Application deadline: December 15th
For more information contact Dr. Nicole Skaar at email@example.com
About the Program
UNI's program has been in existence since the late 1960s when the institution was first authorized to offer graduate programs. The initial program was a 33-hour master’s degree program. In 1978, the program was expanded to a 67-hour specialist in education (Ed.S.) program. This change was consistent with accrediting standards in the profession at that time. From the outset, the program has been approved by the Iowa Department of Education as meeting state standards for certification and licensure of school psychologists. The UNI School Psychology Program is a major contributor to school psychology in Area Education Agencies (AEAs) throughout Iowa. Currently, it is the only program in Iowa emphasizing preparation of specialist-level school psychologists to work in school settings. Approximately one out of three school psychologists in Iowa is a UNI graduate.
The mission of the University of Northern Iowa School Psychology Program is to prepare reflective practitioners who have the knowledge and skills to enhance the educational and psychological well-being of children and adolescents. The program focuses on data-based decision-making and strives to use data to drive both training and practice.
The UNI School Psychology Program believes that effectively linking multi-method assessment to evidence-based interventions is crucial to successful practice. To this end, we prepare practitioners who make professional judgments that take into consideration ethical principles; social, political, and policy contexts; and best practices derived from research and theory. Valid and reliable professional judgments are made by school psychologists who are committed to a process of continuous professional growth, necessitating ongoing, critical examination of both practice and the current literature in the field. The program strives to train practitioners who will become leaders in the practice of school psychology and advocates for all children and families.
Interrelated didactic, seminar, and practicum training experiences, which occur every semester starting in the first Fall semester, are designed to facilitate students’ development of knowledge and critical thinking skills. Personal and professional development is further promoted through participation in a learning community of professors, other graduate students, and practitioners.