based Practice. “School psychologists have knowledge of research design, statistics, measurement, and varied data collection and analysis techniques sufficient for understanding research, interpreting data, and evaluating programs in applied settings. As scientist practitioners, school psychologists evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels” (NASP, 2020).
PLO10. Domain 10: 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. School psychologists provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including effective interpersonal skills, responsibility, adaptability, initiative, dependability, technological competence, advocacy skills, respect for human diversity, and a commitment to social justice and equity” (NASP, 2020).
In addition to National College of Education Graduate Admissions Requirements, applicants must:
- Submit a personal statement describing their interest in school psychology as a profession and how the NLU School Psychology program helps them accomplish their career goals
- Submit at least two letters of recommendation, which are academic in nature, regarding the applicants capacity for graduate work
- Submit a professional resume or curriculum vitae describing relevant background and work experiences
Program Details:
- Requires 68 SH for completion
- Students who receive two or more “C” or lower grades will be dropped from the program
- Requires project based, field experience, unpaid practicum in schools
- Second year Practicum Experience requires three quarters of an unpaid practicum in a school system totaling 6 SH. Each quarter of practicum will include on-site supervision, weekly virtual class room meetings with Instructor/University Supervisor, and expected 50 hours of practicum field experience per quarter.
- Requires a full-school year internship in public schools to complete the degree and become eligible for Florida certification in school psychology
Program Requirements - 68 SH
Required Courses
| SPYF 506 | Interventions in Schools with Multicultural Students | 3 |
| SPYF 508 | Practices and Principles of School Psychology | 2 |
| SPYF 510 | School-Family-Community Partnerships | 3 |
| SPYF 515 | Introduction to Tests and Measurement | 3 |
| SPYF 518 | Universal Prevention and Promotion for Behavioral Health | 3 |
| SPYF 520 | Educational Assessment for Tiered Services | 2 |
| SPYF 524 | Methods of Research-Based Instruction for All Students | 3 |
| SPYF 525 | Methods of Research-Based Intervention for Tiered Services | 3 |
| SPYF 528 | Linking Students to Mental Health and Behavioral Supports | 3 |
| SPYF 530 | Applied Research Methods for School Psychologists | 2 |
| SPYF 534 | Cognitive Assessment in Contemporary School Practice | 3 |
| SPYF 538 | Applied Behavior Analysis | 2 |
| SPYF 540 | Professional Issues in School Psychology | 1 |
| SPYF 544 | Theory and Practice of Consultation | 3 |
| SPYF 548 | Social-Emotional and Behavioral Assessment | 3 |
| SPYF 550 | Cognitive and Behavioral Therapy Approaches I | 3 |
| SPYF 551 | Cognitive and Behavioral Therapy Approaches II | 3 |
| SPYF 554 | System Level Consultation and Collaboration | 3 |
| SPYF 560 | School Psychology Practices and Principles Practicum | 1 |
| SPYF 561 | Educational Assessment for Tiered Services Practicum | 1 |
| SPYF 562 | Applied Behavior Analysis Practicum | 1 |
| SPYF 565 | School Psychology Practicum II | 1 TO 3 |
| SPYF 590 | Internship in School Psychology | 2 |
Note: SPYF 540 must be taken for 3 SH. SPYF 565 must be taken for a total of 6 SH. SPYF 590 must be taken for a total of 9 SH.