School Psychology, MS and EdS Degrees
Miami's school psychology program is a NASP/CAEP accredited, combined Masters (MS) and Educational Specialist (EdS) degree program. The MS degree is earned during the first portion of the program that leads to a school psychologist licensure. Students gain training in assessment, intervention, consultation, mental health counseling, and research methodology.
Program students complete two years of full-time study on campus, plus one full-time school year as an intern in a cooperating school district. A stipend is provided during the internship year (pending continued funding from the Ohio Department of Education and intern agreement to work in Ohio for a year after graduation). View our Handbook, which contains detailed information about the program. We offer outstanding preparation for school psychologist careers:
- Involved continuous clinical contact with children and youth
- Accredited at both state and national levels
- Leads to licensure as a school psychologist
Read more about the experiences of students, faculty, and alumni of the program.
Our program provides comprehensive training in the 10 domains of school psychology practice and the 6 organizational principles reflected in the National Association of School Psychologists (NASP) Practice Model.
Student Learning Outcomes
Graduates of the School Psychology combined master's degree program will learn to:
- Apply varied methods of assessment for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.
- Provide direct and indirect intervention services to support student social-emotional and academic functioning.
- Demonstrate core foundational knowledge in research, program evaluation, and legal, ethical and professional practice.
- Use principles and research related to diversity factors for children, families, and schools, and evidence-based strategies to enhance services.
- Apply varied methods of consultation and collaboration applicable to individuals, families, groups, and systems.
- Demonstrate an understanding of school and system structures and preventive and responsive services.
NASP Standards for Graduate Preparation
The School Psychology program’s student learning outcomes align with the National Association of School Psychologists (NASP) 2020 Standards for Graduate Preparation of School Psychologists as indicated below.
Note: NASP conducts program reviews as part of the Council for Accreditation of Educator Preparation (CAEP) provider accreditation process. Miami's EdS-level school psychology program obtained NASP approval in 2020 for the maximum duration, through 2027.
School psychologists understand and utilize assessment methods for identifying strengths and needs; developing effective interventions, services, and programs; and measuring progress and outcomes within a multi-tiered system of supports. School psychologists use a problem-solving framework as the basis for all professional activities. School psychologists systematically collect data from multiple sources as a foundation for decision-making at the individual, group, and systems levels, and they consider ecological factors (e.g., classroom, family, and community characteristics) as a context for assessment and intervention.
School psychologists understand varied models and strategies of consultation and collaboration applicable to individuals, families, groups, and systems, as well as methods to promote the 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 effectively with others.
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.
Element 4.1: Academic Interventions and Instructional Supports: School psychologists understand the biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies. School psychologists, in collaboration with others, use assessment and data collection methods to implement and evaluate services that support academic skill development in children.
Element 4.2: Mental and Behavioral Health Services and Interventions: School psychologists understand the biological, cultural, developmental, and social influences on mental and behavioral health, behavioral and emotional impacts on learning, and evidence-based strategies to promote social–emotional functioning. School psychologists, in collaboration with others, design, implement, and evaluate services that promote resilience and positive behavior, support socialization and adaptive skills, and enhance mental and behavioral health.
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.
Element 5.1: School-Wide Practices to Promote Learning: School psychologists understand systems structures, organization, and theory; general and special education programming; implementation science; and evidence-based, school-wide practices that promote learning, positive behavior, and mental health. School psychologists, in collaboration with others, develop and implement practices and strategies to create and maintain safe, effective, and supportive learning environments for students and school staff.
Element 5.2: Services to Promote Safe and Supportive Schools: School psychologists understand principles and research related to social–emotional well-being, resilience and risk factors in learning, mental and behavioral health, services in schools and communities to support multi-tiered prevention and health promotion, and evidence-based strategies for creating safe and supportive schools. School psychologists, in collaboration with others, promote preventive and responsive services that enhance learning, mental and behavioral health, and psychological and physical safety and implement effective crisis prevention, protection, mitigation, response, and recovery.
School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics and the impact they have on development and learning. They also understand principles and research related to diversity in children, families, schools, and communities, including factors related to child development, religion, culture and cultural identity, race, sexual orientation, gender identity and expression, socioeconomic status, and other variables. School psychologists implement evidence-based strategies to enhance services in both general and special education 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 through an ecological lens across multiple contexts. School psychologists recognize that equitable practices for diverse student populations, respect for diversity in development and learning, and advocacy for social justice are foundational to effective service delivery.
While equality ensures that all children have the same access to general and special educational opportunities, equity ensures that each student receives what they need to benefit from these opportunities.
School psychologists have core foundational knowledge and experiences and implement practices and strategies in research, program evaluation, and legal, ethical and professional practice.
Element 8.1: Research and Evidence-Based Practice: School psychologists have knowledge of research design, statistics, measurement, and varied data collection and analysis techniques sufficient for understanding research, interpreting data, and evaluating programs in applied settings. As scientist practitioners, school psychologists 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, and analysis to support effective practices at the individual, group, and/or systems levels.
Element 8.2: 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 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 effective interpersonal skills, responsibility, adaptability, initiative, dependability, technological competence, advocacy skills, respect for human diversity, and a commitment to social justice and equity.
NASP Policy: Nondiscrimination and Equal Opportunity
Consistent with the values and standards of the National Association of School Psychologists (NASP), the Miami University School Psychology Program is committed to nondiscrimination and promotes equal opportunity, fairness, justice, and respect for all persons.
Applicants for graduate study must have earned a US equivalent 4-year baccalaureate (bachelor's) degree from an accredited institution. The School Psychology program prefers candidates whose cumulative GPAs are at least 3.0. However, it will consider applicants with GPAs as low as the Graduate School's minimum grade point average of 2.75. Students are admitted as a cohort to begin the program each fall semester. Students are admitted to cohorts that begin the program each fall semester.
To apply, please submit the Miami University Graduate School application. Application materials should be uploaded via the Graduate School's application portal. Required items include:
- Transcripts (undergraduate and graduate) from all colleges and universities attended
- Three professional letters of reference from faculty or other persons who can provide information about your potential for graduate study and your interpersonal skills
- Optional: Graduate Record Exam (GRE) score. Those who choose to take and submit scores for the General test, please request that your scores be sent directly to Miami University (code R1463) and indicate School Psychology as the department code name. See GRE registration information on their website.
- A resume detailing your education and work experience
- An essay of no fewer than 500 words stating your reasons for pursuing admission to Miami and earning the degree
Be sure to indicate your interest in an assistantship on the application. Please see our Frequently Asked Questions to learn more about requesting Letters of Recommendation and Transcripts.
Deadlines and Selection Process
Complete applications must be received by January 15 to be considered for fall admission. School psychology faculty review applicants after the January 15 deadline. Finalists will be selected and invited to interviews in late January or early February. Admission to the program is competitive. 10-12 students are selected as new cohort members each fall.
Applicants are evaluated based on:
- Academic record
- Written goals and purpose
- Previous related work or experiences
- Letters of recommendation
- GRE scores (if provided)
Questions about your application should be directed to the Graduate Admission office at ApplyGrad@MiamiOH.edu. For additional program information, please contact Program Coordinator and Associate Clinical Professor, Dr. Katy Mezher.
To prepare you for a successful career, you will be trained in the scientist-practitioner tradition at Miami.
Graduate and Teaching Assistantships
As a department and program, we are very pleased to have a strong record of providing graduate and teaching assistantships to our students. Assistantships are a valued part of our department and our commitment to enrolling and mentoring graduate students. They may also help students afford graduate school.
These competitive assistantships typically carry a full or partial tuition waiver, and a stipend for a specific number of hours worked. Graduate assistants might participate in departmental administrative activities, and act as informational liaisons between students and faculty. Second-year students might be considered for teaching assistantships as well.