To ensure that the mission is fulfilled, the Valparaiso University School Psychology Program adheres to the Pragmatic Model (Fagan & Wise, 2000) of training that recognizes the importance of non-doctoral level training programs aligning its curriculum to both state credentialing expectations and national accreditation guidelines.  It is believed that in doing this, students will exit this specialist-level program with the knowledge, skills, and dispositions that are necessary to practice effectively as school psychologists.

The National Association of School Psychologists (NASP) and Indiana standards comprehensively address a data-driven, ethics-oriented, research-based, problem-solving training approach that prepares candidates to produce positive outcomes in the lives of children who are developing within an increasingly “diverse” ecological context.

Consistent with these standards, the Valparaiso University School Psychology Program is committed to preparing candidates who “have knowledge of individual differences, abilities, and disabilities, and the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning.”  Also, school psychologists must “demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and implement strategies selected and/or adapted based on individual characteristics, strengths, and needs.” (NASP 2.5)

As the profession of school psychology is progressing from a traditional model of assessment, typically used for placement in special education or for diagnosis, to an “intervention” oriented focus (academic and social-emotional/behavioral), it is imperative that school psychology candidates have the professional and personal characteristics that are deemed essential to effectively perform the multiple integrative roles that are necessary for a given situation.  Furthermore, to be effective, school psychologists must remain current of legal, professional, and social-ecological changes that are continuously occurring.

Technology certainly enhances the practice of school psychology in multifaceted ways, especially as the educational profession continues to promote research-based, data-driven practice.  As a reflection of this belief, the Valparaiso University School Psychology Program is committed to ensuring that school psychology candidates “have knowledge of information sources and technology relevant to their work”, and that they know how to “access, evaluate, and utilize information sources and technology in ways that safeguard or enhance quality of services.” (NASP 2.11)

In summary, and using the Pragmatic Model of training, the Valparaiso University School Psychology program has aligned it curriculum and field training experiences to national and state professional standards.  Specifically, the goals of the Valparaiso University School Psychology Program are as follows:

1.      To provide school psychology training in accordance with standards established by the National Association of School Psychologists (NASP).

2.      To provide school psychology training in accordance with standards established by the Indiana Department of Education’s Divisions of Professional Standards for School Services Professionals.

3.      To prepare ethics-abiding school psychologists who are instrumental in producing measurable positive outcomes in the lives of children and the systems that they serve.

Although the third goal is subsumed under the NASP and Indiana standards, it is believed that this is a distinctive goal that the Valparaiso University Program aspires to meet at a level of excellence, thus to fulfill the mission of the University.

To be noted, Indiana standards will be met when addressing NASP domains.  Our Curriculum Matrix provides a visual summary of how the Valparaiso University School Psychology curriculum meets NASP domains.

All three program goals are assessed throughout, and even after, program completion using the program's checkpoint system.