Expectations about assessment are outlined in course syllabi, Program Handbook, and Internship Handbook.Earn Your Master’s in School Counseling and Guide Students to Discover Their Full PotentialĪPU’s Master of Arts in Education: Educational Counseling program equips candidates with in-depth understanding of the numerous issues and pressures facing pupils today. Finally, a culminating activity (i.e., thesis or comprehensive exam) is required as well as taking the National School Psychology Examination (Praxis) prior to completion of the program. Candidates complete an Internship Portfolio during their internship/culminating field experience and are evaluated on academic, behavior, and ethics case studies. Candidates must successfully complete consultation, academic, and behavior case studies graded with a modified Nationally Certified School Psychologist (NCSP) case study rubric (year 1 and 2) as well as the implementation of a systems change project (year 3).
Signature course assign m ents are used to assess skills aligned with NASP Professional Practice (2020) domains. Candidates are required to provide evidence of meeting the Basic Skills Requirement upon admission. Additionally, the program prepares future school psychologists to assist in developing personal competencies such as confidence, perseverance, conflict resolution, and organization for students at-risk of school failure (Bernard, 2000).Ĭandidates are regularly assessed throughout their program to ensure they meet performance expectations for a PPS School Psychology credential.
In alignment with the NASP d omains of professional practice, students are also taught strategies to be change agents and how to respond to crises according to be practices (Poland, Pitcher & Lazarus, 1995). For example, beginning at the center of an ecological system with the child, the program teaches future school psychologists to assess a student’s prior learning, cognitive, social, emotional, and behavioral skills to make recommendations for accommodations, interventions, and services (Gresham, & Noell, 1999 Kamphaus, Reschly, 1997 Reynolds, & Imperato -McCammon, 1999). Accordingly, candidates are well-versed in the varied conditions of risk and sources of resilience that impact child development, with a particular emphasis on changeable, rather than static conditions (Wang, Haertal, & Walberg, 1993). By promoting an ecological model that recognizes that learning and behavior are transactional processes, candidates learn to understand that student achievement and behavioral difficulties are characterized by a discrepancy between the developing capabilities of the student and the multiple demands of his/her environment ( Ogbu, 1981 Sroufe, 1979), which is influenced by multiple home and community variables. The CSULB School Psychology program teaches candidates within a scientist-practitioner model to apply evidence-based practices, current legal mandates, and established standards of ethical practice (e.g., AERA, APA, NASP), and adopts an ecological theoretical perspective ( Brofenbrenner, 1979).
Social & Cultural Analysis of Education.Educational Technology & Media Leadership.