Credential: Pupil Personnel Services School Psychology
The Pupil Personnel Services Credential: School Psychology Endorsement is administered by the California Commission on Teacher Credentialing (CCTC). California State University Sacramento is accredited by the CCTC to award this credential to students meeting program requirements. The PPS: School Psychology is required in order to practice as a school psychologist in the state of California. Possession of the MA in Education (School Psychology) and the PPS: School Psychology Endorsement also prepares an individual to meet the academic
requirements for the Licensed Educational Psychologist license administered by the Board of Behavioral Science Examiners, Department of Consumer Affairs.
- Practitioner in School Psychology
- Administration and Policy Development
- School Psychology Faculty
Admission as a classified graduate student in the Master of Arts in Education, School Psychology option, requires:
- a baccalaureate degree;
- a minimum 3.0 grade point average (if GPA is below 3.0, student may be accepted conditionally);
- evidence of registration for or CBEST passing score;
- and the following courses: Introductory Statistic, EDUC 155, EDUC 156, EDUC 100A/B, EDUC 125A, EDUC 125B, PSYC 117, and PSYC 168.
In addition, candidates concurrently pursuing the Pupil Personnel Services Credential, School Psychology Endorsement, must pass the CBEST.
Applicants who have deficiencies in admission requirements that can be removed by specified additional preparation may be admitted with conditionally classified graduate status. Any deficiencies will be noted on a written response to the student's admission application.
Refer to the catalog for detailed admission and academic requirements.
Our expected learning outcomes for school psychology students follow from the training model, philosophy, and knowledge base that serve as the foundation for our program. We expect that as practicing school psychologists you will:
- continually develop professional skills through reflective practice, critical thinking, and mindfulness of current research;
- understand the structure of schools and other agencies that serve students with special needs;
- are cognizant of effective instructional practices and use this knowledge in fostering cognitive/academic development for all students;
- conceptualize student needs from a developmental and ecological perspective;
- be cognizant of prevention and intervention strategies that foster positive mental, physical, and academic well being for both students and staff;
- utilize a wide range of methods in assessing student needs, designing appropriate interventions, and evaluating the effectiveness of those interventions;
- engage in ongoing evaluation of programs and services with an awareness of organizational change strategies;
- utilize counseling and consultation approaches that reframe problems with the goal of developing strategies for solution;
- implement problem-solving approaches that lead to problem solution within the school framework or to an appropriate outside referral;
- develop an understanding of specialized needs of diverse student populations, including issues of culture, unique learning needs, alternative lifestyles etc.;
- collaborate with schools and families in implementing interventions that promote positive outcomes for all students;
- conduct themselves in a manner consistent with ethical and legal standards of the profession.
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Visit the admissions page to learn how to apply.