Student Guide
School Psychology Student Guide
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School Psychology at Middle Tennessee State University
Unofficial School Psychology Graduate Student Guide
2015
Table of Contents
MTSU Program Faculty ........................................................................ ........................................................................
4
Program Overview ............................................................................................................ ............................................
5
Admissions Process .................................................................................................................. .....................................
Requirements ............................................................................... ...................................................................
Application Process ......................................................................................................... ...............................
Admissions Decision Process .........................................................................................................................
Respecializing Students ..................................................................................................... ............................
Transfer Students ........................................................................................................... ...............................
Adding an ABA Specialization .....................................................................................................................
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Financial Aid/Scholarships .................................................................................................. .......................................
Graduate Assistantships ............................................................................................................ ...................
Research Assistant ......................................................................................... ...............................................
College Work Study .......................................................................................................... ............................
Student Loans ................................................................................................................................................
Psychology Department Awards ................................................................................................ .................
Other Sources of Funding ..................................................................................................... .......................
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Getting Started in the Program ......................................................................... ........................................................
Advising .................................................................................................................... .....................................
Peer Mentors .............................................................................................................................................. ...
Registration and Fees ....................................................................................................... ............................
Orientation and Welcome Party ............................................................................................... ..................
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MTSU School Psychology Curriculum .....................................................................................................................
Program Requirements Outlined in the Graduate Catalog .....................................................................
MTSU Program Goals ................................................................................................................................
MTSU School Psychology Matrix: NASP Domains, Program Goals, and Courses...............................
3-year Course Schedule ...............................................................................................................................
3 ½ year Course Schedule .................................................................................................... .......................
Master Schedule for Core Courses ............................................................................................................
Best Practice V Chapters Covered in Core Courses ................................................................................
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Additional Program Requirements ............................................................................................. ..............................
Comprehensive Exams ............................................................... .................................................................
Thesis ...................................................................................................................... .......................................
Practicum Requirements .......................................................................................................................... ...
Internship .................................................................................................................. ....................................
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Student Formative Evaluations and Progress Monitoring ......................................................................................
Overview ............................................................... .........................................................................................
Recordkeeping and Use of Data ............................................................................................... ....................
Unsatisfactory Progress .................................................................................................................... ............
Opportunities for Formative Evaluation: Year 1 ................................................................... ....................
Opportunities for Formative Evaluation: Year 2 .............................................................................. .........
Opportunities for Formative Evaluation: Year 3 ................................................ .......................................
Summative Evaluation Procedures: End of Year 2 and 3 ........................................................................ ..
Remediation Program Addressing Performance in the School Psychology Program ............................
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Licensure ................................................................................................................... ....................................................
Tennessee Department of Education Licensure...........................................................................................
Nationally Certified School Psychologist .................................................................................... .................
Psychological Assistants .......................................................................................................................... .......
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Professional Support ................................................................................................... ...............................................
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Grievance Policy ............................................................................................................ .............................................
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Writing Papers and Ethical Behavior .......................................................................................................................
Plagiarism .................................................................................................................. ...................................
Ethical Conduct ............................................................................................................. ...............................
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University Resources ...................................................................................................................................................
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Appendix A: Forms ........................................................................................................... .........................................
M.A. Candidacy Form ......................................................................................................................... ...........
Ed.S. Candidacy Form ....................................................................................................................................
Psychology Department Checklist ............................................................................................. ..................
Request for Exception to Common Requirements .....................................................................................
Request to Overload ......................................................................................................... .............................
Intent to Graduate ................................................................................................................................ .........
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Appendix B: Program Coordinator Annual Report .......................................................................... ......................
MTSU School Psychology Program Coordinator Annual Report: State of the Program ......................
Database of Graduates ....................................................................................................... ...........................
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MTSU School Psychology Program Faculty
Dr. James O. Rust
Program Coordinator
Office: Jones Hall 207
Phone: 898-2319
Email: James.Rust@mtsu.edu
Dr. Monica Wallace
Office: Jones Hall 209
Phone: 898-2165
Email: Monica.Wallace@mtsu.edu
Dr. Aimee Holt
Office: Jones Hall 312
Phone: 904-8343
Email: Aimee.Holt@mtsu.edu
Dr. Seth Marshall
Office: Jones Hall 215
Phone: 898-2581
Email: Seth.Marshall@mtsu.edu
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Program Overview
School Psychology started at MTSU in 1973. We obtained program approval from the Tennessee Department of Education at
that time. We added an Ed.S. degree and earned program approval from the National Association of School Psychologists
(NASP) in 1991 after a two-year application process. NASP only had been accepting accreditation applications since 1988.
They recognized our efforts to improve our application by allowing graduates from 1989 to qualify for accreditation. As of
2011 we have 127 graduates serving schools in middle Tennessee. Approximately the same numbers of graduates are school
psychologists in other parts of Tennessee and the United States. From 2005-2010 all of our graduates passed the national
licensure exam and completed successful job searches.
MTSU offers an Ed.S. program in school psychology that includes 2 degrees: a M.A. and an Ed.S.. Ed.S.-level training is
necessary for entry into school psychology in Tennessee and nationally. National Certification is only available to students at
the Ed.S. level. Students leaving the program prior to completing the Ed.S., are not eligible for licensure or for National
Certification as a School Psychologist (NCSP).
Final responsibility for degree, NCSP certification, Board of Healing Arts licensure, and Board of Education licensure
eligibility rests on the candidates. This guide was written to assist you in graduating and gaining licenses and certification.
Each license and certificate is separate from the M.A./Ed.S. degree. Each license/certificate requires an application to the
appropriate board.
Program Philosophy
The School Psychology Program at Middle Tennessee State University is field-based and utilizes a scientist/practitioner
model. The purpose of the program is to educate Ed.S.-level school psychologists for licensure by the Tennessee Board
of Education and for certification through the National Association of School Psychologists (NASP). The program
views the school psychologist as being interested in the translation and implementation of psychological knowledge
within the school system. This implies that psychology is the core of the student’s training and the foundation upon
which professional development will occur. Such a conception demands that the psychologist draw upon a number of
specialty areas such as professional education, educational psychology, clinical and child psychology, curriculum design,
experimental psychology, cognitive psychology, developmental psychology, social psychology, and the experimental
analysis of behavior. The program requires a research-based thesis. Keeping with the field-based orientation, single
subject designs are allowed. Additionally, the school psychologist does not apply skills i n a vacuum, but in the context
of an educational system. Therefore, the psychologist must have a realistic understanding of the functions, methods,
and problems of the school, and be especially appreciative of the role of the classroom teacher as well as other special
staff members carrying on related functions (e.g., school counselor, speech/language therapist, special education
teacher.).
The school psychologist recognizes that the ultimate goal of education is to provide all pupils with opportunities for
maximal intellectual, educational and interpersonal growth so that they may live full and satisfying lives as contributing
members of a diverse society. Clearly, the pupil is the cornerstone of attention for everyone. With special training in
inter- and intra-personal behavior, and an appreciation for the contributions of diverse groups, the school psychologist
is in a unique position to recognize and deal with many variables within the school system that contribute to the child’s
development (e.g., the teacher, administration, peers, class and program placement, specific situations, etc.).
The school psychology program uses a psychosocial ecological framework and promotes a multicultural perspective,
which celebrates human diversity. Candidates spend time in the field during every term in the program. The program
sees the child as a unique individual always confronting a unique situation. As such, the child can only be understood in
the context of both the general factors that contribute to the environment and the specific factors that make up the
child’s unique situation. The child’s learning environment is influenced by three major social systems: society in
general (including the cultural context), the family situation, and the school system. Differing sets of values, goals, and
expectations may be possessed by each of these social systems, and their interaction will exert major influences on the
child and the classroom. The school psychologist must be prepared to understand and deal with each of these factors.
Many unique situations are contained within the general learning environment. The major psychosocial factors to be
considered in any situation include, the child, the teacher, peers, the family and the specific cultural environment. These
will directly affect the other factors and exert major influences on the learning and behavior of any given child. To deal
with the relation of these factors, the school psychologist will need to be familiar with three areas: (1) psychological
theories including intervention theories, cognition and personality paradigms, assessment and evaluation procedures,
methods of communication and so on; (2) the structure and organization of public schools, particularly the practical
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aspects of day-to-day instruction and the problems teachers encounter; and (3) the overriding importance of culture in
understanding and dealing with children.
Program faculty members and candidates recognize the value of program accreditation by the National Association
of School Psychologists (NASP). Program approval means that graduates are recognized across the United States as
having completed a rigorous course of training, and well-prepared for their internships and careers.
The faculty is indebted to Dr. Richard Abidin, founder of school psychology at the University of Virginia, for the
origination of the guiding philosophy and objectives for this program.
Having briefly described the basic philosophy used in the training of school psychologists, we will now point out the
primary functions that are the focus of training. These are stated below in general terms.
Problem Solver - The objective of the school psychology program is to train Ed.S.-level psychologists who can
effectively help children in the school. To begin with, the psychologist must be able to help the school personnel deal
with and solve problems they encounter in their daily functioning. As a problem solver who celebrates individual
diversity, the psychologist will use a data-based, scientifically driven approach to focus on three major areas: (1) the
development of problem free learning environments and the correction of defects in existing environments; (2) the
helping of children who experience difficulties in learning; and (3) the alleviation of behavioral, social, and emotional
problems of school children. In dealing with these diverse yet related areas, the psychologist will engage in a broad range
of diagnostic work (e.g., interviews, observations, psychoeducational assessment), consultation with parents, teachers,
and administrators aimed at providing them with a better understanding of children and how to deal with children,
manipulation of teaching materials and strategies to reflect children’s needs, and, direct intervention methods such as
short-term group or individual counseling. These activities will involve parents, teachers, principals, and other individuals
who are responsible for children.
Transmitter of Psychological Knowledge - Our graduate students as well as the faculty members in the school
psychology program at MTSU possess certain knowledge and skills, which will be of use to teachers, parents, and
school administrators. Part of our mission is to conduct programs to disseminate psychological knowledge throughout
the school system. A second part is to promote tolerance for and celebration of cultural diversity. Specific activities
include:

Parent, teacher, and psychologist conferences regarding each individual assessment.
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In-service training on topics, such as identification of learning disabilities, interventions for emotional, behavioral,
or academic needs, as well as normal problems of teenage year’s system-wide approaches to discipline.
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Parental education concerning child management aimed at supporting the school’s efforts.

Presentations to PTA and community groups concerning various psychological needs, problems, and programs of
the local school systems.

Acting as a change agent in the central administration as it formulates and modifies school policy. For example, the
psychologist could be responsible for researching the data in the literature concerning student violence or the use of
retention as an educational method.
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Admissions Process
Requirements: Requirements for unconditional admission to the School Psychology Program are a GRE score of 900
(Verbal + Quantitative; GRE Psychology Subject Examination is not required) and an undergraduate GPA of 3.00. However,
if an applicant meets minimal admission requirements, entry into the School Psychology program is not automatic as students
are selected from a pool of qualified applicants. Each year the number of students admitted depends on the availability of
adequate faculty supervision. The projected number of admissions to the School Psychology Program is approximately 12
students per academic year. Applications for admission are reviewed in both the Fall and Spring semesters.
Applicants who do not meet either or both the GRE and GPA criteria may be considered for conditional admission. Students
admitted conditionally must achieve a 3.25 GPA during their first semester in the program to meet their admissions conditions.
The School Psychology Program requires that students be fully admitted prior to enrolling in required core courses. Non degree seeking students may not enroll in required core school psychology courses, except by special permission of instructors.
Notice of Nondiscrimination
Middle Tennessee State University, in its educational programs and activities involving students and employees, does not
discriminate on the basis of race, color, national origin, sex, religion, or age. Furthermore, the University does not
discriminate against veterans or individuals with disabilities.
Application process: The application process contains two major parts: a) application to the Graduate School; and b)
application to the School Psychology Program. These will need to be completed before any student is accepted into the
School Psychology Program. The deadlines for complete applications are as follows: March 1, for fall semester and October
1, for Spring semester. Late applicants who meet admissions criteria may be considered on a case-by-case basis.
1. Application to the Graduate School
a. Complete an Application to the Graduate School and submit, with the application fee, to Graduate
Admissions. Graduate school applications may be obtained by one of the following methods: (a) Call: 615898-2840, 1-800-331-MTSU (in Tennessee), 1-800-433-MTSU (outside Tennessee); (b) Email:
graduate@mtsu.edu; (c) Apply online at http://www.mtsu.edu/graduate/apply.php or; (d) Apply using the
forms found in the back of the Graduate Catalog.
b. Submit official transcripts of all college work to Graduate Admissions.
c. GRE scores should be sent to Graduate Admissions. Expect up to 6 weeks for official GRE scores to arrive at
MTSU. The Code for MTSU is 1466. To register to take the GRE, you may call the MTSU Counseling and
Testing Center at (615) 898-2670 for test dates and a registration bulletin, or Sylvan Learning Center at
(800)-853-6773 for the nearest center, or (615) 790-8775 for the center located in Franklin, TN; or (615)
860-9110 for the center located in Rivergate, TN.) You may wish to visit the GRE online.
2. Application to the School Psychology Program: Submit the following materials in a single package to the School
Psychology Admissions Committee at MTSU Box 87, Murfreesboro, TN 37132. Materials can be downloaded from
the School Psychology Program website http://www.mtsu.edu/programs/school-psychology/
a. Supplemental School Psychology Program Application
b. Three References: Have your references complete the School Psychology Program Reference Form. It is
recommended that at least two references should be completed by faculty who can attest to your academic
abilities. The third reference can be completed by someone who has supervised your work, or a colleague.
Please ask the people completing these forms to seal them in an envelope and sign their name across the
seal. Include all three letters in your packet and sent them directly to the School Psychology Admissions
Committee.
c. A curriculum vita that includes your educational, employment, research involvement, volunteer activities,
references, and awards/scholarships
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d. A statement of purpose. Please include why you are interested in the field of School Psychology and the
program at MTSU, and describe your professional goals. Statements typically are 2-3 pages long.
e. Copies of all of your college transcripts (unofficial copies are acceptable)
Admissions Decision Process: The School Psychology Program Admissions Committee review all complete files and
make admissions decisions. This process is separate from the Graduate School admissions process. While you may meet the
criteria for admissions to the Graduate School and have received a letter of acceptance in to the Graduate School, this does
not guarantee admission into the School Psychology Program.
If accepted into the School Psychology Program, you will be required to return a postage-paid postcard within two weeks of
notification of acceptance to reserve a place in the program. This admits you into the M.A. portion of the School Psychology
Program. You will need to complete paperwork for admission later on in your studies (typically prior to beginning your third
year) to be admitted into the Ed.S. portion of the program. You will be assigned a student mentor to assist in answering your
questions. Prior to enrolling, you will need to schedule an appointment with the School Psychology Program Coordinator, Dr.
Jim Rust, to complete a Candidacy Form, discuss your program of study, and design a class schedule. You should also
familiarize yourself with the graduate catalog at the time of your admission to candidacy.
Respecialist Candidates: Students with a Masters degree in psychology or counseling may apply for the Ed.S. in order
to re-specialize. The application process is the same as for M.A. students except that they apply for the Ed.S.
The respecialist’s program is individualized based on past coursework, MTSU program goals, NASP training domains and
Ed.S. course requirements. Where appropriate, re-specialists use classes from their prior training to substitute for our program’s
guided electives. All traditional students complete our full program including all guided electives.
Transfer Students: Students with prior graduate course work either from MTSU or another institution will have their
transcripts reviewed by the School Psychology faculty to determine if any previous coursework can be utilized toward the
requirements for the School Psychology Program (M.A./Ed.S.). Transfer students follow the same application process as
described in the Application Process section of the student guide.
Adding an Applied Behavior Analysis (ABA) specialization: School psychology students may seek additional
coursework in applied behavior analysis (ABA) in two ways. They may add classes to their Ed.S. Candidacy Form consistent
with the ABA specialization offered through the Clinical Psychology M.A. program or they may seek admissions int o the
Clinical Psychology M.A. Program and, if accepted, may complete the ABA track in that program. Note: if students choose
to add the ABA specialization to their school psychology program, this will increase matriculation time. Currently, Dr. UjcichWard handles advising for ABA training at MTSU. She has agreed to assist our students who wish to add this specialization
during their Ed.S. coursework.
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Financial Aid/Scholarships
Graduate Assistantships: Middle Tennessee State University offers three types of graduate assistantships (graduate
teaching assistantships, graduate research assistants, and graduate assistants). Depending on the degree level, the field of
study and length of appointment these awards provide stipends ranging from $6,000 to $14,000. Graduate Assistantships also
carry a waiver of in-state and out-of-state tuition. The total value of an assistantship can be as much as $17,171. Only fully
admitted graduate students with a GPA of 3.0, or better, are eligible to hold graduate assistantships (unless an exception is
granted by the graduate dean).
*Information obtained from the MTSU Graduate Financial Aid Webpage
(http://www.mtsu.edu/graduate/student/gtas.php)
The psychology department has a limited number of assistantships available every year. Graduate assistants may be assigned
to work for a specific class, may work with faculty on research, show a film in class, administer exams, or be assigned other
duties. Assistantships are competitive. Generally, applications for Fall assistantships are due to the psychology department
during the middle of the prior spring semester. Other departments also offer GAs. For example, past School Psychology
students have held GA positions at the Dyslexia Center, the Developmental Reading Lab (contact: Georganne Ross), the
Elementary and Special Education Department, and so on. To apply with these departments, it may be important to directly
contact that department or coordinator.
Research Assistant: A number of faculty in the psychology department have money for research assistants built into
their research grants. You must contact faculty members directly and ask about current or future grants. The amount of
money is dependent upon the grant.
College Work-Study: You may be eligible for the college work-study program. As part of this program you could work
at a number of jobs around campus. It is possible to work in the psychology department as part of this program. Contact the
Financial Aid Office located in the MT One Stop, SSAC 260 (phone: (615) 898-2830).
Student Loans: You may be eligible for student loans. Amount of award varies. Students must complete the FAFSA and
are able to check the amount of subsidized and unsubsidized award money they have been offered and accept or deny such
offers on RaiderNet. Students must be enrolled at least part time to receive Federal Student Loans (graduate students = 5 credit
hours).
Federal Student Loan Programs (information taken from the 2010-12 graduate catalog)
Subsidized Federal Stafford Loan Program: Graduate students enrolled at least half-time (five graduate hours) and in
good standing or accepted for enrollment at MTSU; based on need which is determined from the results received
from the FAFSA and cost of attendance; maximum loan limit for the award year is $8,500 not to exceed a lifetime
limit of $65,500 (including the undergraduate loans); must be making Satisfactory Academic Progress. Students
should accept loan offers on RaiderNet. For one-semester loans, students should submit a completed Loan Request
Sheet (LRS) to the Financial Aid Office. Students may obtain a copy of the LRS in the Financial Aid Office or on
MTSU’s Web site at http://mtsu.edu/financial-aid/
Unsubsidized Federal Stafford Loan Program: Graduate students enrolled at least half-time (five graduate hours) and
in good standing or accepted for enrollment at MTSU; based on eligibility and cost of attendance; maximum loan limit
for the award year is $12,000 not to exceed a lifetime limit of $73,000 (including the undergraduate loans); must be
making Satisfactory Academic Progress. Students should accept loan offers on RaiderNet. For one-semester loans,
students should submit a completed Loan Request Sheet (LRS) to the Financial Aid Office. Students may obtain a
copy of the LRS in the Financial Aid Office or on MTSU’s Web site at http://mtsu.edu/financial-aid/forms.php
Federal Perkins Loan: Graduate students enrolled for at least half-time (five graduate hours) and in good standing or
accepted for enrollment at MTSU; based on need which is determined from the results received from the FAFSA
and cost of attendance; lifetime maximum of $40,000; must be making Satisfactory Academic Progress.
Applications are available in the Financial Aid Office.
Federal Work-Study Program: Graduate students enrolled at least half-time (five graduate hours) and in good standing
or accepted for enrollment at MTSU; based on eligibility and cost of attendance; maximum of 20 hours per week;
must be making Satisfactory Academic Progress.
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Psychology Department Awards: The department has a few monetary awards for outstanding students. These
awards are given only once each year and are competitive. The awards and their approximate value are as follows: the Robert
Prytula ($500.00) and the James O. Rust Outstanding First and Second Year Graduate Student in School Psychology (monetary
award varies). An advanced school psychology student is nominated for the state-wide William Ballard award offered
through the Tennessee Association of School Psychology (TASP) that recognizes an outstanding student every year.
Additionally, our students have earned the Carver Scholarship granted by the College of Graduate Studies.
James O. Rust Scholarship
Application Requirements: All first and second year students making adequate progress in the school psychology program
and have a minimum GPA of 3.5 are eligible. Submit the following as part of your application package: curriculum vita;
graduate transcripts (student copies are sufficient); three letters of reference, and a personal statement that outlines how you
will use the scholarship funds. Winners are asked to provide 10 hours of support (e.g., write thank you notes) to the scholarship.
The selection committee will be looking for evidence of Commitment to the field as well as High level of responsibility,
ethicality, professional attitude, and professional skills in selecting winners.
Commitment to the field: Student must demonstrate through class participation, including an active role in
discussions; questions and oral/written work that indicate an insight into the current issues; and a willingness to
advance current knowledge. Student may also demonstrate through joining and actively participating (e.g. attending
conferences) in state (TASP) and national (NASP) associations.
High level of responsibility, ethicality, professional attitude, and professional skills: Student must demonstrate
through performance in courses, particularly those that develop competencies directly related to the field of school
psychology; questions and responses put forth in class discussions and written work; and interactions with other
students, faculty, and professionals in the field.
Other Sources for Funding:
Scholarships, Research Awards, and Loan Forgiveness
http://www.nasponline.org/students/student_scholarships.aspx
Funding Opportunities for Graduate Students http://www.nasponline.org/students/studentfunding.pdf
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Getting Started in the Program: Advising, Mentors, Registering for
Classes and Paying Fees, Orientation and Welcome Party
Advising: It is required each semester during the registration time for the following semester that you schedule an
appointment with the School Psychology Program Coordinator, Dr. Jim Rust, to discuss your class schedule and your progress
in the program. If you are unable to register for the recommended classes, notify Dr. Rust to get permission for this change in
schedule. This is important because many of classes in the school psychology program must be taken in a particular
sequence.
If you were admitted to the program conditionally, you need to make sure that your program of study and your grades fulfill
all the conditions of your admission. Conditionally admitted students are generally advised to take no more than nine hours a
semester.
Peer mentors: Second year students assist you in getting acquainted with school psychology at MTSU. Take advantage of
the opportunity to learn from them. Peer mentors typically contact you via e-mail or phone prior to starting the program.
Registration and Fees: Information on how to register for classes and pay fees is outlined each semester in the MTSU
schedule book available online at the MTSU web page www.mtsu.edu. Graduate Studies may not approve any further
retro-active course registrations if the request is made AFTER the census date each semester. Students need to be
properly registered at the appropriate time. Effective with the Fall 2002 semester, the Business Office will begin imposing a
$100 late fee during late registration each semester thereafter. See http://www.mtsu.edu/tuition/ for important fee and schedule
information.
Orientation and Welcome Party: An orientation is held on campus each fall prior to the start of classes where
faculty and current students help you get better acquainted with the program. Second year students host first year students
and guests at a welcome party early in the semester. Program faculty, other faculty that regularly teach courses and interns
are invited to attend.
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MTSU School Psychology Program Curriculum
This section of the student guide includes:
(a) Program Requirements outlined in the Graduate Catalog,
(b) NASP Domains linked with MTSU Program Goals and Courses
(c) Typical course schedule and sequence if entering with a bachelors degree for spring and fall admission
dates,
(d) Master schedule for core courses and
(e) Best Practice V chapters covered in core courses.
Psychology Major
Concentration: Pre-specialist in Education: School Psychology
The School Psychology program includes two degrees. Program completion and endorsement for a Tennessee State
Department of Education license requires successful completion of both degrees. Students typically spend three years to
complete both degree requirements. Students typically earn the M.A. degree at the end of their second year of study and the
Ed.S. at the end of their third year of study. Course requirements for both degrees are typically completed simultaneously
during the first two years of study; however, 6 credits of the Ed.S. degree is a 1200-hour internship, which is completed the
third year of the program. The Ed.S. is an advanced degree. It is only available to students who have earned a Master’s
degree in school psychology. Respecialist students from other Master’s programs in psychology or counseling may apply, but
they will be required to complete the courses they did not complete as a part of their masters program.
The School Psychology Program is field-based. As such, a student is required to be continuously enrolled in at least one
field-based course every semester. The policy excludes summer sessions. Students begin with volunteer experiences in the
school setting, progress with practica working with students, teachers, and school psychologists, and ending the program with a
1200-hour internship. PSY 6960, 6980, 7080, and 7810 are field-based courses.
Tennessee teacher licensing in School Psychology is obtained through MTSU’s program. Licensing requires: (1) completion
of the Ed.S. with a concentration in School Psychology, (2) 1,200 hours of internship in school psychology, (3 ) passing
scores (>165) on the School Psychology Praxis Test, and (4) verification of readiness for independent practice by an internship
supervisor. The School Psychology Praxis test assesses the following areas: a) data-based decision making; b) researchbased academic practices; c) research-based behavioral and mental health practices; d) consultation and collaboration; e)
applied psychological foundations; f) ethical/legal and professional foundations.
M.A. Graduation Requirements:
Concentration: Pre-specialist in Education
Candidate must:
1. Demonstrate knowledge of the core areas of psychology by completing the following courses (relevant courses to school
psychology are listed in parentheses) :
a. Psychological testing (PSY 6100 & 6101; PSY 4260 or equivalent is a prerequisite);
b. Abnormal psychology (PSY 6400);
c. Theories of learning (PSY 6440);
d. Developmental psychology (PSY 6120, 6130, or 6410);
e. Psychological research methods (PSY 6640; 3 hours);
2. complete a total of 44 semester hours, including at least 33 hours in psychology. Only 30 percent of the total number of
hours may be dually listed (5000 level meeting in conjunction with 4000 or 3000 level) courses; students without at least
an undergraduate minor in psychology (at least 15 hours.) will be required to complete up to 15 hours of additional
psychology course work that will not count toward the MA degree.
3. complete PSY 6280: Regression and PSY 6290: ANOVA (PSY 3020 or equivalent is a prerequisite for both).
4. successfully write and orally present a written thesis evaluated by a committee of graduate faculty in conjunction with
PSY 6640, the thesis research course students enroll in each semester (aside from summer).
5. pass a written comprehensive examination in the spring of the second year prepared by the faculty (may be taken no
more than twice).
Required classes include:
PSY 6060 School Psychology: Ethics and Practice
PSY 6080 Interventions with Children and Adolescents
PSY 6100 Intellectual Assessment
PSY 6101 Laboratory in Intellectual Assessment
PSY 6140 Practicum: School Psychology
PSY 6750 Psychology and Assessment of Learning Disabilities
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PSY 6760 Educational Assessment
PSY 6770 Assessment and Therapeutic Interventions for Children’s Emotional Problems
PSY 6875 Consultation
Guided Electives:
PSY 6065 School-based Mental Health Services
Note: The M.A. is a necessary first step toward Tennessee State Board of Education licensure; however, a student must
complete the Ed.S. to be eligible for licensure.
Ed.S. Graduation Requirements:
Major: Curriculum and Instruction
Concentration: School Psychology
Candidate must:
1. hold a Master’s degree in psychology, educational psychology, or school counseling and have completed all courses
listed under the M.A. program for the Pre-Specialist in Education: School Psychology concentration (or equivalent
coursework).
2. complete a minimum of 30 graduate semester hours with a minimum of 15 hours at the 7000 level.
3. file a Candidacy Form with the Graduate Office prior to the completion of 21 credit hours.
4. satisfy a residency requirement consisting of (a) the completion of 18 semester hours of graduate study within a 12 month period, and (b) full-time enrollment (at least 9 semester hours) for at least one semester.
5. for those who did not have a thesis listed on their transcripts as part of their master’s degree, FOED 6610 must be taken
6. complete courses in the following areas (based on National Association of School Psychologists standards): a) databased decision making and accountability; b) consultation and collaboration; c) effective instruction and development of
cognitive/academic skills; d) socialization and development of life skills; e) student diversity in development and learning;
f) school and systems organization, policy, development and climate; g) prevention, crisis intervention and mental
health; h) home/school/community collaboration; i) research and program evaluation; j) school psychology practice and
development; k) information technology;
7. complete PSY 7810, an internship of 1,200 hours after completion of M.A. degree
8. pass a written comprehensive examination prepared/approved by the faculty (may be taken no more than twice). We
accept a School Psychology Praxis II score deemed acceptable by the National Association of School Psychologists as
equivalent to passing the Ed.S. comprehensive exam. Currently that score is 165.
9. verification of readiness for independent practice by an internship supervisor
Required classes include:
SPSE 6390 School Law
SPSE 6640 Microcomputers in K-12 Educational Settings
PSY
7530 Psychology of Reading and Reading Development
PSY
7080 Practicum: Advanced Interventions with Children
PSY
7100 Multicultural and Social Bases for Assessment and Intervention
PSY
7810 Advanced Internship: School Psychology (6 hours)
Guided electives:
PSY
6105 Psychoeducational Assessment of Preschool Children
PSY
7200 School Neuropsychology
PSY
6661 Program Evaluation
*Guided electives are included to allow some flexibility for re-specializing students (e.g., students with previous
masters degrees). All traditional students complete all guided electives. School Psychology faculty review
transcripts and syllabi for re-specializing or transfer students to determine if any of the required or guided course
work had been adequately addressed and was current.
Professional liability insurance, coverage amount at the student’s discretion, must be maintained throughout enrollment in th e
program, with a current insurance binder filed with the program coordinator at all times.
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MTSU School Psychology Program Goals
1.
Candidates will develop a foundation for delivery of psychological services and psychological knowledge in the
school system that is based on core knowledge in psychology (e.g., human learning, individual differences,
educational psychology, child and clinical psychology, developmental psychology, experimental analysis of
behavior and biological basis of behavior).
2.
Candidates will develop knowledge of educational principles and systems that will support their entering, working
in, and contributing to schools.
3.
Candidates will utilize data-based problem solving as a conceptual framework for delivery of psychological
services.
4.
Candidates will develop skills in multi-faceted assessment (e.g., interviews, observations, norm referenced tests,
curriculum based measurement) that allows for identification of strengths and needs, intervention planning, diagnostic
classification, and measurement of progress.
5.
Candidates will develop skills that support collaboration with peers, faculty, parents, teachers, school support teams,
school administrators and professionals from community agencies.
6.
Candidates will utilize evidence-based strategies to develop learning environments that support teacher and learner
success, assist children who are having difficulty learning, and provide interventions for children with behavioral,
social, and emotional problems.
7.
Candidates will develop the ability to link assessment with intervention through the use of data-based problem
solving and functional analysis of behavior.
8.
Candidates will apply ethical principles to their practice as a school psychologist.
9.
Candidates will demonstrate understanding and respect for individual differences in all facets of their practice as a
school psychologist.
10. Candidates will understand the ongoing reciprocal impact of family, teacher, peers, and the specific cultural
environment on a child’s learning and behavior, and apply this understanding to case conceptualization.
11. Candidates will continue to develop interpersonal skills and an awareness of individual strengths and weaknesses
that support effective practice as a school psychologist.
12. Candidates will learn to clearly and respectfully communicate assessment and other results (e.g., intervention) orally
and in writing.
13. Candidates will understand the historical and changing/emerging roles of school psychologists and the unique
contribution of school psychologists to school systems.
14. Candidates will gain skills in research that allow them to: (a) complete a thesis, (b) evaluate research, (c) use
research literature in their practice, and (d) help schools evaluate practices and programs.
15. Candidates will gain crisis intervention skills that allow them to: (a) intervene with individual students, (b) help
schools develop a crisis intervention plan, and (c) function as part of the school crisis intervention team.
16. Candidates will be provided opportunities, encouraged, and required to utilize instructional technology to expand
their knowledge base and utilize current information in assessment, consultation and intervention that supports best
practices in school psychology.
17. Candidates will gain a working familiarity with federal and state laws that are related to the practice of school
psychology.
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14
18. Candidates will begin their participation and commitment to ongoing professional development in the field of school
psychology during their graduate training through collegial relationships with graduate student peers and faculty,
membership in professional organizations, attendance at professional meetings/conferences, practica, and internship.
19. Our program strives to graduate students who meet the TN Department of Education and NASP criteria for
licensure/certification as a School Psychologist.
MTSU School Psychology Matrix: NASP Domains, Program Goals, and Primary Courses that
Contribute to Training in the Domain
NASP DOMAINS
PROGRAM GOALS
2.1 Data-Based Decision-Making and Accountability
3, 4, 8, 14
2.2
5, 8, 11
Consultation and Collaboration
PSY COURSES (unless
noted)
6080, 6100/6101 , 6105,
6140, 6770, 7200, 7810
6080, 6065, 6875, 7080,
7810
6750/6760, 6875, 7810
2.3 Effective Instruction and Development of Cognitive and
Academic Skills
2.4 Socialization and Development of Life Skills
4, 6, 7, 8, 10
2.5 Student Diversity in Development and Learning
8, 9, 10, 12
2.6
School and Systems Organization, Policy Development
and Climate
2.7 Prevention, Crisis Intervention, and Mental Health
2, 5, 8, 10, 11, 15
1, 6, 14, 15
6065, 6080, 6770, 7080,
7810
6105, 6140, 6750/6760,
7100, 7810
6060, 6065, 6661, 6750,
6875
6065, 7080, 7100, 7810
2.8 Home/school/community collaboration
2, 5, 8, 10, 11, 15
6105, 6065, 6875, 7100
2.9 Research and Program Evaluation
8, 14
6661, 6640, 7810
2.10 School Psychology Practice and Development
8, 11, 13, 14, 17, 18, 19
2.11 Information Technology
16
6060, 6105, 6140, 7080,
7810
6750/6760, 6875, 7100
1, 4, 6, 8
Non- Primary Courses that Contribute to Training in the Domain
NASP DOMAINS
PROGRAM
GOALS
3, 4, 8, 14
PSY COURSES
(unless noted)
6400, 6440
2.3 Effective Instruction and Development of Cognitive and
Academic Skills
2.4 Socialization and Development of Life Skills
4, 6, 7, 8, 10
7530
1, 4, 6, 8
2.5 Student Diversity in Development and Learning
8, 9, 10, 12
6400, 6440, 6130 or
6120
6400
2.6
School and Systems Organization, Policy Development and
Climate
2.7 Prevention, Crisis Intervention, and Mental Health
2, 5, 8, 10, 11, 15
SPSE 6390
1, 6, 14, 15
6400
2.9 Research and Program Evaluation
8, 14
6280, 6290
2.11 Information Technology
16
6280, 6290, 6640
2.1 Data-Based Decision-Making and Accountability
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15
3-Year Program in School Psychology
Students Entering in Fall
NOTE: Included in this course sequence, in italics, is a list of forms that need to be filed. Copies of all forms may be found
in Appendix A. Courses should be taken in the same order as outlined below.
Course Number
Course Title
Credits
Fall 1
PSY 6065
PSY 6280
PSY 6060
PSY 6100
PSY 6101
(file an M.A. candidacy form with the college of graduate studies)
School-Based Mental Health Services
Psychological Statistics: Regression
School Psychology: Ethics and Practice
Intellectual Assessment
Laboratory in Intellectual Assessment
Or PSY 4260/5260 Intro to Psy Testing (if program prerequisite was not met
prior to Fall 1)
3
3
3
3
1
(3 or 0)
Spring 1
PSY 6750
PSY 6760
PSY 6290
PSY 6640
PSY 6100
PSY 6101
Summer 1
SPSE 6640*
PSY 6400
PSY 6105*
PSY 6440
Fall 2
PSY 6770
PSY 6080
PSY 6875
PSY 6640
Spring 2
PSY 6640
PSY 7080*
PSY 7100*
PSY 6140
PSY 7200*
Psychology and Assessment of Learning Disabilities
Educational Assessment
Psychological Statistics: ANOVA
Thesis Research
Intellectual Assessment
Laboratory in Intellectual Assessment (if not taken during Fall year 1)
Microcomputers in K-12 Educational Settings (option to take Spring 1 or Fall
2 as well)
Psychological Disorders of Children
Psychoeducational Assessment of Preschool Children
Advanced Applied Behavior Analysis
Total Year 1 =
3
1
3
1
(3)
(1)
3
3
3
3
33
Assessment and Therapeutic Interventions for Children’s Emotional Problems
Interventions with Children and Adolescents
Consultation
Thesis Research
3
3
3
1
Thesis Research
Practicum: Advanced Interventions with Children
Multicultural and Social Bases for Assessment and Intervention Practices
Practicum: School Psychology
School Neuropsychology
1
3
3
3
3
MA Comprehensive Exams (typically take place March/April Spring 2)
PRAXIS exam
(Apply to the College of Graduate Studies for admission into the Ed.S. School Psychology program)
*File intent to graduate with M.A. to the college of graduate studies by summer deadline;
pay for thesis binding at Cope building
Summer 2
SPSE 6390*
School Law
3
PSY 6130 or 6410
Developmental Psychology: Adolescent, or Development Across the Lifespan
3
or 6120
or Developmental Psychology: Child
PSY 7530*
Psychology of Reading and Reading Development
3
PSY 6661*
Program Evaluation
3
44-hour M.A. Obtained
(File an Ed.S candidacy form with the college of grad studies)
Fall 3
PSY 7810*
Advanced Internship: School Psychology
3
Spring 3
PSY 7810*
*File intent to graduate with Ed.S. to the college of grad studies
Advanced Internship: School Psychology
3
30-hour Ed.S Obtained
* = Ed.S. course (must submit “Request to Take Ed.S. Coursework at Master Level” form to the graduate school if still pursuing the M.A.
at the time, which includes all semesters except year 3)
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3 ½ -Year Program in School Psychology
Students Entering in Spring
Course Number
Spring ½
PSY 6280
PSY 6130 or 6410
or 6120
PSY pre-requisites
Summer ½
PSY 6290
PSY 6130 or 6410
or 6120
Fall 1
PSY 6065
PSY 6100
PSY 6101
PSY 6060
Spring 1
PSY 6750
PSY 6760
PSY 6400
SPSE 6390*
PSY 6640
Summer 1
SPSE 6640 *
PSY 6105*
PSY 6440
Fall 2
PSY 6770
PSY 6080
PSY 6875
PSY 6640
Course Title
Credits
Psychological Statistics: Regression
Developmental Psychology: Adolescent, or Development Across the Lifespan
or Developmental Psychology: Child
3
3
Psychological Statistics: ANOVA
Developmental Psychology: Adolescent, or Development Across the Lifespan
or Developmental Psychology: Child (if not taken Spring ½)
(file an M.A. candidacy form with the college of graduate studies)
School-Based Mental Health Services
Intellectual Assessment
Laboratory in Intellectual Assessment
School Psychology Ethics and Practice
3
(3)
3
3
1
3
Psychology and Assessment of Learning Disabilities
Educational Assessment
Psychological Disorders of Children
School Law
Thesis Research
3
1
3
3
1
Microcomputers in K-12 Educational Settings
Psychoeducational Assessment of Preschool Children
Advanced Applied Behavior Analysis
3
3
3
3
3
3
1
Spring 2
PSY 6640
PSY 7080*
PSY 7100*
PSY 6140
PSY 7200*
Assessment and Therapeutic Interventions for Children’s Emotional Problems
Interventions with Children and Adolescents
Consultation
Thesis Research
*File intent to graduate with M.A. (if completed with thesis by Spring deadline) to the
college of graduate studies; pay for thesis binding at Cope building
Thesis Research
Practicum: Advanced Interventions with Children
Multicultural and Social Bases for Assessment and Intervention Practices
Practicum: School Psychology
School Neuropsychology
Summer 2
PSY 6661*
PSY 7530*
MA Comprehensive Exams (typically take place March/April Spring 2)
PRAXIS exam
(apply to College of Grad Studies for admission into the Ed.S. School Psychology program)
Program Evaluation
3
Psychology of Reading and Reading Development
3
Fall 3
PSY 7810*
Spring 3
PSY 7810*
(file an Ed.S candidacy form with the college of grad studies)
Advanced Internship: School Psychology
*File intent to graduate with Ed.S. to the college of grad studies
Advanced Internship: School Psychology
1
3
3
3
3
44-hour M.A. Obtained
3
3
30-hour Ed.S Obtained
* = Ed.S. course (must submit “Request to Take Ed.S. Coursework at Master Level” form to the graduate school if still pursuing the M.A.
at the time)
School Psychology Student Guide
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Master Schedule of Core School Psychology Classes
Semester
Fall
Course #
6060
6065
6280 (summer
also)
5260
6080
6770
6875
7810
6640
Semester
Spring
Course #
6750
6760
6790 (summer
also)
6140
7080
7100
7200
7810
6640
6400 (summer
also)
6120 or 6130 or
6140 (summer
also)
Semester
Summer
Course #
6440
6105
6661
7530
SPSE 6390
(offered every
semester)
SPSE 6640
(offered every
semester)
6120 or 6130 or
6140 (spring also)
6400 (spring also)
School Psychology Student Guide
Course Name
School Psychology Ethics and Practice (for Year 1 students only)
School-Based Mental Health Services (for Year 1 students only)
Psychological Stats: Regression (for Year 1 students)
Introduction to psychological testing (or equivalent undergrad course is a
prerequisite for program; if not on transcript year 1 students must take before
any assessment class)
Interventions with Children and Adolescents (for Year 2 students only)
Assessment and Therapeutic Interventions for Children’s Emotional Problems
(for Year 2 students only)
Consultation (for Year 2 students only)
Advanced Internship: School Psychology (for Year 3 students only)
Thesis Research
Course Name
Psychology and Assessment of Learning Disabilities (for Year 1 students
only)
Educational Assessment (for Year 1 students only)
Psychological Stats: ANOVA (for Year 1 students only)
Practicum: School Psychology (for Year 2 students only)
Practicum: Advanced Interventions with Children (for Year 2 students only)
Multicultural and Social Bases for Assessment and Intervention Practices (for
Year 2 students only)
Neuropsychology in the Schools (for Year 2 students only)
Advanced Internship: School Psychology (for year 3 students only)
Thesis Research
Psychological Disorders of Children
Developmental Psychology: Child; Developmental Psychology Adolescent;
Development Across the Lifespan
Course Name
Advanced Applied Behavioral Analysis (for Year 1 students)
Psychoeducational Assessment of Preschool Children (for Year 1 students)
Program Evaluation (for Year 2 students)
Psychology of Reading and Reading Development (for Year 2 students)
School Law
Microcomputers in K-12 Educational Settings
Developmental Psychology: Child; Developmental Psychology: Adolescent;
Development Across the Lifespan
Psychological Disorders of Children
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18
BEST PRACTICES V
Chapters by Faculty
8/17/10
Dr. Short
PSY 6661:
Dr. Rust
13
35
45
60
139
140
141
Dr. Holt
PSY 6060:
1
2
3
4
APP I
APP II
APP V
APP VI
120-132
18
36
37
137
PSY 6140:
15
117-119
39
50
53
59
70
97
98
99
PSY 6750:
8
10
11
14
16
17
20
21-27
28-29
65
71-75
100
136
133
134
135
PSY 6875:
49
54
55
56
57
67
68
102-105
PSY 6780:
PSY 7100:
School Psychology Student Guide
Dr.
Marshall
PSY 6065:
108-113
116
01/27/2015
Dr. Wallace
5
47
48
58
61
78
81
82
83
84
90
91
93
101
107
41
76
86
87
95
114
115
PSY 6080:
6
7
9
10
11
12
19
43
44
46
51
64
66
69
79
81
88
89
94
96
138
PSY 6770:
38
42
92
PSY 7080:
80
85
133
134
135
PSY 6105:
62
63
77
19
Additional Program Requirements
Additional program requirements described in this section include:
(a) Comprehensive Exams,
(b) Thesis,
(c) Practicum requirements, and
(d) Internship.
Comprehensive Exams: The School Psychology Program requires two comprehensive exams. The MA Comprehensive
.
Exam is offered three times yearly The Praxis II Exam is offered by ETS several times per year.
M.A. Comprehensive exam: Candidates making expected progress take M.A. comprehensive exams during the spring
term of their second year. As the M.A. comprehensive is given at a point 2/3 through the program, continued development
is expected. Currently Ms. Karen Nunley (898-5192) handles this sign-up duty. Students are to register through the
psychology department’s webpage. M.A. Comprehensive exams include questions in multiple choice and essay formats.
See: http://mtsu.edu/psychology/grad/masterexam.php for more information about registering and test dates.
The MA comprehensive exam is specifically designed to assess competency in eight basic school psychology classes: PSY
6060, 6065, 6080, 6100, 6140, 6750, 6770, and 6875. Every class is equally emphasized on the test. We draw items from
the edition of Best Practices in School Psychology that you used in your course of study. You will notice that the professors
writing the items attempted to distribute them over all of the NASP domains.
Comprehensive Exam Scoring
Items on comps
Points
1-70 multiple choice
1 point each
Essays
70 points
Total possible
70 x 1 = 70
= 140
Required to pass = 98 (70%)
Retaking Comprehensive Exams: If a passing grade (70%) is not achieved on the first attempt, students will
automatically be allowed to attempt comprehensives a second time. The entire comprehensive exam will have to be retaken
(not just the failed questions). A second failure of comprehensives generally results in termination of your status in the
program. Under certain circumstances, (e.g., the student receives a score very close to passing and has a high grade point
average), a student may be allowed a third attempt at a comprehensive exam. Under no circumstances will a student be
allowed to attempt comprehensives more than three times.
Ed. S. Comprehensive Exam: Candidates making expected progress are encouraged to take the Ed.S. Comprehensive
Exam (Praxis II in School Psychology) during the spring semester of their second year. The national passing score (165) on
the Praxis II school psychology specialty test is accepted as passing the Ed.S. Comprehensive Exam. Students who do not
earn the national passing score for the Praxis II may take a program specific Ed.S. Comprehensive Exam.
Thesis: A thesis is a research project that you develop, implement, and write up using the format of a standard e mpirical
research study in psychology. It involves a literature review, a statement of hypotheses, use of standardized psychological
tests or other measuring instruments, statistical analyses of the data, and conclusion and discussion. The thesis must be
written in APA style.
You can begin your thesis at any time during your studies. However, keep in mind that your thesis will probably take at least
one year to complete.
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20
Deciding on a topic for your thesis can be done by researching topics that you are interested in at the library. You can make
the final decision by approaching those professors with whom you would like to work and finding out if they are interested in
working on that topic with you.
Once you have completed the Introduction (literature review and hypotheses) and Methods sections of your thesis, you
should arrange to have a thesis proposal meeting with all three of your selected committee members before moving forward
with your thesis.
Thesis Committee & Selection:
You must select a thesis committee, which consists of a Thesis Advisor, a Committee member, and a Critical Reader.
Your committee can be made up of anyone on the psychology faculty, but at least one committee member (advisor,
member, or reader) must be a School Psychology faculty member. The Thesis Advisor is the person with whom you will
most closely work. This person should have an interest in your topic and will give you direction and guidance from your
thesis’ inception to its final approval. The first Committee Member should also have some interest in your topic, but is
not as involved in the process as the Thesis Advisor. This person also provides advice and suggestions from beginning to
end. The Critical Reader only makes suggestions for revisions or changes on the proposal and is no longer involved once
the proposal is approved. It is important to choose faculty for your committee with whom you can work easily, and who
are knowledgeable about your topic.
You can register for your thesis at any time. Continuing registration is required at full fee (including summers if your
advisor works with you on your thesis during this time). Variable credit is available. Only 3 credits count toward your
degree. Thus, students typically register for thesis during spring 1, fall 2, and spring 2.
Thesis Presentation:
Once you have completed your thesis, the final step is to present it at a professional convention or at a meeting of your
thesis committee. The thesis presentation is open to all interested faculty and students, but usually the advisors,
presenters, and Department Chair are the main people present. Usually three to five students present in a 90-minute to 2hour time span. However, if you are going to present your thesis at professional convention, you do not have to present it
at the meeting described above. Actual presentation of your thesis at a professional meeting is not necessary prior to
graduation as long as it has been accepted for presentation. Professional meetings can include the annual meetings of
national (NASP, American Psychological Association), regional (e.g., Southeastern Psychology Association), or state
(e.g., TASP, Tennessee Psychological Association) organizations. Consult with your thesis advisor before you present
your thesis.
Practicum Requirements: As our program is field-based, you will be enrolled in a series of practicum classes. In
addition to school-based assignments required in School Psychology: Ethics and Practice PSY 6100, other classes (Intellectual
Assessment 6100/6101, Psychology of Reading and Reading Development PSY 7530; Assessment and Therapeutic
Interventions for Children’s Emotional Problems PSY 6770, Practicum: School Psychology PSY 6140, Consultation PSY
6875, and Practicum: Advanced Interventions with Children PSY 7080) include significant practicum components. Thus you
have 358 hours of practicum experiences prior to starting your internship.
Course #
Hours
6060
30
6440
6
6100/6101
80
6750
20
7530
32
6080
5
6875
30
6120
10
6140
100
6770
15
7080
30
During the fall term of your second year, you will enroll in Assessment and Therapeutic Interventions for Children’s Emotional
Problems PSY 6770 where you will conduct a behavior assessment for a child in a local elementary school. You will also
enroll in Consultation (PSY 6875) where you will consult with teachers in the public schools.
We require two classes with practicum components during the spring semester of the second year:
Practicum: School Psychology (PSY 6140) requires that you begin to function as a school psychologist under close
supervision. You will begin that semester-long, one-day a week, experience by following a tag-along method of
supervision. In that way, you can observe experienced practitioners apply skills spoken of and practiced in previous
classes. You will engage in the entire range of school psychology skills including ethical practice, developing
effective multicultural perspectives, interpretation of assessment results, integrating assessment and intervention,
handling meetings involving eligibility decisions for special education, dealing with paperwork involved with school
as organizations, working with children with low incidence disabilities, working with cases involving dyslexia,
attending to professional growth through involvement in seminars off campus, and case conceptualization. You will
School Psychology Student Guide
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21
be evaluated at midterm and at the end of the semester by your practicum supervisor. The final field-based
evaluation of the Practicum: School Psychology (PSY 6140) is that your field-based supervisor judges you ready for
an internship.
Advanced Interventions with Children (PSY 7080) is another required class taught during the spring term of the
second year in the program. This class builds on the foundation from Interventions with Children and Adolescents
(PSY 6080). The Practicum: Advanced Interventions with Children (PSY 7080) requires 30-hours of interventions.
Candidates complete three cases: one where they design and implement an individual behavior plan , another
leading a social skills training group and an individual counseling case. The course focuses on identifying referral
problems, establishing reasonable goals, designing potential strategies, implementing interventions, and using
information technology to monitor, graph, and present outcomes.
If you are not ready for internship, developmental work is available with PSY 6980, Fieldwork in School Psychology.
You must stay enrolled in field-based classes from the end of the semester that you take the Practicum in School
Psychology (PSY 6140) until you complete your internship. You must register with the state and maintain liability
insurance each semester that you work in the field.
Internship:
Purpose: The internship requirement is designed to ensure that all candidates have exposure to the real world of
school psychology and have an opportunity, under supervision, to apply the skills they are developing in the program.
Although you have to register for six credits hours of internship at the end of your program, the internship is more than
a typical class. The internship involves the application of psychological principles consistent with the program’s
written philosophy. Also, all internships include culturally diverse experiences. Supervisors may be responsible for a
maximum of only two interns at once. Interns are required to receive two hours of supervision per week.
Eligibility: Enrolling in the internship requires 1) prior completion of 60 hours of graduate credits, 2) Completion of
all master's degree courses with the exception of thesis, if applicable, 3) A permit to register for the class, 4) An
approved internship proposal/contractual agreement (NOTE: thesis proposal must be approved before contract can be
signed), 5) Evidence of liability insurance, and 6) on-site supervisor's resume and license on file with internship
coordinator.
Administrative Points: An internship is a practical experience or project consisting of a minimum of 1200 hours
of work. It must be full-time for one year or part-time for two continuous years. At least 50% must be in the public
schools setting during the regular school year. You can work with any approved school psychologist with 2 years
experience. Your supervisor must be a full-time employee of the district. You must receive two hours of supervision
per week. In order to complete the School Psychology Program, your on-site supervisor must agree that you are
competent to practice independently. That level of competence must be demonstrated in a public school system during
that portion of your internship.
The internship is described in the MTSU School Psychology Program Internship Information Packet, which can be
found on the school psychology webpage (http://www.mtsu.edu/programs/school-psychology/).
SOURCES FOR LIABILITY COVERAGE
American Professional Agency, Inc.
95 Broadway
Amityville, NY 11707
1-800-421-6694
Ask for NASP Student Professional Liability Insurance
School Psychology Student Guide
01/27/2015
22
American Psychologists’ Professional Liability Insurance Program
23401 El Toro Road
P. O. Box 910
Lake Forest, CA 92630 - 0910
1-800-845-1209
1-714-457-8011
FAX: 1-714-457-9106
APAIT Professional Liability Insurance Plan
P. O. Box 9234
Des Moines, IA 50306
1-800-852-9987
United Professional Liability Purchasing Group, Inc.
P. O. Box 1809
Rockport, TX 78381 - 1809
1-800-423-5344
1-512-790-9043
School Psychology Student Guide
01/27/2015
23
Student Formative Evaluations and Progress Monitoring
Overview: There are multiple opportunities for faculty and students to assess student progress in meeting MTSU school
psychology program goals and objectives during the course of a student’s matriculation through the program. The overall
purpose of periodic formative evaluations is to ensure that every student will become a competent entry-level school
psychologist by graduation. The formative evaluations are intended to promote faculty and student collaboration r egarding
student progress and any needed improvements. This feedback facilitates both student and program growth, and ensures that
remedial steps are outlined and taken. School Psychology Program faculty collaboratively review student formative
evaluations and use this information to improve program curriculum. Individual students are provided with copies of their
formative evaluations to provide feedback regarding their academic and professional growth.
Recordkeeping and Use of Data: Formative evaluation data are maintained in a program database by the school
psychology program coordinator. Access to the data is limited to program faculty, other appropriate university personnel and
program graduate assistants. Masked data are reported occasionally to the Psychology Department and other university
effectiveness monitoring entities as part of on-going accountability systems. Data also are used to document program
effectiveness as part of our National Association of School Psychologists (NASP) accreditation self-study.
The evaluation of MTSU school psychology students is consistent with the MTSU Graduate Student Bill of Rights and
Responsibilities:
a. Students have the right to be informed of specific requirements.
b. Students have the right for a non-biased evaluation of their progress.
c. Students have the right of an explanation of unsatisfactory progress.
d. Students have the responsibility to devote an appropriate amount of time and energy toward achieving
professional competence.
e. Students have the responsibility to communicate regularly with faculty to make progress toward
completing the program in a timely manner.
Unsatisfactory Progress. Consistent with the University’s Graduate Student Bill of Rights and Responsibilities, students
have the right to substantive feedback and regular guidance. A formative rating of unsatisfactory requires remediation. First
the student may be provided remedial work within classes. The remedial work may require conferences with professors,
repeating assignments or extra assignments to enhance skills.
A second possible remedial measure involves additional coursework in the area judged unsatisfactory. Per College of Graduate
Studies policy, students making unsatisfactory progress may repeat up to two classes, if a grade lower than B- was earned.
A student may appeal the notice of unsatisfactory progress in two ways. First, the student may appeal within the program.
The student is responsible for making a written request of an appeal to the program coordinator within two weeks of
notification of unsatisfactory progress. The Coordinator will schedule an appeal meeting with the student and the school
psychology faculty. The faculty may change the student’s remedial plan with a majority vote if alterations are deemed
necessary or the student has demonstrated adequate remediation and is viewed as not requiring additional interventions. If
the student is not satisfied with the outcome of the appeal, a second appeal through the College of Graduate Studies is
permitted. That process is described in the Universities Graduate Student Bill of Rights and Responsibilities.
Acknowledgement: Modeled after the University of Memphis, “School Psychology Evaluation Plan.”
School Psychology Student Guide
01/27/2015
24
Opportunities for Formative Evaluation: YEAR 1
1. Mid-Semester Advising/Evaluation Meetings: Students are responsibility for scheduling
advising/evaluation meetings. Students meet with the program coordinator to plan their course schedule and reflect
on student progress in the following areas near the middle of each semester:
(a) Academic progress in courses including grades and specific skills (e.g., report writing, case
conceptualization, parent/teacher conferences).
(b) Interpersonal skills as related to working effectively with children, parents, teachers and administrators.
(c) Progress in developing professional responsibility and ethics.
(d) Progress in developing an appreciation of individual and cultural differences.
(e) Perception of program quality.
(f) Overall progress toward program completion and licensure as a school psychologist.
A record of these meetings is documented by the program coordinator.
2.
Course Grades and Assignments: Course grades and level of success on applied assignments provide
feedback about your acquisition of knowledge and skills needed to practice as a school psychologist upon
graduation from the program. You are provided multiple supervised opportunities your 2 nd year to apply skills working
in schools prior to practicum and internship.
3.
Self-Evaluation and Progress Summary (SEPS): There is a link to the SEPS forms on the School
Psychology website. The purpose of SEPS is to provide an opportunity for students to reflect upon and describe their
growing understanding of the practice of school psychology and skill/knowledge development in 7 areas:
1.
2.
3.
4.
5.
6.
7.
Personal/Professional Development
Research
Assessment/Data-based decision making
Intervention
Social Cultural Foundations
Educational Foundations
Professional Issues
For first year students an electronic copy of SEPS should be provided to Dr. Rust no later than the Tuesday after
Summer Session IV exams.
Faculty use SEPS responses as one indicator of student progress in the program. SEPS data are combined with other
data (e.g., course grades, letters of recommendation, vita) as part of the informatio n reviewed in the selection
process for the James O. Rust Scholarship. Faculty also use SEPS data in the formulation of the Annual Student
Progress Letter.
4.
Annual Student Progress Letter: The purpose of the Annual Student Progress Letter is for faculty to
summarize student progress in the program based on the various sources of formative evaluation data collected
throughout the year. Letters are typically mailed to year one students during the fall semester following the submission
of SEPS at the end of the summer. Students are invited to discuss with faculty any questions or concerns they may
have about their progress letter. Copies of letters are kept in student files.
School Psychology Student Guide
01/27/2015
25
Opportunities for Formative Evaluation: YEAR 2
1. Mid-Semester Advising/Evaluation Meetings: It is the student’s responsibility to schedule
advising/evaluation meetings. Students meet with the program coordinator to plan course schedule and reflect on
student progress in the following areas near the middle of each semester:
(a) Academic progress in courses including grades and specific skills (e.g., report writing, case
conceptualization, parent/teacher conferences).
(b) Interpersonal skills as related to working effectively with children, parents, teachers and administrators.
(c) Progress in developing professional responsibility and ethicality.
(d) Progress in developing an appreciation of individual and cultural differences.
(e) Perception of program quality.
(f) Overall program toward program completion and licensure as a school psychologist.
2. Course Grades and Assignments: Course grades and level of success on applied assignments provide
feedback about your acquisition of knowledge and skills needed to practice as a school psychologist upon
graduation from the program. You are provided multiple supervised opportunities to apply skills working in schools
your 2nd year prior to practicum and internship (e.g., reading intervention with intermediate grade children in PSY
6750; assessment of a child with behavior problems in PSY 6770; consultation with a teacher in PSY 6875;
individual and group interventions in PSY 7080, interviewing techniques in PSY 6065).
3. Self-Evaluation and Progress Summary (SEPS): There is a link to the SEPS form on the Psychology
Department website. The purpose of the SEPS is to provide an opportunity for students to reflect upon and describe
their growing understanding of the profession of school psychology and skill/knowledge development in 7 areas:
1.
2.
3.
4.
5.
6.
7.
Personal/Professional Development
Research
Assessment/Data-Based Decision Making
Intervention
Social Cultural Foundations
Educational Foundations
Psychological Foundations
For second year students, an electronic copy of SEPS should be provided to Dr. Rust by Study Day of the Spring
Semester.
Faculty use SEPS responses as one indicator of student progress in the program. SEPS data are combined with other
data (e.g., course grades, letters of recommendation, vita) as part of the information reviewed in the selection
process for the James O. Rust Scholarship. Faculty also use SEPS data in the formulation of the Annual Student
Progress Letter.
4. Practicum Supervisor Evaluation. Your supervisor in PSY 6140 School Psychology: Practicum completes
both a midterm and final semester evaluation. A copy of this evaluation may be found in Appendix A of the Student
Guide.
5. Annual Student Progress Letter. The purpose of the Annual Student Progress Letter is for faculty to
summarize student progress in the program based on the various sources of formative evaluation data collected
throughout the year. Letters are typically mailed to students early in the summer following the submission of the
SEPS in the spring. Students are invited to discuss with faculty any questions or concerns they may have about their
progress letter. Copies of letters are kept in student files.
School Psychology Student Guide
01/27/2015
26
Opportunities for Formative Evaluation: YEAR 3
1.
Internship Supervisor Evaluations. Your supervisor in PSY 7810 Advanced Internship completes a total
of four evaluations: a midterm and final evaluation each semester of internship. A copy of this evaluation may be
found in Appendix A of the Student Guide.
2. Course Grades and Assignments. Internship course grades and level of success on applied assignments
provide feedback about your acquisition of knowledge and skills needed to practice as a school psychologist upon
graduation from the program.
Summative Evaluation Procedures: End of Year 2 and 3
1.
MA Comprehensive Exam. See earlier description of exam and criteria for passing.
2.
PRAXIS Exam. The Praxis II in School Psychology is taken after completion of most coursework. If student
score meets or exceeds the national passing score level, the PRAXIS may be substituted for the Ed.S.
comprehensive exam.
3.
Internship Drop Box Activities. Student artifacts (e.g., case study, report, response to crisis) are evaluated
by faculty. See Internship Packet for specific descriptions of artifacts and scoring rubrics.
4.
Recommendation for Licensure. Program faculty members in consultation with your internship supervisor
will indicate whether or not you are ready for independent practice.
School Psychology Student Guide
01/27/2015
27
Remediation Program Addressing Performance
In the School Psychology Program
Name:_
Date:_
List of Faculty Concerns
Recommendations to Improve Performance
Objectives to be met for Satisfactory Performance
Deadline for Objectives to be met
Possible Outcome(s) if Objectives are not met
School Psychology Student Guide
01/27/2015
28
Licensure
Tennessee Department of Education Licensure. School Psychology licensure from the Tennessee State
Department of Education moved to Ed.S. level as of 9/1/01. You must apply for this licensure in LRC, Room 170 (8982877). You will need a letter from the School Psychology Program Coordinator indicating you have completed all
requirements necessary for licensure. You must request that your PRAXIS scores be sent to Middle Tennessee State University
and the TN Department of Education. The Tennessee Department of Education application for licensure must be signed, and
returned to the following address:
Middle Tennessee State University
Teacher Licensure Office
P. O. Box 93
Murfreesboro, TN 37132
Any application filled out incorrectly will be returned to the applicant.
Nationally Certified School Psychologist. The Nationally Certified School Psychologist (NCSP) distinction is the
highest credential offered to graduates of the Ed.S. program. That goal requires that you meet NASP standards, including
completion of the 1200-hour internship, at least 60 graduate hours in school psychology, and a passing score on the Praxis II in
School Psychology (a score of > 165). When registering for the Praxis II, it is important to have your scores sent directly to
NASP if you plan to apply for the NCSP after completing the program. NASP national certification is available to program
graduates who earn an acceptable score on the Praxis II in School Psychology test (a score of > 165). In order to be eligible
for the certification, the program coordinator must verify that the candidate meets professional standards.
Maintaining the NCSP distinction requires continuing professional development (75 hours every 3 years). Among those 75
hours, 10 hours must be from NASP or APA-approved providers and 3 hours in ethical practice and legal regulation of
school psychology.
NASP information (including cost) is available at: http://www.nasponline.org/certification/becomeNCSP.aspx
Psychological Assistants. Some school psychology students may wish to obtain certification as Psychological
Assistants in Tennessee by applying to the Tennessee State Board of Examiners in Psychology. That process is described in
the Rules of the State of Tennessee Board of Examiners in Psychology Chapter 1180-4 Rules Governing Certified
Psychological Assistants. (2006). P. 4.
School Psychology Student Guide
01/27/2015
29
PROFESSIONAL SUPPORT
You are encouraged to join the following associations as student member:
NASP
National Association of School Psychologists
4340 East-West Hwy. - Suite 402
Bethesda, MD 20814
Phone: 301-657-0270
www.nasponline.org
TASP
Tennessee Association of School Psychologists
1214 Boyd Avenue
Maryville, TN 37803-3120
www.TASPonline.org
Tennessee State Board of Education
www.state.tn.us/education/speced/index.html
click on assessment
click on approved specific eligibility standards
School Psychology Organization (SPO)
MTSU Student Organization
School Psychology Student Guide
01/27/2015
30
Grievance Policy
School psychology students’ rights and responsibilities are described in the Graduate Catalog (pages 24-25). Consistent with
the NASP ethical code, faculty members recommend that informal resolutions be exhausted prior to filing formal grievances.
The College of Graduate Studies adopted a student Bill of Rights and Responsibilities and an appeal process that apply to all
graduate students. These are described in the College’s Student Handbook pages 20, 39-40, 56.
Writing Papers and Ethical Behavior
Plagiarism: Plagiarism is defined as the use or reproduction of material from another person’s work (e.g., publications,
productions, or intellectual property) without revealing the source and/or clearly acknowledging the degree of dependency. If
materials are reproduced verbatim from another source, or even reproduced in large part with only minor modification,
proper citation must occur. To avoid allegations of plagiarism, clearly cite the source and use quotation marks to identify t he
excerpts, or clearly acknowledge the source by indenting and single-spacing the reproduced selections.
Plagiarism can include:
Copying another student’s work.
Utilizing the wording of another author’s work in your paper and not citing the author in your references.
Using the ideas of another author in your work without citing that author in your references.
Restating an author’s works too closely.
According to the Harbrace College Handbook, 11 Edition (1990), pp. 424,426, & 427:
You must acknowledge all material quoted, paraphrased, or summarized from any published or unpublished work.
Failing to cite a source, deliberately or accidentally, is plagiarism. A paraphrase is a restatement of a source in about
the same number of words. Your restatement of someone else’s words should honor two important principles: your
version should be almost entirely in your own words, and your words should accurately convey the content of the
original passage. If you simply change a few words in a passage, you have not adequately restated it. You may be
charged with plagiarism if the wording of your version follows the original too closely.
It is also unethical to turn in the same paper to two professors and claim each as an original product for a class
assignment. The potential consequences for plagiarism at MTSU vary from failing the class in question to dismissal
from the university.
Ethical Conduct: Consistent with Psychology Department policy, students must be able to meet demands required for
professional work in School Psychology. Therefore, students may be subject to dismissal from the School Psychology
Program if they (a) commit a serious breach of ethics or gross professional negligence or (b) present evidence of impaired
psychological functioning that would present a danger to themselves or others in a professional role. Students who are
dismissed may reapply for admission and will be considered on a competitive basis.
University Resources
The university has microcomputer labs in the library and the business/aerospace building (BAS). Students need to familiarize
themselves with the hours the labs are available to them as soon as possible. These hours may change from semester to
semester. An additional lab is available in Peck Hall.
Psychlit, Infoseek, and ERIC are available on CD ROM, the internet, and at the library. Students unfamiliar with PsycINFO
would benefit from learning how to use this reference database as soon as possible. Personnel at the library reference desk
should be able to show you how to use this database.
The MTSU Center for Counseling and Psychological Services (898-2670) is one source of counseling available at no cost
to MTSU students. Counseling Services is located at the Keathley University Center (KUC) 329.
A School Psychology Bulletin Board is located on the second floor of Jones Hall near Room 207. Program information,
internship and job opportunities and related information will be regularly posted on this board. Students are encouraged to
check this board often.
School Psychology Student Guide
01/27/2015
31
A phone list of student and faculty phone numbers will be updated every fall and should be available by the end of
September. Please make sure that James Rust is kept informed of your current phone number. If you do not want your phone
number available to other students indicate this when supplying your number to the department.
Dyslexia Center and Project Help. We are fortunate to have two excellent and unusual practicum placements at the
Dyslexia Center and at Project Help. If you are interested in dyslexia or work with children under 3, check out these
opportunities.
The University Writing Center is a free tutoring service funded by the university for all MTSU students. They help students
in any course feel more comfortable approaching any writing project by determining strengths and by building on
weaknesses.
Student Group Health Insurance. Medical insurance for students is located on the campus web site at
http://www.mtsu.edu/healthservices/
School Psychology Student Guide
01/27/2015
32
Appendix A
Forms
Forms included in Appendix A:
M.A. candidacy form – complete early in your first year and turn into the graduate school.
Ed.S. candidacy form- file in the fall of your third year
Psychology Department Checklist- used to document that TN State Department of Education Licensure requirements are met
Request for Exception to Common Requirements- Because M.A. and Ed.S. courses are often taken simultaneously, it is
important to fill out this form anytime you are enrolled in Ed.S. courses prior to graduating with your M.A.
Request to Overload- needed if enrolling in more than 12 credits in one semester
Intent to Graduate- You must submit a form prior to the second week of the semester in which you intend to graduate with
your M.A and then again prior to the second week of the semester you intend to graduate with your Ed.S.
All of these forms can be accessed on the MTSU graduate school webpage under the “forms” tab
(http://mtsu.edu/graduate/forms.php).
School Psychology Student Guide
Rev. 01/27/2015
33
MTSU
Official Use Only
Input on SIS
Advancement to Candidacy Form for Masters’ or Specialists’ Degree Programs
College of Graduate Studies Office of the Dean Middle Tennessee State University
1. A copy of your candidacy form should be submitted to the College of Graduate Studies according to your program’s curricular requirements.
2. Please list course number & department, course title, and semester hours of credit as indicated below.
3. Secure the signatures of the appropriate persons and submit the signed form to the College of Graduate Studies, Room 114, Cope Building.
Name:
Address:
Date:_
Student Identification #
Telephone #
Degree: MA
Major: Psychology
Concentration:
Course ID #
(including
Prefix)
School Psychology
Sem.
Course Title
Hours
_
Grade
IF APPLICABLE:
Transfer Credit Taken
Prior to Attending
MTSU
Transfer Institution
Substitute
for MTSU
Course#
Dept.
Approval
for
Transfer
Credit
Degree Program
PSY 6640
PSY 5260 or
Thesis Research
Intro to Psychological Testing (prerequisite)
3
PSY 6440
Advanced Applied Behavioral Analysis
3
PSY 6400
PSY 6060
Psychological Disorders of Children
School Psychology: Ethics and Practice
3
3
PSY 6080
Interventions with Children and Adolescents
3
PSY 6100
PSY 6101
Intellectual Assessment
Intellectual Assessment Lab
3
1
PSY 6120 or
6130 or 6410
3
PSY 6750
Developmental Psychology: Adolescent, or
Development Across the Lifespan or
Developmental Psychology: Child
Psy. & Assessment of Learning Disabilities
PSY 6760
Educational Assessment
1
PSY 6770
3
PSY 6875
Assessment & Therapeutic Interventions for
Children's Emotional Problems
Consultation
PSY 6065
School-Based Mental Health Services
3
PSY 6140
Practicum: School Psychology
3
PSY 6280
PSY 6290
Language Research Tools (if relevant)
Psychological Statistics: Regression
Psychological Statistics: Anova
6050
3
3
3
3
44 hour program
Date:
Signature of Candidate
If Applicable:
I certify the above degree plan
Date:_
Date:
Signature of Graduate Advisor
Signature of Minor Advi sor
This individual holds a professional license, or licensure requirements will be met by the above courses, if applicable.
Date:
Signature of Dean, College of Graduate Studies or Graduate
School Psychology Student Guide
Rev. 01/27/2015
34
Analyst
Date
School Psychology Student Guide
Rev. 01/27/2015
35
MTSU Advancement
to Candidacy Form for Masters’ or Specialists’ Degree Programs College of Graduate
Studies Office of the Dean Middle Tennessee State University
Official Use Only
Input on
1. A copy of your candidacy form should be submitted to the College of Graduate Studies according to your program’s curricular requirements.
2. Please list course number & department, course title, and semester hours of credit as indicated below.
3. Secure the signatures of the appropriate persons and submit the signed form to the College of Graduate Studies, Room 114, Cope Building.
Student Identification #
Telephone #
Name:
Address:
Degree:
Ed.S.
Major:
Curriculum & Instruction
Concentration:__School Psychology_
If applicable: Minor:
Course ID #
(including
Prefix)
Date:
Specialization:
Sem.
Hours
Course Title
Grade
IF APPLICABLE:
Transfer Credit Taken
Prior to
Attending
MTSU
Transfer Institution
Substitute
for MTSU
Course#
Dept.
Approval
for
Transfer
Credit
Prerequisites
Masters degree in Psychology
Degree Program
SPSE 6390
School Law
3
SPSE 6640
Microcomputers in K-12 Educational Settings
3
PSY 7810
Advanced Internship: School Psychology
6
PSY 7080
Practicum: Advanced Interventions with Children
3
PSY 7530
Psych of Reading and Reading Development
3
PSY 7100
Multicultural & Social Bases for Assessment &
Intervention Practices
Classes required somewhere in your graduate
program
School Neuropsychology
3
PSY 7200
3
Guided Electives
PSY 6661
Program Evaluation
3
PSY 6105
Psychoeducational Assess. of Preschool Children
3
30-Hour Program
FOED 7610/761
Language Research Tools (if relevant)
Directed Indiv. Res or Master's degree thesis
listed on transcript
Date:
Signature of Candidate
Residency (Indicate time period)--18 hours in 12 month period plus 9 semester hours in one semester during Ed.S.
If Applicable:
I certify the above degree plan
Date:_
Signature of Graduate Advisor
Date:
Signature of Minor Advisor
This individual holds a professional license, or licensure requirements will be met
by the above courses, if applicable.
Date_
Signature of Teacher Licensing Analyst
School Psychology Student Guide
Rev. 01/27/2015
MST & MAT Students, only:
Date:
Signature of Chair of Educational Leadership
Department or Elementary Education Department
35
Date_
Signature of Dean, College of Graduate Studies or Graduate Analyst
A Tennessee Board of Regents Institution
MTSU is an equal opportunity, non-racially identifiable, educational institution that does not discriminate against individuals with disabilities
School Psychology Student Guide
Rev. 01/27/2015
36
Psychology Departmental Checklist
Completed Preparation in each area during graduate studies (all must be graduate hours)
PSYCHOLOGICAL FOUNDATIONS
Biological Bases of Behavior
(e.g., biological bases of development, neuropsychology,
physiological psychology, psychopharmacology)
Course Number
PSY 7200
Human Learning
PSY 6440
Social and Cultural Bases of Behavior
(e.g., cross-cultural studies, social development, social and
cultural diversity, social psychology)
PSY 7100
Child and Adolescent Development
PSY 6120 or 6130_or 6410
EDUCATIONAL FOUNDATIONS
Instructional and Remedial Design
Course Completed
PSY 6750
Organization and Operation of Schools
SPSE 6390 and SPSE 6640
(including but not limited to education of exceptional learners
school and community-based resources, alternative services
delivery systems).
Human Exceptionality (Individual Differences)
PSY 6400
MENTAL HEALTH/INTERVENTIONS/PROBLEM SOLVING
Behavior Management
Mental Health
Assessment
(diverse models and methods linked to direct and indirect interventions)
PSY 6440
PSY 6065
PSY 6100 & 6105 & 6770
Direct Interventions, both Individual and Group
(including counseling)
PSY 6080 & 7080
Indirect Interventions
(including consultation, systems and organizational change)
PSY 6875
STATISTICS AND RESEARCH METHODOLOGIES
Research and Evaluation Methods
PSY 6640 or FOED 7610
Statistics
PSY 6290
Measurement
PSY 6280
PROFESSIONAL SCHOOL PSYCHOLOGY
Internship
PSY 7810
History and Foundations of School Psychology
PSY 6060
Legal and Ethical Issues
PSY 6140
Professional Issues and Standards
PSY 6140
Alternative Models for the Delivery of School Psychological Svcs.
PSY 6065
Emergent Technologies
SPSE 6640
Roles and Functions of the School Psychologist
PSY 6140, 6065
Rationale for any
exception
Residency fulfilled
month period. Completed Comprehensive Exam
Advisor's signature
School Psychology Coordinator signature
School Psychology Student Guide
Rev. 01/27/2015
37
School Psychology St udent Guide
Rev. 8/10
37
MIDDLE
Request for Graduate Overl oad Form
TENNESSEE
College of Graduate Studies
ST."-TE lJt--11/ERSITY
Name,
MTSU 10 #
Prog a;n----------------------
Somos &r"-----------------------Numl>or or Hours Roquostedr
_
List allcourso.s you will tako thlt owrload torm. {II summor somostor.lndicato total number
olhours
LObe Lakon ror tho onliro term.)
COURSENUMBER
COURBENAME
RoasOf\(S) tor Requesting tho Overload:
Course(s) is/ate not available in lhonear futuro.
I ama candidalo for a gtadualo dOQfOO noxl oommencomont.
1 om topoaung
hours.
Other: Explain-------------------------------------------
Gradua:e Sudent Signature
Date
Gradua:e Progam Direelor/Ad'visor Signature
Date
Graduae: Allaly&: Signau:re
Date
A f ennoa.Mo O ro of Rogont•ln&lth l
IJT'SU ISon OOII lf r.p.po.rrun.-f,llO.'I.JO:I'!l\'r fdo.-'l'. O. o:t.xat'o!to11kl$1\,ul.'r.n mOl dOC-l: llf.lt t\11111 'nst11117Md\mU ttWI dls,lt;I.\}OS-
1}
MIDDLE
i
College
!¥
Notice of I ntent to Graduate forrM ar e due no l ater than the second week of the semester in which you plan to graduate. This form wlilbe used to order your dp
i loma.
Please print your na me exactly as you wish It to appear on your diploma. Your diploma will be maile.d to the address you list on this form. Ther e will be a $10 charge to
correct the
name or 1he degr ee 01\Ce dipl ocnas h:Ne been ordered. Your name will be printedin allgn1du::ttion relar ed matera
ilunl eu the MTSU R ecor dOffice iS M tified specifica lly not
I?
lOde) $0.
of
TENNESSEE
Graduate Studies
Notc
i e of Intent to Graduate
STATE U NIVERSITY
Thiv :*'lctltm ''""'' btu:ompkt&t by tht!
MT$U JJusiMss 0/fi«1'' Floor Copt!
Adminr,.tratiort Bll iiJ ing.
ExpectedGraduation Term:(month and year)------------------MTSUIDA'
Name:----------------------
ErnaiiAddr css:
Phone:
.S tr eet:
Retei pl Number ---------
_
_
-
<
City:
Amount Pai
--------
Zip:----------
St <t c:
a
--
Degr ee you expect to receive:
Retei vin& cashier ----------
-:::.,--,-;---.,-,..,:-;::.,.---:-:---::-:-------Thisinbfm&tbn MUST be p!t>cise fory-:>urdipbma
Pr ogn11nof S'tuity:
Areyou requi red to take a comprehensi ve exa mi nat ion?
YES
NO
Are your required to complete a thesis/ dissertation?
YES
NO
List allprevious degr .s and universities:(bacc alaureate or higher}
Degree
Date
_
laJ
Universirv Name
_
\Liwt
fi1wt
0 Yj}$ 0 No
0 Yj}$ 0 No
ThesfV(liurtl nn A.l!(lulrj}d
0 Y"$
0 No
ThesfV(liurtl nn R il. oe:i
0 Y"$
0 No
ThesfV(liurtl nn A.eturntd
0 Y"$
0 No
lni rialChetkOul 0
StuderHSigrloli:Ufe
Date
Fn
i
0
aiChetkOul
GPA -----------
Graduate Pfo-grarnDirector/ArtviSof Sigoatufe
Date
A T( 'lllC\i\iOO !}o;l.'d o! R¢9(ln.
!tJ.il)n
/.ftW it •"('y..-.1 f f. .- "'" f lf;:cw.••·_,,"'"""'f\nWo)<> l'lolll <AoN"01<''Kffl:'"" .w 'f o.tn"""
Appendix B
Program Coordinator Annual Report for Previous Year
MTSU School Psychology Program Coordinator Annual Report 2009-2010
State of the Program
1. Student recruitment, selection, and admission.
How many students applied for admission into the program this past year?
Fall:
33
Spring: 2
Summer: NA
Total: 33
Summer: NA
Total: 25
Summer: NA
Total: 12
How many students were admitted for:
Fall: 17
Spring: 1
How many students enrolled for:
Fall: 12
Spring: 0
Note: As of 8/16/10, we have one opening.
Average GRE scores for students who enrolled:
Total group: V = 522 (2006 class: 448; 2007 class 458, 2008 class 517; 2009 class 473), Q = 549 (2006 class:
515; 2007 group: 526, 2008 class 539; 2009 class 566), Analytical writing students who enrolled: 4.5; (2006 class
3.88; 2007 group 4.2, 2008 class 4.0, 2009 class 4.08)
UGPA of those who enrolled: 3.46; (2007 group 3.21; 2008 3.47; 2009 3.55)
Status of those enrolling: (2010 group 4 conditional and 8 unconditional; 2007 group 6 cond itional and 6 unconditional;
2008 conditional, 12 unconditional; 2009 11 unconditional, 3 conditional)
Total number of students currently enrolled in the program: 12+12+6+1=31
2. Maintain administrative records of the program.
How many students completed theses during the past year?
12
How many students graduated during the past year?
12
How many students attended professional conferences last year?
20
How many students presented papers at conferences last year?
9
How many students authored/coauthored journal articles last year?
0
How many students received internal grants last year?
2 to travel to our conventions in Chicago to present papers
How many students received external grants last year? 1 worked with Dr. Zaf Kahn (Special Ed) on a Positive Behavior
Support Grant.
3. Maintain database of graduate students.
100% job placement rate for 2010 Ed.S. graduates in TN, TX, CO, NC, AL, IL.
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Database of graduates.
Follow-up of 2010 program graduates:
Number
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Name
Alison
Amber
Hayley
Michael
Jonna
Jessica
Jennifer
Faith
Jude
Emma
Matt
District
Murfreesboro
Colorado Springs
Colorado Springs
TX
Clarksville/Montgomery Co
Robertson Co
Sumner Co
Coffee
Auburn, AL
IL
Rutherford Co
Follow-up of 2009 Program Graduates:
Number Name
District
1
Heather S.
Ripley, TN
2
Rachel F.
Franklin, TN
3
Rachel R
Giles County, TN
4
Michael M.
Continuing as intern
5
Sarah M.
Forsyth County, NC
6
Jayna
Warren County, TN
7
Jessica
Continuing as intern
2008 graduates job status check as of 6/3/08
1 holding in Dresden, TN
2 holding for Williamson County
1 holding for Metro Nashville
1 in Maury County
1 in Blount County (Maryville)
1 in Alaska
1 in Colorado
1 in South Carolina
1 in Texas (Note: All out of state interns were offered jobs near or at their internships.)
2008 Administrative Records of the Program.
How many students completed theses during the past year?
How many students graduated during the past year?
How many students attended professional conferences last year?
How many students presented papers at conferences last year?
How many students authored/coauthored journal articles last year?
How many students received internal grants last year?
How many students received external grants last year?
9
5
30
9
2
1 (Jonna)
0
Follow-up of 2007 Graduates:
Amy A.
Wilson County
Kristy W.
Sumner
Leah L.
Metro Nashville
Mindy S.
Cheatham
Mary Beth B.
Murfreesboro City
Jessica WG.
Murfreesboro City
Holly W.
Tipton County
Casey B.
Maury County
Natalie H.
South Carolina
Michael N.
Warren County
Amanda D.
Jefferson County
Not available
did not graduate
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Follow-up of 2006 Graduates: All are school psychologists
Deanna A.
Jason C.
Erin G.
Sarah H.
Alicia L.
Tammy P.
Trina TS.
Nathan T.
Charlotte W.
School Psychology St udent Guide
Miami School District, Ohio
Indiana Special Ed Consortum (supervisor)
Metro Nashville
Illinois school psych
Hickman County
Texas school psych
Williamson County
Franklin Special Schools
Currey Ingram private school
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