The M.A./Ed.S. program in school psychology is offered by the Department of Education to prospective school psychologists. Experienced professionals who hold a graduate degree in a related field may apply for re-specialization in our Ed.S. only program.
About the Program
SPARC (School Psychology Awareness and Recruitment Committee) is a student-run group designed to raise awareness among our campus and community about school psychology. SPARC members from each class meet monthly with a faculty representative to plan recruitment initiatives and events such as an open house, student panels, School Psychology Awareness Day, and Interview Day.
The demographics of our nation continue to change, and along with them live in our schools. These complex changes are not limited to urban and urban rim communities but significantly impact suburban communities as well. Active engagement in the life of complex school systems, with the aim of confronting difficult social problems and promoting equity and fairness for all in the school community, presents many challenges to the practice of school psychology.
The School Psychology Program prepares students to be culturally responsive problem-solvers ready to serve all children from diverse backgrounds across a range of communities. This is accomplished by analyzing children's school-based challenges from multiple perspectives to inform interventions that promote school success.
Thus, our program seeks applicants who are:
- Diverse, including underrepresented groups in school psychology. Over the past three years, we have averaged 33% of our incoming class representing these groups.
- Prepared to engage in conversations around issues of race, class, culture, language, gender, and sexuality as they are reproduced in our schools.
- Willing to question themselves, asking "How do I need to change myself before I can become an effective professional working with all children?"
- Experienced (volunteer or paid) working with children, adolescents, and/or families in educational or mental health settings, or in a research capacity.
- Academic prerequisites include the following undergraduate coursework: Abnormal psychology; a course in child, adolescent, or lifespan development; and a course in statistics, research methods, or measurement in the social sciences. An undergraduate psychology major satisfies all prerequisite course requirements.
Tufts University also offers advanced degrees in the areas of Biological, Cognitive, Developmental, Experimental, and Social Psychology through the Department of Psychology.
- Address the needs of children, families, and schools with respect to issues of race, class, culture, ethnicity, gender, sexual orientation, and disability.
- Use problem-solving practices leading to data-based decision making and evidence-based interventions at the individual, group, systems, and policy levels.
- Demonstrate skills in the areas of assessment, collaborative problem-solving, prevention, mental health counseling, behavioral intervention, and consultation that are culturally informed.
- Evaluate research evidence (from the professional literature and clinical practice) for intervention planning, program development, and evaluation, with an awareness of the social and political context of all research activity.
- Engage in ethical, legal and responsible practice encompassing a moral and ethical commitment to addressing inequities in schools.
- Integrate coursework, field experiences, research skill, and technology into a developing knowledge base that informs practical solutions to school-based problems.
A hallmark of our program is the emphasis on the application of classroom-based knowledge to school-based problems encountered in the field throughout the three years of the program. We have ongoing affiliations with a number of urban and urban rim school systems where many students complete their first two years of field experience; these include Boston, Cambridge, Brookline, Lawrence, Medford, and Methuen. Suburban placements include Acton, Concord, Lexington, Natick, Newton, Reading, Wakefield, and Winchester, among others within the metropolitan Boston area. Upon completion of the program, students have a minimum of 1950 hours of supervised experience as follows:
- Students are placed in a school setting for a one day per week pre-practicum during their first year in the program (150 hours minimum). In all of our settings, students will consider the effects of systemic disparities and the issues faced by all English Language Learners.
- During the second year, students complete a three day per week practicum (600 hours minimum). The practicum experience enables students to further develop skills in assessment, intervention, and consultation while working with children in regular and special education settings.
- The third-year field experience is a full-time internship (1200 hours minimum) that is typically completed in a school setting. However, 600 hours of the internship may be completed in another setting - such as a clinic or hospital - with program approval. Internships may be pursued in any state with program approval.
All field experiences are carried out under careful supervision at both the field site and the university.
On average, 100% of our graduates are employed as school psychologists within three months of graduating from the program. In any given year, 75% are typically employed at schools in Massachusetts across the k-12 age range.
- Application fee
- Personal statement
- Official GRE required
- GRE scores are not required for current Tufts undergraduates and 2016 & 2017 Tufts undergraduate alumni
- Official TOEFL or IELTS, if applicable
- Three letters of recommendation
- Interview required
- Supplemental essay
- Abnormal Psychology
- Child, Adolescent, or Lifespan Development
- Statistics, Research Methods, or Measurement in the social sciences
*An undergraduate major in Psychology satisfies all prerequisite course requirements
About the School
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