EDUCATIONAL PSYCHOLOGY AND FOUNDATIONS
EDUCATIONAL PSYCHOLOGY, MAE
PROGRAM GOALS AND OBJECTIVES
The mission of the program has been to prepare and serve persons wishing to continue on in their
graduate studies and receive a doctoral degree, persons pursuing the Educational Specialist
(Ed.S.) degree in school psychology and persons working in community, government, business,
health and human services organizations. This is consistent with the missions of the college and
university to offer a broad range of degree programs, a dynamic learning environment, and
excellence in teaching, research and service to individuals, communities, and organizations.
Goals for all students include focusing on the implications current research has for educational
practice and developing the skills necessary for further graduate work or professional careers.
The following are specific program goals and objectives for the MAE:EP students in the Context
and Techniques of Assessment emphasis who go on to receive their Ed.S in School Psychology.
Specifically, all students applying for the Educational Specialist degree in School Psychology
must first receive their MAE:EP. Several of the program goals are also true for all MAE:EP
students (such as Goal 2, to train professionals who have an area of expertise in both education
and psychology.
1. Mission
The mission of the University of Northern Iowa School Psychology Program is to prepare
reflective practitioners who have the knowledge and skills to enhance the educational and
psychological well-being of children and adolescents. The program focuses on data-based
decision-making and strives to use data to drive both training and practice. The UNI School
Psychology Program faculty believe that effectively linking multi-method assessment to
evidence-based interventions is crucial to successful practice. To this end, we prepare
practitioners who make professional judgments that take into consideration ethical principles;
social, political, and policy contexts; and best practices derived from research and theory. Valid
and reliable professional judgments are made by school psychologists who are committed to a
process of continuous professional growth. This necessitates ongoing, critical examination of
both practice and the current literature in the field. The program strives to train practitioners who
will become leaders in the practice of school psychology and advocates for all children and
families. Interrelated didactic, seminar, and practicum training experiences are designed to
facilitate students’ development of knowledge and critical thinking skills. Personal and
professional development is further promoted through participation in a learning community of
professors, other graduate students, and practitioners.
2. NASP Domains of School Psychology Training and Practice
Program goals and objectives were developed in accordance with the stated mission of the
program and the eleven competency domains established by NASP (2000;
http://www.nasponline.org/standards/FinalStandards.pdf). The goal of UNI’s School Psychology
Program, consisting of the combined MAE and Ed.S. programs, is to develop entry-level
competency for graduates in each of the domains. NASP specifies that competency consists of
both knowledge and skills and that each of the domains must be addressed in coursework,
practica, and internship. The NASP practice and training domains are listed in Table 1.
Table 1
NASP Domains of School Psychology Training and Practice
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Data-Based Decision-Making and Accountability
Consultation and Collaboration
Effective Instruction and Development of Cognitive/Academic Skills
Socialization and Development of Life Skills
Student Diversity in Development and Learning
School and Systems Organization, Policy Development, and Climate
Prevention, Crisis Intervention, and Mental Health
Home/School/Community Collaboration
Research and Program Evaluation
School Psychology Practice and Development
Information Technology
3. Program Goals and Objectives
Each of the NASP competency domains is addressed in one of more of the following program
goals and objectives:
Goal 1: To train specialist-level school psychologists who practice data-based decision-making
A. Students will demonstrate an understanding of foundational principles of research and
data analysis.
B. Students will demonstrate the ability to make decisions regarding assessment and
intervention based on valid and reliable data collected from multiple sources.
C. Students will be familiar with empirically-supported assessment techniques and
interventions and be able to use technology to access these in the literature.
D. Students will be able to apply research principles to the evaluation of programs and/or
larger scale interventions.
Goal 2: To train specialist-level school psychologists who have a foundation of knowledge in
both education and psychology
A. Students will have a strong foundation of knowledge in psychology (including, but not
limited to, human development, biological bases of behavior, and social psychology) and
are able to apply these principles to their work with students, families, and school
personnel
B. Students will have a strong foundation of knowledge in education (including learning,
cognition, and effective instruction) and are able to apply these principles to their work
with students, families, and school personnel.
Goal 3: To train specialist-level school psychologists who are ethical decision-makers.
A. Students will demonstrate an understanding of NASP’s Principles for Professional
Ethics.
B. Students will be able to apply a problem-solving model in making ethical decisions.
C. Students will be familiar with the benefits and challenges of practicing school psychology
in rural areas.
D. Students will develop the necessary skills to work in a rural environment (e.g. students
will have the skills to access resources using technology)
Goal 4: To train school psychologists who have expert skills as indicated by the school
psychology literature and the standards established by the professional organizations that
represent the field.
A. Students will demonstrate the knowledge and skills associated with effective
psychoeducational assessment.
B. Students will demonstrate the knowledge and skills necessary to develop, implement, and
evaluate empirically supported interventions.
C. Students will demonstrate the knowledge and skills necessary to work with school
personnel to identify and solve individual, group, and systems level problems.
D. Students will demonstrate the skills and knowledge necessary to work with families to
increase a student’s success.
The following are specific program goals and objectives for non-School Psychology graduate
students:
1. To gain or enhance the ability and the inclination to read, understand, evaluate, and apply the
findings of educational research as they are reflected in the professional literature
A. Students will demonstrate an understanding of foundational principles of research and
data analysis.
B. Students will be able to read and critically evaluate empirical studies.
C. Students will demonstrate the ability to apply research findings in context.
D. To acquire the ability to conduct research and to use research findings to guide decision
making.
2. To acquire new knowledge in Theory-Based disciplines and to apply that new knowledge in
educational settings.
A. Students will demonstrate knowledge and skills in theory-based disciplines that provide
the broader, contextual frameworks for understanding.
B. Students will be able to use the theoretical knowledge related to their discipline to
develop practical activities and to make decisions about teaching.
C. Students will be familiar with Learning Theory, Human Development, Motivation,
Cognitive Science, Child and Adolescent Psychology, Curriculum Theory, History of
Education, Philosophy of Education, Sociology of Education, School Reform and School
Improvement, Diversity, and other disciplines in which the intent is to develop theoretical
frameworks for understanding and improving educational practice.
April 2010