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Department of Counseling, Clinical, and School Psychology (CCSP)

Home / Graduate Studies / Department of CCSP / Program of Study / M.Ed. School Psychology / Program Design

Program Design

Prerequisites: Background in Behavioral Sciences
Students must have a BA degree from a regionally accredited institution. Applicants with a bachelors degree from another country should contact the Teacher Education Program Office at (805) 893-2084 for information on how to request a transcript evaluation from a state approved agency to determine degree equivalency. Students not possessing a Bachelors degree in Anthropology, Education, Psychology, or Sociology are expected to enroll in appropriate background courses and/or demonstrate knowledge competency in the areas of individual, group, and institutional development and behavior. More specifically, any student who has not taken undergraduate survey courses in human development and exceptional children within the past five years will be expected to complete these courses by the end of the first year of admission to the program. These prerequisite courses do not otherwise meet credential requirements.

Prerequisites: Pupil Personnel Credential in School Psychology

Clearances	Prerequisites	Program membership
CBEST	Human Development	M.Ed.
TB Clearance	Exceptional Children	Ph.D. (CCSP)
Certificate of Clearance		Ph.D. (SPEDR)

Admission to the program requires a bachelors degree from a regionally accredited institution and students who intend to apply for admission to the School Psychology Credential by September 1, 2006 must:

1) Submit CBEST verification card or documentation that the CBEST has been taken; student must pass CBEST before beginning the credential specialization;

2) Apply for Certificate of Clearance (contact the Teacher Education Program Office at (805) 893-2084 for an application packet; this should be done prior to enrollment). Applicants who are admitted to the program will be required to have this certificate by the fall for which they are admitted;

3) Submit a TB Clearance - by the Fall for which they are admitted. UCSB Student Health Services can administer this during the first quarter of enrollment.

Masters in Education Degree Program
The GGSE Graduate School of Education offers the MEd Degree to those students in the School Psychology area who are not enrolled in either the CCSP or SPEDR Ph.D. degree programs. Applicants must specify on their applications the area to which they are applying. Upon admission, students are admitted to the MEd/PPS track.

The Masters of Education Degree with a specialization in School Psychology consists of a minimum of 48-quarter units. These are completed over the first two years of the School Psychology substantive area. Students are required to submit a portfolio as part of the M.Ed. oral comprehensive exam process (typically during the spring quarter of the second year of study). The student portfolio documents student products produced as part of coursework, fieldwork experiences, and other creative products (e.g., publications and conference presentations). The M.Ed. oral examination occurs as part of the year-2 portfolio examination and involves faculty affiliated with the school psychology area.

Pupil Personnel Services Credential - School Psychology Substantive Area
Students admitted to the substantive area are required to complete approved credit hours beyond the M.Ed. Degree (48 units beyond the M.Ed. and at least 1200 hours of school-based (P-12) internship as a culminating fieldwork experience).

Students must see the UCSB, GGSE credential analyst (Suzanne Raphael) to complete all forms necessary to begin work on the school psychologist credential. These forms must be filed before any fieldwork experiences can occur. All students seeking the PPS school psychology credential: MEd/PPS, CCSP (School Psychology), SPEDR/PPS, or any other student that has petitioned to add the credential to their program of study at UCSB must follow these procedures. There are fees associated with this process.

The goal of our program is to ensure that the student is provided with essential core knowledge and experiences. These experiences are delivered through required coursework that remain stable from year-to-year and are provided by core faculty. Additionally, there are strands of knowledge that can be acquired from a variety of courses within the School of Education; therefore, students are afforded more flexibility in taking courses within these areas (course choices are listed; students may choose from among several courses to meet these area requirements). We have found that maintaining flexibility within select areas affords the students and faculty opportunities to individualize student programs to better meet their background experiences and future aspirations. During years 1 and 2, students complete courses in each of the following core content areas: practica, assessment, skill practice (prevention and intervention), professional knowledge/foundations, and research experiences.