College of Health and Human Services

University of Toledo School Psychology Program


The Specialist-level Program in School Psychology resides in the School of Intervention and Wellness in the College Health and Human Service. The Education Specialist Degree (Ed.S.) consists of three years of full-time study, which includes approximately 76 graduate semester hours of coursework, a two-semester practica experience during the second year, and a 9-month, full-time (minimum 1200 hours) supervised internship in a school setting completed during the third year. After completing the Master’s of Arts (M.A.) requirements (minimum of 30 hours of coursework and 100 Prepractica hours), students earn the M.A. degree. The program received Full Approval by the National Association of School Psychologists in 2007, and was most recently reviewed in 2013 with Full Approval granted through 2020. 

The School Psychology Program is committed to training and preparing professionals who have expertise in education and psychology, who function as both mental health specialist and instructional specialist, and who provide data-driven, evidence-based, and culturally-responsive services to children and their families. This is accomplished using a scientist-practitioner model with an ecological orientation emphasizing prevention and early intervention through a collaborative problem solving approach that is guided by data-based decision making. After successfully completing the program, students will be expected to: 

Program Goal 1:  Demonstrates satisfactory knowledge and skill to function and engage in culturally responsive practices; exhibits satisfactory interpersonal and communication skills; develops collaborative relationships in order to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds; shows respect for diversity in development and learning and knowledge of the research related to family systems and evidenced-based strategies to support and involve families; possesses satisfactory conflict resolution skills that facilitate and enhance relationships with others (NASP 2.2, 2.7, 2.8). 

Program Goal 2:  Demonstrates satisfactory knowledge and skills to function as an instructional consultant; understands ecological influences on academic skills, learning, cognition, and development; identifies, implements and evaluates evidence-based interventions and instructional strategies; selects, administers and interprets academic and cognitive assessment information; and engages ecological problem solving guided by data-based decision making to address the instructional needs of all students (NASP 2.1, 2.2, 2.3). 

Program Goal 3:  Demonstrates satisfactory knowledge and skills to function as a mental health consultant; understands biological, developmental and social influences on behavior and mental health; identifies, implements and evaluates evidence-based interventions that promote healthy social-emotional functioning; selects, administers, and interprets assessment information for behavior and adaptive functioning; and engages in systematic problem solving guided by data-based decision making to support and improve the socialization, learning, and mental health of all students (NASP 2.1, 2.2, 2.4). 

Program Goal 4:  Demonstrates satisfactory knowledge and skills to function as a system-level consultant; understands principles and research in system change and general and special education; understands principles and research related to resilience and risk factors in learning and applies knowledge to maintain and improve evidence-based practices and programs linking schools and communities; develops, implements, and evaluates at the system-level practices and strategies that create and maintain safe and supportive schools, including an evidence-based crisis prevention and response system (NASP 2.5, 2.6, 2.9). 

Program Goal 5:  Demonstrates satisfactory professional dispositions and development of professional identity as a school psychologist; engages in practices that follow ethical and legal guidelines and policies; pursues ongoing professional development; and engages in research in order to inform services delivery such that it improves outcomes for children, families, and schools and the field (NASP 2.8, 2.9, 2.10). 

Program Foundational Skills and Knowledge

The Program is designed to prepare school psychologists who have a strong and broad-based knowledge of psychology and education and are prepared to apply that knowledge to school settings functioning as both mental health and instructional specialist. The knowledge base is outlined in the document School Psychology: A Blueprint for Training and Practice III (2006) as well as the Standards for Graduate Preparation of School Psychologists (2010). The 10 domains are recognized nationally as domains for training and practice and are the foundation of the knowledge and skills used to evaluate student progress and graduate entry-level competence.

Last Updated: 9/11/17