Educational Psychology — School Psychology Concentration (Blended)

Additional Considerations

The Department of Educational and School Psychology conducts a holistic review process that evaluates applicants through a variety of methods. Balanced consideration will be given to applicants’ academic record, professional experiences, interpersonal strengths, and commitment to school psychology as evidenced by transcripts, resumes, essays, professional recommendations, and interviews. We screen applications for evidence of academic and professional readiness, interpersonal excellence, and commitment to the profession of school psychology in December and then invite highly qualified candidates to participate in admissions interviews in January. Applicants may expect admissions decisions by the end of February.

We strongly encourage applicants to consider the admissions selection criteria below when preparing their application materials. These criteria reflect the experiences, skills, and commitments that we consider important for success in graduate school and the profession of school psychology. We apply these criteria flexibly and consider applicants holistically, as we are committed to an equitable and inclusive admissions process and the preparation of school psychologists who represent the rich diversity of the school-age population.

Academic Readiness:

• Strong GPA, with consideration given to progress over a program of study, performance in psychology and education courses, and letters attesting to preparedness for graduate-level training when GPA falls below minimum requirements.
• Effective written communication skills.
• Experience with scholarly or research projects (e.g., successful completion of an academic thesis or other major academic/research/professional project).
• Specialized training, skills, and credentials (e.g., multilingualism, data literacy, or certifications).

Professional Readiness:

• Familiarity with the profession and practice of school psychology.
• Experience volunteering or working in schools or with the school-age population.
• Leadership and/or community service experience.
• Goal-oriented with demonstrated perseverance.
• Effective planning and organization skills.
• Demonstrates initiative and self-direction.

Interpersonal Readiness:

• Demonstrates cultural humility.
• Effective and flexible collaboration and communication skills.
• Open to new learning and diverse perspectives.
• Values, accepts, and integrates feedback for personal and professional growth.

Commitment to the Mission of the Program and Profession

• Committed to promoting equity and positive outcomes for diverse students, families, and schools.
• Committed to collaborative, data-based problem solving and evidence-based, behavioral school psychology practice (please refer to our School Psychology program philosophy).
• mmitted to a comprehensive and integrated model of school psychology practice (please refer to the National Association of School Psychologists 2020 Practice Model).

Professional Licensure and Certification Notice

Students who are pursuing degrees leading to application for professional licensure or certification, and/or who will be participating in clinical placements, practica, or internships through their USM program should be aware that their host facility may require a criminal background check, finger printing, and/or drug screening. In such situations, each student is responsible for obtaining and paying for the background check or other screening process and for delivering required documentation to the facility. Although the University will make reasonable efforts to place admitted students in field experiences and internships, it will be up to the host facility to determine whether a student will be allowed to work at that facility. Students should further be aware that a criminal record may jeopardize licensure or certification by the state or national credentialing body. Students may consult the certification body corresponding to their intended occupation for more details. Successful completion of a program of study at USM does not guarantee licensure, certification, or employment in the relevant occupation.

Students who are pursuing degrees leading to application for professional licensure or certification also should be aware that credentialing requirements vary state-to-state. Students may contact their state department of education certification office and/or state licensing boards to determine whether or not their USM program meets credentialing requirements for professional practice in their prospective states of employment. Successful completion of a program of study at USM does not guarantee licensure, certification, or employment in the relevant occupation.