In their final year of School Psychology training, Ed.S. or Ed.D. students embark on a 9-10 month, full-time capstone experience - the school psychology internship. NLU students secure internships in exemplary area school districts that are well-matched to their developing professional interests and skills in multi-tier services and supports (RTI). Interns are provided opportunities to achieve breadth and depth of experiences with evidence-based practices and data-based decision making, and are supported to move beyond their comfort zones with field- and university-based supervision. Because NLU participates in the state internship program, school psychology interns are paid with salaries or stipends ranging from $9,000 to $20,000 locally. APA-approved internships are potential options for doctoral students, and out-of-state internships are also available.
University-Based Internship Seminar
In conjunction with their day-to-day experiences in schools, school psychology interns participate in a monthly university-based internship seminar, EPS 590 (specialist-level) or EPS 690 (doctoral-level). The 2 Semester Hour (SH) per quarter seminar (repeated each of 3 quarters) helps students link developing conceptual knowledge and critical thinking to the application of evidence-based practices in the field. The seminar provides opportunities for individual and peer group supervision, ongoing professional development including training in crisis prevention and intervention through NASP PREPaRE, and support with administrative requirements such as obtaining state and national certification.
Individualized Doctoral Internship Experiences
For persons with a school psychology degree or who may already be certified or licensed who are seeking the doctoral degree, the doctoral internship is individualized based on the students’ prior knowledge, experiences, and goals. We do not believe a second internship should be a redundant experience, nor does it have to be low pay. Participation in the Illinois internship program is not required.
- Develop a deeper understanding of school psychologists’ roles to enhance self-confidence and autonomy.
- Link ongoing knowledge and critical thinking to evidence-based practices.
- With the support of supervision, apply skills in areas that may be outside of comfort zones.
- Problem solve practice issues of increasing complexity by discussing and comparing ongoing experiences.
- Formatively evaluate development of professional skills to prioritize learning needs.
- Begin engagement in various forms of supervision (e.g., individual; group; peer-based) with supervisors (e.g., site; university; administrative; peers).
Internship Big Ideas
- The school psychology internship is about expanding discipline, defined by Webster as:
- In contrast, the school psychology internship presents many students a sustained challenge because of institutional inertia, a tendency for schools to resist change. A consequence is for previous training to washout rather than being firmed up or expanded upon.
- The school psychology internship provides the first sustained opportunity for future school psychologists to develop their own personal areas of interest and expertise and impact academic and behavior outcomes for all students.
- Supervision is critical to success to support professional discipline and overcome inertia.
Internship Sites for 2012-13
- Wheeling High School - District 214
- Ramona Elementary School - District 39
- Dundee Crown High School - District 300
- Glenbrook North High School - District 225
- Wayne Thomas Elementary - District 112
- Proviso Area-Exceptional Child - SEJA 803
- Washington Junior High - District 203
- Willowbrook High School - District 88
- Waukegan High School - District 60
- Evanston Township High School - District 202
- Matteson Elementary School - District 159
- Flossmoor School District 161
- Whittier Elementary School - District 159
- Oak Park & River Forest High School - District 200
- Riverside Brookfield Township High School - District 208