Department of Early Childhood Education
550 College of Education Building, 404/413-8020
Barbara Meyers, Chair
Program Theme: Research in Practice
The Ed.S. major in Early Childhood Education is a degree program planned to develop teacher-researchers through collaborative inquiry and action research. This applied program's primary purpose is to extend the academic and teaching skills of experienced classroom teachers to foster application of these skills in their classrooms and schools. As a cohort group, participants will collaborate with university faculty and each other to do work inside and outside their schools and classrooms. Successful completion of the program leads to an Ed.S. degree and the T.S.S. endorsement. Successful graduates may also apply 18 credit hours toward the Ph.D. program in Early Childhood Education after admission to the doctoral program.
The educational specialist program is based on the assumption that learning is a constructive process that builds on the knowledge and experience of the learner. Through an integrated approach that provides choices and opportunities for decision making and dynamic group interactions, the program is designed around academic givens so that content areas have blurred edges, and participants partner with faculty to shape the paths by which content is learned. Certain beliefs characterize this program:
With these beliefs as the core, this program provides opportunities for teachers to explore classroom and school-based research as a way for teachers to observe and study the efforts of teaching and learning changes made in their classrooms. Their primary professional responsibilities are to become researchers and leaders who use data to inform their policies, practices, procedures, and epistemologies.
Participants will be expected to:
Select One: ECE 8300 Reading Recovery Theory and Research I (3) OR ECE 9850 Research Seminar (3)
Program total: minimum of 30 semester hours
Department of Educational Policy Studies
450 College of Education Building, 404/413-8030
Sheryl Gowen, Chair
Program Theme: Improving Student Learning Through Effective Quality Leadership
The Ed.S. major in Educational Leadership is designed to build the capacity of practicing administrators to lead their schools effectively. Applicants for the major must be fulltime, practicing educational administrators. L5 Educational Leadership certification is a prerequisite for entry into the program. The program may be designed to fulfill the requirements of L6 Educational Leadership certification by the State of Georgia.
To graduate with an Ed.S. major in Educational Leadership, students must earn a "B" or higher in all courses in the Ed.S. degree program. If students earn a grade below a grade of "B" in a required course, the students with the advice and consent of his or her adviser may substitute another course for that requirement.
Other appropriate courses numbered 8000 to 8999 may be selected.
Program total: minimum of 30 semester hours
Department of Counseling and Psychological Services
950 College of Education Building, 404/413-8010
The Ed.S. major in School Counseling (elementary, middle, or secondary) prepares certified school counselors to function at higher levels of competence in their work settings.
Evaluation of a student's performance is continuous and involves consideration of the student's academic performance as well as the student's performance in laboratory, practicum, and internship classes. A student may be withdrawn from a course and/or the program if the welfare of the student's clientele or prospective clientele or the functioning of a school or agency is, in the judgment of the Department of Counseling and Psychological Services faculty, in jeopardy as a result of the student's behavior.
Program total: minimum of 30 semester hours
Department of Counseling and Psychological Services
950 College of Education Building, 404/413-8010
The professional in school psychology is educated in the major disciplines of education and psychology. He or she is equipped to undertake and manage processes and problems related to the education and development of children within schools. A major portion of his or her training concerns the interaction of the child with the social institution of the school. Because of this special orientation, the school psychologist has to be well grounded in the philosophy and methods of education and must achieve a high level of understanding of psychological processes such as learning, personality, and social competence.
The school psychologist is an applied psychologist who brings skills, instrumentation, and techniques to bear on learning and behavioral problems in the school setting. He or she must be prepared to:
The Ed.S. degree is the second major component (in addition to the master's degree) of the combined Master's/Ed.S. program in School Psychology. At times, students may enroll concurrently in some courses from the master's degree and some courses from the Ed.S. degree to meet the requirements of the combined program. In addition to the areas of knowledge covered under the master's level of training, the specialist program has some advanced focus on emotional and behavioral development of the child's psychoeducational functions, study in the field of learning disorders, school-based intervention and consultation. Counseling and consultation skills will be employed, with opportunities for utilizing advanced consultation methods in the school setting. The combined Master's/Ed.S. program meets the State of Georgia renewable certification requirements and requires a minimum of 36 semester hours for a master's degree in this major and an additional 42 semester hours to qualify for certification recommendation. A two term internship in a public school setting is required as part of the coursework for the Ed.S. degree and is required for successful completion of the combined Master's/Ed.S. program.
The M.Ed./Ed.S. School Psychology program is not designed for part-time students. Each semester students are expected to enroll in 12-14 semester credits. Students may distribute their coursework to a maximum of four years rather than the usual three. However, they must maintain continuous enrollment of at least 9 credits per semester during this period (i.e., full time enrollment). The usual period of study in the M.Ed./Ed.S program including internship, is three years. Some coursework can be completed during the summers. Under highly unusual circumstances (e.g., medical emergencies) the program faculty will consider requests to extend completion of the program beyond 4 years. Under unusual circumstances, students can apply for a one year leave of absence from the program. Should a student drop out of the program prior to completion, reapplication for admission is necessary. There is no guarantee the student will be readmitted to the program. If a student deviates from a normal schedule, then there is the possibility that the course may not be available in semesters other than those which they are scheduled.
All school psychology students must complete CPS 6040, CPS 7490, CPS 7510, CPS 7520, CPS 7570, CPS 8440, CPS 8570 with grades of "B" or higher. A grade lower than a "B" requires repetition of the course. A student cannot repeat a course more than once. Unless otherwise indicated, students may not register for any other CPS course until they have completed CPS 6040 with a grade of "B" or higher.
Successful completion of CPS 8680 Internship in School Psychology satisfies the comprehensive examination requirement for this program.
Students seeking certification from the State of Georgia Professional Standards Commission are required to pass the GACE Basic Skills Assessment (or provide an exemption) and GACE Content Assessment in School Psychology.
Evaluation of a student's performance is continuous and involves consideration of the student's academic performance as well as the student's performance in laboratory, practicum, and internship classes. A student may be withdrawn from a course and/or the program if the welfare of the student's clientele or prospective clientele or the functioning of a school or agency is, in the judgment of the Department of Counseling and Psychological Services faculty, in jeopardy as a result of the student's behavior.
Program total: minimum of 43 semester hours