I chose Marywood because of the small campus and dedicated faculty. These professors care for their students and push them to their full potentials. I would like to thank y...
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The Educational Specialist (Ed.S.) Program in School Psychology is interdisciplinary in nature and is intended for students who seek state certification as a PreK-12 school psychologist. The Ed.S. degree program is designed as a 75-credit graduate program for students who wish to work in schools or related agencies. The program is competency-based and aims to train professionals in a scientist-practitioner model to provide the wide range of services expected of school psychologists. Emphasis throughout the program is on realistic integration of didactic instruction and experiential learning, with the candidate expected to demonstrate continual progress toward independent professional functioning.
The Ed.S. degree program is fully approved by the Pennsylvania Department of Education and follows standards and guidelines for School Psychology training established by the Pennsylvania Department of Education and National Association of School Psychologists (NASP).
Students may enter the program post-baccalaureate or post-master’s degree. Those seeking entrance post-baccalaureate earn a Master of Arts degree in Psychology upon completion of 48 credit hours and other degree requirements for the General/Theoretical concentration. Applicants seeking admission post-master’s degree should expect to complete a minimum of 30 graduate credits, including a 1,200-hour internship, within three academic years. Part-time students, entering post-baccalaureate, are expected to complete the program and internship within five years.
Integral member of multidisciplinary teams
Assess barriers to learning / determine strategies to improve learning
Promote wellness, resilience, and safe school environments
Provide consultation, counseling, training / instruction, crisis intervention, and mentoring
Work with students, families, teachers, related service professionals, administrators
Students have the opportunity to gain hands-on experience in the field of psychology right on campus through the Psychological Services Center, where they can apply classroom knowledge in real-world settings by engaging directly with clients, supporting mental health services, and working alongside experienced professionals.
Marywood is ranked #14 Best Value School by U.S. News & World Report’s Best Colleges rankings for 2026, making Marywood a great, centrally located option for students in Northeastern Pennsylvania who want to stay closer to home.
11:1 faculty-student ratio with personalized attention from highly credentialed faculty for each student.
I chose Marywood because of the small campus and dedicated faculty. These professors care for their students and push them to their full potentials. I would like to thank y...
Visit campus during one of our admissions events specially designed for you to learn more about your degree program, or schedule an individual appointment with a graduate admissions counselor by clicking on the Weekday Visits link.
Weekday Visits »Marywood University hosts three academic Centers of Excellence on campus; The Center for Law, Justice and Policy, The Center for Urban Studies, and The Mother Theresa Maxis, IHM Center. Each center provides students with the tools and resources to excel in their academic endeavors, fostering a dynamic environment where they can engage deeply with their respective fields of study and make meaningful contributions to their communities and beyond.
Marywood University is accredited by the Middle States Commission on Higher Education (MSHE). / ADDRESS / 3624 Market Street, 2nd Floor West, Philadelphia, PA 19104. | Phone: (267) 284-5000
The Educational Specialist (Ed.S.) in School Psychology is one of thirteen graduate preparation programs in school psychology fully approved by the Pennsylvania Department of Education. The program is currently applying for Candidacy with the National Association of School Psychologists (NASP), the first step in applying for accreditation as a nationally accredited program.
The School Psychology Program at Marywood University has evolved in scope over the last 50 years and has as its firm foundation Marywood University’s tradition of service. It is an interdisciplinary program that prepares ethical practitioners to be life-long learners, committed to enhancing the well-being of youth, families, and systems that serve them in a rapidly evolving and increasingly diverse and interdependent world.
Goal 1: Apply foundational knowledge gained in the field of psychology, particularly as it relates to core substantive areas of
school psychology.
Student Learning Outcomes:
Acquires knowledge in core, foundational areas of psychology, including biological, social, developmental, cognitive/affective, learning, psychological measurement, research methodology, and data analysis.
Acquires knowledge in substantive areas of school psychology, including human learning and behavior, professional issues and standards, history and foundations of school psychology, problem solving models associated with data-based decision making as an integral component of service delivery, school psychology law and ethics, intervention, assessment and diagnosis, consultation, counseling, instruction for the diverse learner, social justice and advocacy, emergent technologies, and working with children, their families, and the larger systems that serve them.
Integrates knowledge gained as a framework for understanding how student behavior, learning, and academic skills develop.
Uses multiple sources of data that support and contribute to inclusive and equity-minded decision making when assessing,
diagnosing, and identifying learning, instructional, and mental health needs of the students and systems they work with.
(NASP 2.1, 2.2, 2.3, 2.4)
Goal 2: Develop a professional identity as a school psychologist; as a critical and sophisticated consumer of research and life-long learner who understands the needs and individual differences of the systems they collaborate with; engages in ethical and legal practice grounded in well-thought through and evidence-based service delivery to improve outcomes for the students and larger systems they work with; while keeping an open mind to diverse ideas and new learnings in the field.
Student Learning Outcomes:
Participates in local, state, and national professional development activities related to the profession as an integral function in the development of an identity as a school psychologist.
Stays current in the field and innovative in thinking.
Analyzes and synthesizes literature and evidence-based practices that are well rooted in legal and ethical principles and guidelines and contribute to inclusive and equitable practices that influence individual and systemic change.
Applies research-based practice to the school setting to improve learning and behavioral outcomes for the students and larger systems they work with.
(NASP 2.8, 2.9. 2.10)
Goal 3: Become a competent entry-level school psychologist in intervention, assessment, and consultation.
Student Learning Outcomes:
Gathers and analyzes information using a diverse set of sources, individuals, data and evidence-based practices to fully understand a problem when assessing, diagnosing, designing, and applying interventions for children’s academic, social-emotional, and behavioral needs.
Makes decisions and solves problems using sound judgement and inclusive reasoning.
Distinguishes between validated assessment instruments and how to use them, and correctly administers, scores, and interprets them for their intended purpose.
Utilizes knowledge of evidence-based problem-solving interventions and principles of consultation to facilitate competent direct and indirect service delivery.
Is skilled at compromising and collaborating with others to achieve common goals.
(NASP 2.1, 2.2, 2.3)
Goal 4: Prepare for the realities of School Psychology practice in contemporary society; inspired to be mission-driven and an advocate for helping meet the diverse needs of all children, families and systems they work with; as well as an agent of change for both the organizations in which they are employed and the profession at large.
Student Learning Outcomes:
Develops advocacy skills for the educational needs of children and family.
Understands legal and ethical principles and their relevance to school psychology domains of practice.
Appreciates differences in organizational climates while striving for effective service delivery in both general and special education settings, as well as resilience and risk factors that are associated with learning.
Endorses/advocates for the establishment of professionally researched evidence-based practices that promote and maintain safe and supportive school environments, including systems associated with crisis prevention and response.
(NASP 2.5, 2.6, 2.9)
Goal 5: Exhibit excellent and necessary interpersonal and communication skills with an appreciation for both cultural and individual differences to engage in culturally responsive school psychology practices in an increasingly diverse and interdependent world.
Student Learning Outcomes:
Develops an awareness and sensitivity toward one’s own personal biases along with an appreciation for the cultural and individual differences of the children, families, and communities whom they may serve.
Communicates verbally, nonverbally, and in writing in a clear and organized manner so that others can effectively understand. Remains mindful of diversity of learning styles, varied abilities, and cultural differences when communicating with others.
Collaborates and problem-solves by recognizing and appreciating the diverse perspectives of all parties involved.
Establishes a framework of knowledge and evidence-based practices to understand and work effectively with family. systems, and promotes safe and inclusive functioning of the children, their families, the school community, and larger systems they serve.
(NASP 2.2, 2.7, 2.8)
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