Contact Information

Co-Program Director: Emily Fisher

Assistant Program Director: Karen Komosa-Hawkins

Academic Advisor: Michael Cersosimo

Introduction

The LMU School Psychology Programs are accredited by the National Association of School Psychologists (NASP), WASC Senior College and University Commission (WSCUC), and California Commission on Teacher Credentialing (CCTC). The School Psychology Programs offers two distinct training options: a traditional face-to-face cohort program and a fully online cohort program for candidates residing across California. Candidates in both programs take 63 units and complete 1700 hours of fieldwork across 3 years. Candidates in the online program take all coursework online, with at least 50% synchronous instruction to facilitate a meaningful learning community. Candidates in the face-to-face program take coursework on LMU’s Los Angeles campus and may take one online course each semester. Content in both programs is informed by the NASP Domains of Practice and the School of Education Conceptual Framework, and social justice is a strong emphasis.

Both programs lead to an M.A. in Educational Psychology and an Ed.S. in School Psychology, and both meet requirements for the CA Pupil Personnel Services Credential in School Psychology. Prior to graduation, candidates are required to score at least 147 on the Praxis School Psychologist Exam, which also allows graduates to apply for Nationally Certified School Psychologist (NCSP) status. After two years of post-graduate employment as a school psychologist, graduates are eligible to sit for the Licensed Educational Psychologist (LEP) exam administered by the California Board of Behavioral Sciences.

All LMU School of Education credential programs meet California state requirements as specified by CCTC. The institution has not made a determination as to whetherthe credential program meets the requirements of states outside of California.

Outcomes

Candidates who complete one of the School Psychology Programs will:

1. Consider individual differences, diversity, and ecological factors during decision-making and whenconducting all aspects of service delivery.
2. Employ leadership knowledge and skills to effectively consult, collaborate, communicate, evaluate, and improve home-school-community partnerships, services, and supports for all students.
3. Use research-informed and evidence-based direct and indirect interventions and practices at the individual, group, and/or system levels.
4. Select, collect, and use data to monitor progress, make decisions, and demonstrate positive impact with students, families, and communities.

Admission Requirements

The admission requirements are the same for both School Psychology Programs:

• Graduate application submitted electronically through Slate.
• An undergraduate major or minor in psychology, child development, education, or a highly related field. Candidates with degrees in other fields need to complete 18 semester units of prerequisite coursework in psychology prior to the start of the program. Prerequisite coursework should include: Introductory Psychology; Cognition/Learning Theories; Human Development/Developmental Psychology; Physiological/Neurological Psychology; Statistics/Experimental Psychology; and Social/Abnormal/Personality Psychology.
• A cumulative undergraduate GPA of 3.0. If the overall undergraduate GPA is under 3.0 equivalency for a semester system, applicants can submit a “Request for Exception to the GPA Requirement” form that will be reviewed with the entire application.
• Official transcripts (one set) from all colleges and universities attended, including if a degree is inprogress.
  • For applicants who completed an undergraduate/graduate degree outside of the U.S.A., a transcript evaluation and TOEFL (100 minimum score) or IELTS (7 minimum score) are required.
• Three letters of recommendation from individuals who can speak tothe applicant’s academic and professional potential.
  • Please ensure that one letter is from a practicing school psychologist, special educator, director of psychological services, director of pupil personnel services, or licensed psychologist familiar withthe role of a School Psychologist.
• Statement of Intent (2-4 pages, double-spaced) that addresses:○
  • Why you want to be a school psychologist and what draws you to this profession.
  • What you have learned from your volunteer/work experience with school-aged children, including those from diverse backgrounds and those with exceptional needs.
  • Aspects of your own background and lived experience that will contribute to the strengths of a diverse cohort learning community.
  • What makes the LMU School Psychology Program a good fit for you.
• Update and upload your professional resume.
• The GRE is currently waived for applicants.

Post-Admission Requirements

The post-admission requirements are the same for both School Psychology Programs:

• CCTC Certificate of Clearance (COC) due no later than the end of August in the first year of enrollment.
• CBEST or other basic skills verification due by the end of the first fall semester.

Degree Requirements for M.A. in Educational Psychology & Ed.S. in School Psychology

The degree requirements are the same for both School Psychology Programs:

Additional Requirements

• Year 2 Portfolio
• Year 3 Portfolio
• Performance-Based Exit Review
• Praxis School Psychologist Exam with minimum score of 147

Pupil Personnel Services Credential in School Psychology Requirements

To be recommended for the Pupil Personnel Services (PPS) Credential in School Psychology, candidates must:

• Complete all above-listed coursework with a minimum grade of B-and complete all program requirements.
• Complete 1700 hours offieldwork at approved sites with minimum ratings of “effective” or “frequently evident” by field mentors