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Education Specialist in School Psychology

Mission and Goals

The mission of the School Psychology program involves three major aspects and they are listed and explained below.

  • Scientist-practitioner
  • do whatever it takes
  • to make a difference

Professional school psychologists are practitioners who utilize their skills and training to positively impact the psychoeducational functioning of children.  They have expertise in evaluation, intervention, consultation, and collaboration, and they use these skills within a Response-to-Intervention framework to help ensure that all learners under their care experience success in school.  Professional school psychologists do not limit themselves to considerations of disability, but work with parents, teachers, and the community to create an enriching learning environment for all children.

Do whatever it takes means the school psychologist does not operate within narrow parameters.  The school psychologist might model effective teaching for a teacher.  He or she might assist the family in finding appropriate assistance for family-related problems that are impacting a child's success in school.  In short, the school psychologist broadly defines his or her role.  Doing whatever it takes also implies commitment and an attitude of service. 

To make a difference means that the school psychologist's job is not giving tests and writing reports.  Those tasks are only steps in the process.  The job is take a child who is not experiencing success in school and provide the things that are needed so that the child starts down the road of success.  The job is not over until the child in failure finds success in school

Goals of the Program

1. To train practitioners who are competent in psycho-educational assessment and diagnosis of specific learning, emotional, and behavioral difficulties.

2. To train practitioners who use a scientific approach to evaluation that results in idiopathic diagnosis and individualized remediation.

3. To train practitioners who use the collaborative model in providing consultation services to parents, teachers, and administrators.

4. To train school psychologists to recognize and analyze the strengths and weaknesses of family systems so they can intervene appropriately to enhance child development and learning.

5. To prepare school psychologists who understand the political, fiscal, and administrative structures of schools so they can function effectively within a collaborative framework.

6. To train school psychologists who have good written and oral communication skills.

7. To train school psychologists who can develop and implement functional and relevant academic and behavioral interventions.

8. To prepare practitioners who, within their profession, are life-long learners.

9. To prepare practitioners who are change agents for the profession and the educational community they serve.

10. To prepare school psychologists who uphold the highest ethical standards.

11. To train school psychologists who are comfortable with the uses of modern information technology.