2023-2024 Cal Poly Humboldt Catalog [ARCHIVED CATALOG]
School Psychology, M.A.
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 Return to: Master’s Programs
Master’s degree in School Psychology and a California Credential authorizing service as a school psychologist. At program completion, students are recommended to the California Commission on Teacher Credentialing for a Pupil Personnel Services Credential with an authorization to practice as a school psychologist. Students are eligible to sit for the national licensing exam to become a Nationally Certified School Psychologist (NCSP).
Graduates of this program enter careers as school psychologists in California public schools and assume positions as educational leaders in the area of pupil personnel services. Sequenced coursework and integrated field experience in school and community settings are integral aspects of the program. In addition to all course and fieldwork requirements, each candidate for the M.A. degree in school psychology is required to complete a comprehensive portfolio containing examples of work in all of the California domains of professional practice.
Contact Information
Program Coordinator
Francis De Matteo, Ed. D., NCSP
(707) 826-4047
Program Admission
Prerequisites
All applicants must have an undergraduate degree in psychology or a related discipline (i.e. child development, education, social work) from a regionally accredited college or university and satisfy prerequisite course requirements in: general psychology, research methods, developmental psychology, introductory statistics, personality theory or abnormal psychology, and psychological tests and measurement.
Program Admission Requirements
All students apply to the university through Cal State Apply. To be considered for admission to the program, applicants must:
- submit three letters of recommendation demonstrating academic and professional potential. At least one from faculty, the others can come from employers or professionals.
- submit a resume, a statement of intent and a prerequisite verification form
- submit official transcripts of all undergraduate and graduate coursework
A CBEST Exam Verification must be completed by the end of the first semester.
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Requirements for the Degree (85 Units)
For a description of degree requirements to be fulfilled in addition to those listed below see, “Master’s Degree Requirements ”. The program requires recommendation by the department for advancement to candidacy and a minimum GPA of 3.00 in all work toward the degree, with no grade lower than a B-.
Culminating Experience
Each candidate for the M.A. degree in School Psychology is required to complete a non-thesis Portfolio Project and a Comprehensive Exam for their culminating experience. The Portfolio Project is the presentation of candidates’ education, training, and development as a specialist level professional school psychologist that includes sections for describing and documenting education and training, as well as examples of work products, reflection papers, and evaluations of all aspects of training as a professional school psychologist. Portfolio submissions must demonstrate abilities that exemplify the goals for training established by the California Commission on Teacher Credentialing Standards of Program Quality and Effectiveness (CTCC, 2020) and the Professional Standards of the National Association of School Psychologists Standards (NASP, 2020).
Candidates’ Portfolio Products are reviewed by their Portfolio Committee members and a public oral defense of their products serves as the Comprehensive Exam. Students must earn a minimum of 80% (Emerging Competence) in their comprehensive exam to be recommended to the California Commission on Teacher Credentialing for a Pupil Personnel Services Credential with an authorization to practice as a school psychologist.
Fifth Semester - Internship
Sixth Semester - Internship
Programs Leading to Licensure and Credentialing
Admission into programs leading to licensure and credentialing does not guarantee that students will obtain a license or credential. Licensure and credentialing requirements are set by agencies that are not controlled by or affiliated with the CSU and requirements can change at any time. For example, licensure or credentialing requirements can include evidence of the right to work in the United States (e.g., social security number or taxpayer identification number) or successfully passing a criminal background check. Students are responsible for determining whether they can meet licensure or credentialing requirements. The CSU will not refund tuition, fees or any associated costs to students who determine subsequent to admission that they cannot meet licensure or credentialing requirements. Information concerning licensure and credentialing requirements are available from the Office of Academic Affairs, Siemens Hall 216, 707-826-3722.
The California State University has not determined whether its programs meet other states’ educational or professional requirements for licensure and certification. Students enrolled in a California State University program who are planning to pursue licensure or certification in other states are responsible for determining whether they will meet their state’s requirements for licensure or certification. This disclosure is made pursuant to 34 CFR §668.43(a)(5)(v)(C).
Program Learning Outcomes
Students who complete this program will demonstrate competencies in the 10 domains of practice as defined by the California Commission on Teacher Credentialing (2020) for a Pupil Personnel Services Credential. Students will demonstrate:
- knowledge of varied methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.
- knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, school staff, and community agencies across academic, behavioral and social/emotional domains.
- knowledge of direct interventions that focus on academic interventions for children and families- including psychobiological, cultural, dual language learners and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies.
- knowledge of direct interventions that focus on behavioral, and social/emotional interventions for children and families; and engage multi-disciplinary teams (including students, teachers, parents, other school professionals, and outside service providers) to develop and implement mental health interventions.
- knowledge of direct and indirect services that focus on knowledge of schools and system structures, and preventative and responsive services- including dual language learner needs in promoting learning and social skills development and school-wide multi-tiered systems of support to promote learning.
- knowledge of principles and research related to resilience and risk factors, mental health services in schools and communities, school response and recovery, and discipline policies to support multi-tiered prevention.
- knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health.
- knowledge of individual differences and research related to diversity factors for children, and identify evidence-based strategies to enhance services and address potential influences related to diversity.
- core foundational knowledge and experiences to implement practices and strategies in research and program evaluation- including research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings.
- 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, demonstrating professional disposition, responsibility, adaptability, initiative, and self-care.
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Return to: Master’s Programs
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