Coursework

It is assumed that students enter the school psychology program with adequate academic preparation to undertake graduate studies. The UCSB School Psychology M.Ed. program is a full-time, 99-credit unit, specialist-level program that prepares graduates for careers as school psychologists. This includes 52 units for the M.Ed. (which is awarded by UCSB) and an additional 47 units for the PPS credential (awarded by The California Department of Education Commission on Teaching Credentialing - Pupil Personnel Services Credential). The School Psychology Course Planning Guide (Appendix A) outlines the sequence in which courses are taken.

The program involves the integration of coursework in school psychology and supervised fieldwork experiences. Upon initial enrollment, each student receives a copy of the Planned Program of Study (Appendix B) specific to their entering class. Students complete coursework to achieve professional competencies that align with the following domains of the NASP 2020 Model for Comprehensive and Integrated School Psychological Services (NASP Practice Model):

  • Domain 1: Data-Based Decision Making
  • Domain 2: Consultation and Collaboration
  • Domain 3: Academic Interventions and Instructional Supports
  • Domain 4: Mental and Behavioral Health Services and Interventions
  • Domain 5: School-Wide Practices to Promote Learning
  • Domain 6: Services to Promote Safe and Supportive Schools
  • Domain 7: Family, School, and Community Collaboration
  • Domain 8: Equitable Practices for Diverse Student Populations
  • Domain 9: Research and Evidence-Based Practice
  • Domain 10: Legal, Ethical, and Professional Practices

Entering students with graduate credits may have up to 8 units (or 2 courses) substituted in their Plan of Study if equivalent coursework is approved by all faculty members. Unless the program faculty members confirm an alternative arrangement in writing, all students must register on a full-time basis for the first two years of the program (full time is a minimum of 8 to 12 credit units per quarter).

Academic accommodations are available for students with special needs. These are arranged through the UCSB Disabled Students Program.

Fieldwork Training Opportunities / Practicum

As part of the basic program requirements, all students in the M.Ed. program are required to accumulate a minimum of 450 hours of structured fieldwork experience. Students and faculty work collaboratively to arrange placements in a variety of sites in the greater Santa Barbara community to ensure that students receive experiences related to coursework in assessment, academic, behavioral, and social-emotional intervention, and consultation with diverse clientele in accredited school settings. A school setting is defined by NASP standards as, "a setting in which the primary goal is education of P-12 students from diverse backgrounds, characteristics, abilities, and needs. The school setting has available an external or internal pupil services unit that includes at least one credentialed school psychologist and provides a full range of services" National Association of School Psychologists Standards and Certification.

Initial training in school-based service delivery begins in Year 1 with introductory fieldwork experiences as part of the first-year CNCSP 274 course sequence (A, B, and C) and includes school-based observations and working with P-12 students individually and/or in small groups. The majority of fieldwork training will take place in Year 2 during the second-year CNCSP 274 course sequence (D, E, and F). During fieldwork training, the practicum student is supervised by a University supervisor and a site supervisor. Both the site supervisor and the University supervisor must be appropriately credentialed/licensed professionals for school-based practice. Continuous evaluation of fieldwork sites and supervisors is conducted by program faculty to ensure high-quality training experiences.

All students in the M.Ed. program are required to complete a 1,200-clock-hour internship on either a year-long, full-time or a two-year, half-time basis. The school psychology faculty provide extensive guidance and support in the selection of an internship site. Please see the Internship Guidelines and Procedures section of this document for additional information.

California Pupil Personnel Services Credential in School Psychology

Students must work with the Student Affairs Office to complete all forms necessary to begin work on the school psychologist credential. These forms must be completed before any fieldwork experiences can occur. All students seeking the PPS school psychology credential must follow these procedures. There are fees associated with this process. Specifically, students in the School Psychology Credential program must (a) have a Certificate of Clearance or a California Teaching or Services Credential, (b) obtain a TB Clearance administered by the UCSB Student Health Services, and (c) verify a Bachelor's Degree, or higher, in an academic subject from a regionally accredited institution. Students with baccalaureate degrees from another country must complete a transcript evaluation from a CCTC accredited agency to determine equivalency. If you have any questions regarding the degree requirements, please contact the Student Affairs Office Email sao@education.ucsb.edu (805-893-2137).

Evaluations

Students will be evaluated on the following skills quarterly: respect for human diversity, communication skills, effective interpersonal relations, ethical responsibility, adaptability, and initiative and dependability.

Additionally, at the endpoint of each of the three quarters that students are enrolled in Year 2 fieldwork and internship, an evaluation of the student will be completed by the site supervisor(s). The evaluation form will be provided to the site by the UCSB program. The intern's progress and any need for change will be clearly stated at this time. See Appendices E, F, and I for more details.

Students are asked to anonymously complete an annual evaluation (via electronic survey) of the extent to which the program is meeting its objectives. Periodically, alumni may also be anonymously surveyed regarding the extent to which the program met their needs. The alumni survey may also seek information regarding professional status, including place of employment and certification/licensure information. These data are compiled for ongoing program accreditation purposes.

Basis of Evaluation and Description of Data Collected

  • Course Grades: Students must make timely progress toward completion and satisfactorily meet the following standards of scholarship established by the University:
    • Maintain a cumulative GPA of at least 3.0.
    • Take sufficient courses for a letter grade to achieve the minimum cumulative GPA of 3.0.
    • Keep the student transcript free of unfinished coursework.
    • Meet all departmental degree requirements, including satisfactory performance in core courses (grade of "B" or better required).
  • Fieldwork Supervisor Evaluation Procedures (Appendix L): During Practicum and Internship, students are evaluated with questions on a 5-point Likert scale regarding competencies aligned with the ten NASP Standards. Evaluations are shared with the student by the field supervisor. Coordinators review ratings at each period. If problems appear at this level of training, they are discussed with the candidate, field supervisor, and the University supervisor present. A contract for improvement is negotiated with the candidate that includes (a) a statement of the problem, (b) a statement of what the student will do to remedy this problem, (c) a statement of what the faculty or supervisor will do to support this remediation, and (d) a date for re-evaluation of the problem.
  • University Supervisor End of Year Review: The University advisor meets with students on a regular basis to review progress based on course grades and fieldwork ratings. During Spring Quarter, the student prepares a portfolio documenting progress toward achieving the competencies of the School Psychology Specialization. The advisor notes student progress, strengths, and potential deficiency areas with ratings (1) = Pass or (0) = Needs Improvement. In addition, faculty complete rating rubrics for signature assignments over the two years of fieldwork and passing ratings are required. This summary is reviewed by the students, their advisors, and their University-based fieldwork supervisor at the annual portfolio review meeting. If the evaluation indicates problem areas for the student, the faculty advisor, on advice and recommendation from the faculty, will negotiate a contract for improvement with the candidate that includes the following information: (a) statement of the problem, (b) a statement of what the student will do to remedy this problem, (c) a statement of what the faculty will do to support this remediation, and (d) a date for re-evaluation of the problem. It is the intention of the program to support student learning efforts and to see them through to the successful completion of the credential program. Students may not continue in the credential portion of the program if they do not develop the basic skills competencies needed to be a school psychologist. In such instances, a student can complete the M.Ed. without the credential.
  • Fieldwork Plan: Students must present the University supervisor with a draft fieldwork plan at the start of any new fieldwork/internship experience. The development of the fieldwork plan is a series of outcomes the student should meet at the completion of the internship. The fieldwork plan is developed with NASP Domains of Professional Practice, which are linked with the California Commission on Teacher Credentialing standards. The student can demonstrate knowledge of each of these domains in a wide variety of ways. These domains are addressed in the plan by writing expected activities' outcomes. The University supervisor will work with each student to refine the individualized plan. A copy of the plan is filed with the university field placement coordinator.
  • Fieldwork Logs: Students must keep track of their hours and activities and report them via web-based survey, which organizes activities by NASP standards. Students must keep a backup of all files and forms submitted and present similar information to their fieldwork supervisors as needed. A final, comprehensive log maintained by the student will be included in the portfolio. Logs guide both fieldwork and University supervision and document hour requirements for the credential.
  • School Psychology PRAXIS Exam: NASP-nationally-recognized programs in school psychology require graduate students to take the PRAXIS II National School Psychology Test administered by the Educational Testing Service (ETS). A passing score is required (see NCSP requirements on the NASP Website).
  • M.Ed. degree: The Master of Education (M.Ed.) in School Psychology is completed over the first two years of the School Psychology Credential Program. Students submit a portfolio as part of the M.Ed. oral comprehensive exam process. The portfolio includes student products produced as part of coursework, fieldwork experiences, and other creative products (e.g., publications and conference presentations). The M.Ed. oral examination is part of the Year 2 portfolio examination and involves faculty affiliated with the School Psychology specialization.
  • Determination of Candidate Competence: The Spring Quarter evaluation for students completing their internship includes the recommendation for the Pupil Personnel Services (PPS) in School Psychology credential. This determination includes a final recommendation from the internship field supervisor. A credential/degree check is completed. The student's portfolio is submitted prior to final credential review. If evaluations are positive, the coordinator(s) approve the recommendation for the credential.