Ed.S. in School Psychology

Our Ed.S. program offers you practical experience, research opportunities, and well-rounded coursework. You will learn the skills needed to work with children of all developmental abilities (aged birth to 21 years), as well as their families, in school or community settings.

Applications Open for Next Academic Year in August 

Early Childhood School Psychology Concentration (Optional)

You can take an additional 12 hours of integrated core and practical coursework, beyond that required for the Ed.S. degree, to earn a concentration in Early Childhood School Psychology.

Licensure and Certification

After you complete our Ed.S. program and pass the Praxis II/National Association of School Psychologists licensing exam, you are eligible for National Association of School Psychologists’ national certification and to pursue licensure as a school psychologist in the state of Colorado. The University of Denver has not yet determined whether the program meets licensure requirements in a state other than Colorado or in any U.S. protectorates. If you would like to pursue licensure in a state other than Colorado, contact the state’s Department of Education to determine whether the program meets licensure requirements.

Learning Outcomes

The program learning outcomes for the Ed.S. in School Psychology are as follows:

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  Application of contemporary, scientifically-based knowledge of typical and atypical development from birth to age 21 within the core areas of cognition and learning, language and communication, motor and movement, social-emotional and adaptive behavior.

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  Family sensitive practice that acknowledges the impact of biological, social, cultural, ethnic, socioeconomic and linguistic factors on the learning and development of students and families from diverse backgrounds.

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  Collaborative problem-solving with school, family and community professionals leading to practical applications of human learning and development theory and a full continuum of empirically valid prevention and intervention strategies to promote mental health, learning and physical well-being for students in regular and special education.

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  Recursive data-based decision-making and goal-setting using a broad array of assessment approaches, the results of which are functionally linked to program interventions and services that result in measurable positive academic, social-emotional and behavioral outcomes.

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  The ability to design, implement, and appraise a continuum of universal, targeted and intensive individual, group, family, classroom, district or community mental health agency interventions and educational services intended to create and maintain safe and supportive environments for learners of all abilities and with diverse needs.

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  Program development and evaluation that include, but are not limited to, progress monitoring, outcome accountability and formative and summative evaluation of school, family and community partnerships to enhance academic, social-emotional and behavioral outcomes for students.

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  The ability to appraise and communicate empirical evidence and literature based on a thorough understanding of research design, measurement and statistics.

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  Ethical, legal and socially responsible practice in the professional fields of School Psychology and Child and Family studies that reflects current knowledge of public policy, federal and state legislation and regulations, and a strong professional identity.

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  Shared decision-making that utilizes information sources and technology to safeguard and enhance services and promote change at the individual, family, classroom, building, district or community level.

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  Advocacy that promotes wellness and ensures that prevention of learning, emotional and behavior problems commands as much attention, effort and resources as remediation.