Pupil Personnel Services Credential School Psychology
Lead Faculty:
Dr. Michael Anderson
xx-small;">
Advancement to Candidacy is a process and is one of several evaluative steps to help ensure that program objectives are met and that candidate outcomes are attained.
To qualify for candidacy, a candidate must:
* Complete prerequisite coursework or equivalent (MTH 210, PSY 430, PSY 301, and TED 430)
* Complete PED 504, first four graduate PED courses with a grade no lower than a B
* If a candidate earns less than 3.0 GPA upon completion of the above courses, the candidate will not advance to Candidacy. The candidate will be required to meet with faculty advisor. A plan for remediation or possible dismissal from the program will be considered.
Program Learning Outcomes
- Demonstrate knowledge of varied methods of assessment and data collection methods for identifying strengths and needs,
developing effective services and programs, and measuring progress and outcomes; demonstrates skills to use
psychological and educational assessment, data collection strategies, and technology resources and apply results to
design, implement, and evaluate response to services and programs.
- Demonstrate knowledge of varied methods of consultation, collaboration, and communication applicable to individuals,
families, groups, and systems and used to promote effective implementation of services; demonstrates skills to consult,
collaborate, and communicate with others during design, implementation, and evaluation of services and programs.
- Demonstrate knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and
developmental processes; and evidence based curriculum and instructional strategies; demonstrates skills to use
assessment and data-collection methods and to implement and evaluate services that support cognitive and academic
skills.
- Demonstrate 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; demonstrates skills to use assessment and data-collection methods and to implement and
evaluate services that support socialization, learning, and mental health.
- Demonstrate 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; demonstrates skills to develop and implement practices and strategies to create and
maintain effective and supportive learning environments for children and others.
- Demonstrate 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; demonstrates skills to promote services that enhance learning, mental health, safety, and physical well-being
through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.
- Demonstrate 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; and methods to develop
collaboration between families and schools; demonstrates skills to design, implement, and evaluate services that respond
to culture and context and facilitate family and school partnership/interactions with community agencies for enhancement of
academic and social–behavioral outcomes for children.
- Demonstrate 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; demonstrates 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.
- Demonstrate knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and
program evaluation methods sufficient for understanding research and interpreting data in applied settings; demonstrates
skills to 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, analysis, and program evaluation to support
effective practices at the individual, group, and/or systems levels.
- Demonstrate 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; demonstrates skills to 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 respect for human diversity and social
justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and
technology skills.
Requirements
Program Prerequisites
(4 courses; 18 quarter units)
Program Requirements- PPSP Credential
(28 courses; 117 quarter units)
Core Requisite(s):
Core Requirements
Core Requisite(s):
Internship Requirements
(5 courses; 21 quarter units)
(1200 hours/2 levels)
