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Flagstaff EdS Program
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Handbooks
Please refer to the EdS Student Handbook and Program Brochure.Department Events
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Future students
Visit the College of Education's future students page to get helpful links for both undergraduate and graduate students.Programs of study
For a complete listing of all programs of study, please visit the Office of Graduate and Professional Studies Programs of Study page.School Psychology, Educational Specialist
We designed this Educational Specialist (EdS) in School Psychology degree and state certification to prepare you as a School Psychologist. We emphasize developing skills in the assessment of learning and behavior problems as well as those needed to serve as an effective consultant with school personnel. This degree is appropriate if you want to be certified by the Arizona Department of Education as a School Psychologist.
This EdS and state certification program is appropriate if you want to be certified by the Arizona Department of Education as a school psychologist.
This program is accredited by the Council for the Accreditation of Educator Preparation (CAEP)
This program is nationally recognized by the National Association of School Psychologists (NASP)
Requirements Accordion Open
To receive a master’s degree at Northern Arizona University, you must complete a planned group of courses from one or more subject areas, consisting of at least 30 units of graduate-level courses. Many master’s degree programs require more than 30 units.
You must additionally complete:- All requirements for your specific academic plan(s). This may include a thesis.
- All graduate work with a cumulative grade point average of at least 3.0.
- All work toward the master's degree must be completed within six consecutive years. The six years begins with the semester and year of admission to the program.
Read the full policy here.
Overview Accordion Closed
In addition to University Requirements:
- Complete individual plan requirements.
Students may be able to use some courses to meet more than one requirement. Contact your advisor for details.
Minimum Units for Completion | 72 |
Additional Admission Requirements | Individual program admission requirements over and above admission to NAU are required. |
Fieldwork Experience/Internship | Required |
Progression Plan Link | View Program of Study |
Licensure | This program may lead to licensure. |
Purpose Statement
The School Psychology graduate program has been designed to prepare school psychologists through the scientist-practitioner model. Integration of science and practice is accomplished through a carefully orchestrated program of study that emphasizes didactic presentation and practical applications. Emphasis is placed on developing skills in the assessment of learning and behavior problems and on developing the skills necessary to serve as an effective consultant with school personnel. Scientific knowledge is used to improve practice in the field of school psychology.
In keeping with the mission statement of the College of Education, the School Psychology Program is committed to the preparation of professionals who are capable of helping create the schools of tomorrow. Recruitment of minority students is emphasized as well as the preparation of students who are prepared to work in rural settings and with culturally diverse populations.
The programs of study for the EdS in School Psychology include a comprehensive array of courses that encompass the areas of: psychological foundations, educational foundations, professional ethics and standards, assessment, interventions, and research. This preparation provides the student with a broad array of skills to deliver psychological services in diverse educational settings.
The graduates of the School Psychology Programs are expected to integrate theoretical information from the fields of psychology and education to administer appropriate interventions with children, parents, and school personnel in a variety of educational settings. Students are expected to effectively evaluate the systems they work within as well as their own impact on the system.”
Student Learning Outcomes
Outcomes align with Standards from the Council for the Accreditation of Educator Preparation (CAEP), the National Association of School Psychologists (NASP), and the Interstate New Teacher Assessment and Support Consortium (InTASC).
School Psychology Program Context/ Structure: Graduate education in school psychology is delivered within the context of a comprehensive program framework based on clear goals and objectives and a sequential, integrated course of study in which human diversity is emphasized. Graduate education develops candidates’ strong affiliation with school psychology, is delivered by qualified faculty, and includes substantial coursework and supervised field experiences necessary for the preparation of competent school psychologists whose services positively impact children, families, schools, and other consumers. In addition to specialist- and/or doctoral-level programs of study, a school psychology program that offers opportunities for respecialization, retraining, and other alternative approaches to credentialing as a school psychologist ensures that program requirements are consistent with NASP graduate preparation standards.
Data Based Decision Making and Accountability:
- School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs.
- School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs
Student Level Direct and Indirect Services: School psychologists have knowledge of direct interventions that focus on academic and social/emotional interventions for children and families. School psychologists engage multi-disciplinary teams (including children, teachers, parents, other school professionals) to develop and implement academic and mental health interventions.
- Interventions and Instructional Support to Develop Academic Skills- School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills.
- Interventions and Mental Health Services to Develop Social and Life Skills –School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social–emotional functioning and mental health. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health
Systems Level School Direct and Indirect Services: School psychologists have knowledge of direct and indirect services that focus on knowledge of schools and system structures, and preventive and responsive services. School psychologists implement school-wide practices to promote learning and knowledge of principles and research related to resilience and risk factors.
- School-Wide Practices to Promote Learning - School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.
- Preventive and Responsive Services - School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.
Systems Level Family-School Collaboration Direct and Indirect Services: School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/ interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.
Diversity in Development and Learning as a Foundation of Service Delivery: School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery.
Research, Program Evaluation, Legal, Ethical, and Professional Practices as Foundations of Service Delivery: School psychologists have core foundational knowledge and experiences and implement practices and strategies in research, program evaluation, and legal, ethical and professional practice.
- Research and Program Evaluation - School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels.
- Legal, Ethical, and Professional Practice - School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.
Practica and Internships in School Psychology: During systematic, comprehensive practica and internship experiences consistent with its goals and objectives, the school psychology program ensures that all candidates demonstrate application of knowledge and professional skills in relevant settings and under conditions of appropriate supervision, evaluation, and support. The school psychology program’s practica and internship develop and enhance candidates’ skills and professional characteristics needed for effective school psychology service delivery; integration of competencies across the standards of professional preparation and practice; and direct, measurable, positive impact on children, families, schools, and other consumers.
Details Accordion Closed
Graduate Admission Information
The NAU graduate online application is required for all programs. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Office of Graduate and Professional Studies.
Admission requirements include the following:- Transcripts.
- Undergraduate degree from a regionally accredited institution with a 3.0 GPA on a 4.0 scale ("A" = 4.0), or the equivalent.
Visit the NAU Graduate Admissions website for additional information about graduate school application deadlines, eligibility for study, and admissions policies.
Ready to apply? Begin your application now.International applicants have additional admission requirements. Please see the International Graduate Admissions Policy.
Additional Admission Requirements
Individual program admission requirements over and above admission to NAU are required.
- GRE® Revised General Test
- Required for applicants with a GPA lower than 3.0
- IVP Fingerprint Clearance Card
- Letter(s) of Recommendation or Reference(s)
- Two letters of recommendation
- Responses to Specific Essay Questions
For those applying for fall 2025 and beyond, the following will also be required:
- EPS 525 or an upper-division undergraduate statistics course completed within the last three years.
Master's Requirements
This Master’s degree requires 72 units distributed as follows:
- Psychological Foundation Coursework: 9 units
- Educational Foundations: 3 units
- Specialization and Intervention Coursework: 54 units
- Research: 6 units
Education Specialist Requirements
Take the following 72 units:
Psychological Foundations (9 units)
Educational Foundations (3 units)
Specialization and Intervention (54 units)
- EPS 601, EPS 604, EPS 606, EPS 607, EPS 622, EPS 660, EPS 664, EPS 669, EPS 670, EPS 673, EPS 674, EPS 678, EPS 693, EPS 738 (46 units)
- EPS 675 (8 units)
Research (6 units)
Additional Information
Be aware that some courses may have prerequisites that you must also successfully complete. For prerequisite information, click on the course or see your advisor.
- Program Fee Information
Program fees are established by the Arizona Board of Regents (ABOR). A program fee has been approved for this program. See program fee details. Program fees are subject to change and updated July 1 for the next academic year.
GRE®️ revised General Test – Applicants with a cumulative GPA of less than 3.0 are required to submit official Graduate Record Examination (GRE) General Test scores on the aptitude portion (verbal and quantitative) of the GRE taken within the past six years. Applicants with a cumulative GPA higher than 3.0 have the option to submit GRE scores, if desired. GRE scores must be received by the application deadline for admission.
This program was intentionally designed to lead to licensure or certification in the state of Arizona. For information regarding how the curricular requirements for this degree program align to licensure or certification requirements in other states, see https://nau.edu/compliance-and-authorization/professional-licensure-by-state/.
Application Deadlines Accordion Closed
Completed application files are reviewed and admission decisions are made during one cycle each year. All application materials must be submitted to the Office of Graduate and Professional Studies online application by January 1.
The Flagstaff and North Valley campuses admit annually. Applicant interviews are at the end of January and admissions decisions are made by the end of February. Students receive notification of this decision electronically. It is the student’s responsibility to ensure that their application file is complete. Incomplete files are not reviewed.
North Valley students start courses in May. Flagstaff students may start in summer or fall. Faculty advisors are assigned upon admission.
Application deadlines for Educational Psychology (EPS) programs
Program | Site | Application deadlines | Semester next cohort begins |
---|---|---|---|
PhD Combined Counseling/School Psychology | Flagstaff | December 1 (all applications) November 15 (for those wishing to be considered for the Presidential Fellowship) | Fall 2025 |
EdS School Psychology | Flagstaff | January 1, 2025 | Fall 2025 |
EdS School Psychology | North Valley (Phoenix) | January 1, 2025 | Fall 2025 |
MA Clinical Mental Health Counseling | Flagstaff | January 1, 2025 | Fall 2025 |
MA Clinical Mental Health Counseling | North Valley (Phoenix) | February 15, 2025 | Fall 2025 |
MA Clinical Mental Health Counseling | Tucson | February 15, 2025 | Fall 2025 |
MA Clinical Mental Health Counseling | Yuma | April 1, 2025 | Fall 2025 |
MEd Counseling - School Counseling | Flagstaff | January 1, 2025 | Fall 2025 |
MEd Counseling - School Counseling | North Valley (Phoenix) | February 15, 2025 | Fall 2025 |
MEd Counseling - School Counseling | Tucson | February 15, 2025 | Fall 2025 |
MEd Counseling-Student Affairs | Flagstaff | January 1, 2025 (priority deadline) Extended Deadline of April 1, 2025 | Fall 2025 |
M.Ed. Human Relations | Online & All Campuses | Rolling Admission | |
Applied Human Behavior | Online; Glendale Community College, Mesa Community College, South Mountain Community College | Rolling Admission |
Application Review Process Accordion Closed
- 50% Academic Aptitude for Graduate Study (GPA or GRE and GPA)
- Applicants with a GPA below 3.0 must submit official Graduate Record Examination (GRE) General Test scores (taken within the last five years) for the Ed.S. School Psychology program. The GRE is not required for applicants with a GPA of 3.0 or above; however, it is recommended. GRE scores must be received by the application deadline
- 20% Essay Responses (autobiographical and professional interest questions
- Discuss your reasons for choosing school psychology as a career
- Discuss: (a) your long-term professional goals; (b) the populations on which you would like to focus; and (c) the type of community in which you would like to work
- What characteristics do you possess that would make you a good school psychologist practitioner?
- 15% Potential to Contribute to Profession and Program (relevant paid/volunteer work, professional activities and letters of recommendation)
- 15% Goodness of Fit to the Program (areas of focus congruence, fit to College of Education mission, and professional characteristics)
- Two Letters of recommendation
Following application reviews, top-ranked candidates are invited to interview: Click for Dates and Details
Practicum Experiences Accordion Closed
Practicum is located in a school with a certified practitioner as field supervisor. The field supervisor holds clinical responsibility for all direct service work provided by the practicum student. Additionally, students receive supervision with advanced doctoral students in the program as well as group supervision and didactic training with the university faculty supervisor. The school setting may be traditional elementary, middle, or high schools as well as alternative middle and high schools for high risk students. Field placements may also be made in public charter schools with unique educational philosophies such as Waldorf or Montessori. Students located on the Flagstaff campus also have opportunities to participate in practicum activities in surrounding reservation schools such as Hopi’s Headstart programs and Window Rock Unified School District. Reliable transportation is required for practicum as students may drive up to two and half hours for some experiences.
Students focus on direct service in psychoeducational assessment, consultation, school-based counseling and psychoeducation, and direct intervention targeting behavioral or academic needs. The client population includes preschool through grade 12. Students conduct their field experience in a multidisciplinary setting, often conducting evaluations in concert with physical therapy (PT), occupational therapy (OT), and speech language pathology (SLP) providers. Students complete a minimum of 300 hours during this year (2 semesters) of school-based practicum. Most students complete 400 or more hours.
Program Internship Placement Requirements Accordion Closed
The School Psychology Certification Internship (EPS 693) is the culminating applied experience for students, consisting of one school year of full-time supervised internship. The program follows the NASP Best Practice Guidelines for School Psychology Internships (2020); the supervision site, the preparing university program, and intern adhere to NASP Principles of Professional Practice/Ethics. EPS 693 is taken over two academic semesters (2 credit hours per semester) and requires a minimum of 1,200 clock hours of which at least 600 must be acquired in a school setting. Typically, students complete their entire experience in a school setting; however, other settings may be arranged for the additional 600 hours. Such a placement must be approved by the school psychology faculty; factors such as availability of appropriate sites, the student's level of experience and professional development, and student's future goals will be considered.
Graduate Assistantships Accordion Closed
Assistantships are available in most departments that offer graduate programs on the Mountain Campus. Few assistantships are available in the extended campuses; hourly employment is an option.
As a graduate assistant, you receive a stipend, 100 % tuition waiver, and a waiver of the student health insurance premium. Normally graduate assistants work twenty hours per week within the Educational Psychology Department. You must also be enrolled as a full-time graduate student, meaning that you take at least nine credit hours each term.
If awarded a resident tuition waiver, all tuition will be waived, but the student would still be responsible for all fees. If awarded a non-resident tuition waiver, the non-resident portion of the tuition would be waived, but the student would still be responsible for the resident tuition and fees.
Once you accept our offer of admission, a Program Coordinator will work closely with you to guide you towards Graduate Assistantship opportunities that fit your background. The Educational Psychology Department graduate assistant application opens the first week in January for the following academic year. The Program Coordinator will also encourage you to apply for a tuition waiver; Educational Psychology Department Tuition Waiver application opens the first week in January for the following academic year.
Applications for current "at large" graduate assistantships across campus may be made anytime an opening is known. The Office of Graduate and Professional Studies maintains a website for position postings across campus: https://nau.edu/graduate-college/graduate-assistantships-tuition-waivers/
Program Costs Accordion Closed
Tuition costs are updated routinely by the university and posted here. University fees for technology, health, recreation, etc. vary by campus.
Program fees are established by the Arizona Board of Regents (ABOR). A program fee has been approved for this program. See program fee details. Program fees are subject to change and updated July 1 for the next academic year.