SPS 6678 FALL 2008 to SPRING 2009

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FLORIDA INTERNATIONAL UNIVERSITY

COLLEGE OF EDUCATION

SPS 6678

FALL 2008 to SPRING 2009

COURSE:

SUPERVISED FIELD EXPERIENCE

IN SCHOOL PSYCHOLOGY

INSTRUCTOR:

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Supervised Field Experience in School Psychology (10 credits). Demonstration of the full range of competencies learned throughout the program in School Psychology. Internship placements include a variety of field settings. Prerequisite: Completion of the majority of courses in the School Psychology Program. Permission of instructor.

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COMPETENCIES

Intern Evaluation (Circle): 1- 2 – 3- Final

Date of Evaluation: Supervisor:

Intern:

Direction: The ratings of the Intern should be based upon the actual observation and/or reports from school personnel and families. In the space provided, write the number of the scale that best describes the intern’s competence in relation to a beginning, first year, school psychologist. A description of the scale points is provided below.

1 - Competence is considered to be in need of further training. Constant supervision is required. 2 - Competence is emerging. Close supervision is required.

3 - Competence is at an average level for functioning with moderate supervision.

4 - Competence is assessed to be above average suggesting only a minimal need for supervision.

5 - Competence is very well developed and reflects a capacity for independent functioning with little or no supervision. NO – No Opportunity

Competencies 1. Professionalism (Overall)

♦ Follows Ethical Guidelines ♦ Follows Legal Guidelines

♦ Follows County and State Procedures

♦ Maintains Professional Appearance/ Attitude/ Responsibility ♦ Is Prompt and Dependable

Comments:

2. Rapport (Overall)

♦ Establishes Rapport With Clients (Children/Adolescents) ♦ Establishes Rapport with School Personnel

♦ Establishes Rapport with Parents Comments:

3. Multiculturalism

♦ Respects Individuals from Different Cultures and Backgrounds ♦ Understands Individuals who have Different World Views

♦ Possesses Knowledge about Research regarding Multicultural Issues

♦ Follows Guidelines regarding Working with Culturally and Linguistically Diverse Individuals

♦ Is Proactive in Learning about Individuals from Different Cultures and Backgrounds

♦ Advocates for Individuals who come from Different Cultures and Backgrounds ♦ Is Sensitive to Cultural and Linguistic Diversity in Conducting Psychological

Assessment

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♦ Designs Interventions that are Culturally Sensitive and Appropriate ♦ Conducts Counseling that is Culturally Sensitive and Appropriate Comments:

4. Evaluation/ Assessment (Overall Administration) ♦ Demonstrates Appropriate Interviewing Skills

♦ Accurately Administers Intellectual/ Cognitive Instrument(s) ♦ Accurately Administers Academic Instrument (s)

♦ Accurately Administers Process Instrument(s)

♦ Accurately Administers Social-Emotional Instrument(s) ♦ Accurately Executes a Functional Assessment of Behavior Comments:

5. Report Writing

♦ Report is Well Organized ♦ Data is Integrated in Report ♦ Uses Clear and Concise Language

♦ Uses Appropriate Grammar and Correct Spelling

♦ Functional Information is Revealed as Necessary (Strengths and Weaknesses) ♦ Significant Points are Emphasized in the Body of the Report

♦ Referral Questions are Clarified and Answered ♦ Recommendations are Appropriate and Practical Comments:

6. Staffing Conference

♦ Makes the Parent Feel Comfortable

♦ Explains Assessment Results in an Understandable Fashion ♦ Problem Solves in a Win/Win Manner Whenever Possible

♦ Maintains Poise Under Pressure (e.g. Handling Volatile Situations) ♦ Shares Difficult Information in an Empathetic Manner

♦ Responds to Spontaneous Questions ♦ Makes Appropriate Referrals as Necessary Comments:

7. Interventions in Classroom (Overall) ♦ Establishes a Collaborative Relationship ♦ Identifies the Problem

♦ Makes Specific Recommendations Related to Problem ♦ Designs a Practical Intervention

♦ Monitors Implementation of Intervention ♦ Provides Follow Up

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Comments:

8. Consultation Parent

♦ Establishes a Consultative Relationship ♦ Helps Clarify the Problem

♦ Makes Appropriate and Practical Suggestions

♦ Provides Appropriate Resources, Information, and Referrals as Necessary Comments:

Consultation Staff

♦ Establishes a Consultative Relationship ♦ Helps Clarify the Problem

♦ Makes Appropriate and Practical Suggestions

♦ Provides Appropriate Resources, Information, and Referrals as Necessary Comments:

9. Counseling Individual

♦ Establishes Rapport

♦ Helps Identify Counseling Goals and Objectives ♦ Encourages Self-Awareness

♦ Uses Effective Counseling Skills (e.g. empathy, active listening, eye contact) ♦ Uses Appropriate Counseling Techniques, Materials, and Strategies

♦ Facilitates Generalization of Positive Behaviors to Settings Outside of the Counseling Relationship

Comments:

Group

♦ Establishes Rapport

♦ Helps Identify Counseling Goals and Objectives ♦ Encourages Self-Awareness

♦ Uses Effective Counseling Skills (e.g. empathy, active listening, eye contact) ♦ Uses Appropriate Counseling Techniques, Materials, and Strategies

♦ Facilitates Generalization of Positive Behaviors to Settings Outside of the Counseling Relationship

♦ Understands Group Dynamics

♦ Manages and Maintains Focus of the Group

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Comments:

10. Teaching/Workshop Presentation (Overall) ♦ Plans and Structures Workshop or Presentation

♦ Provides Necessary Materials and Equipment for Workshop or Presentation ♦ Conducts Workshop or Presentation Professionally

♦ Uses Participant and Supervisor Feedback to Evaluate Workshop Comments:

11. Crisis Intervention

♦ Uses understanding of Crisis Intervention Theory and Practice

♦ Follows Appropriate Policies and Procedures Regarding Responding to Crisis ♦ Works as a Part of a Collaborative Team Effort

♦ Uses Appropriate Techniques and Strategies to Provide Support and Assistance to Other Personnel

Comments:

12. Supervision Seeks Supervisory Uses Supervisory Input Comments:

Please summarize any intern strengths or weaknesses not mentioned on the above rating scale. Note any training experiences that should be planned for this intern.

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Case Study in Interventions/ Problem Solving

Students are expected to posses the knowledge and professional expertise to collaborate with families, school-based personnel, and community-based professionals in designing, implementing, and evaluating interventions that effectively respond to the educational and mental health needs of children and youth. Students should also be able to integrate their knowledge and skills to deliver a comprehensive range of services that result in measurable positive changes for these children and youth. To facilitate this process, students will complete a case study that will be reviewed by the University Supervisor and one additional school psychologist.

The case study must include a discussion of the following areas:

1. Background Information, including: • Pertinent social/emotional history • Previous interventions

2. Description and Analysis of the Problem, including: • Baseline data

• Present level of performance vs. expected level of performance • Assessment methods used

• Discussion of hypothesis generated 3. Goals for Intervention that:

• Link to the data and problem analysis • Are specific and realistic

• Include steps for implementation • Include person(s) responsible 4. Description of Outcome Data, including

• Results and discussion of intervention • Discussion of future implications 5. Summary Discussion that includes:

• Collaboration efforts with family, school, and/or community-based individuals

• Description of and rationale for such collaboration

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Subject Area Examination in School Psychology

All interns will need to take and pass the subject area examination in school psychology prior to graduating from our program. Students need to take this examination during their school psychology internship. This requirement is considered part of the exit criteria for the school psychology internship. Consequently students will not receive a grade for the second semester of internship until this exam is passed. Please see the Florida Department of Education web site for the times and places where this examination will be administered. Also send a copy of the documentation noting that you passed the exam to your University supervisor. It is recommended that the student take the exam in January in the year in which they intend to graduate. The rationale is that by this time the intern will have the requisite knowledge to pass the exam. Also, if the intern does not pass the exam the first time, they will have the opportunity to take it for a second time and if they pass it on the second attempt, this will not delay their graduation.

Course Requirements that Must be Given to the Instructor

The intern must turn in two psycho-educational reports, one case study, and two supervisor evaluation forms each semester. Each intern must also provide consultation to one or two assessment students each semester regarding cognitive assessment. Also during spring semester the intern may have the opportunity to give a brief presentation of a case to the SPS 6192 class.

Conceptual Framework and Mission Statement

The mission of our school psychology program is to prepare school psychologists to provide comprehensive school psychological services in order to promote educationally and psychologically healthy environments for all children and youths.

Our mission can be best accomplished by providing our graduates with the knowledge, skills and disposition to be effective scientists/practitioners who can: a) respect and prize human diversity, b) create and disseminate new knowledge related to children and youths, c) develop school psychological services that prevent problems, enhance independence and promote optimal learning, and d) advocate for meaningful educational, social, economic and political change through the development of professional partnerships.

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Our program also compliments the mission of our department, which is to prepare competent, creative, knowledgeable, and skilled exceptional student educators, school and mental health counselors and school psychologists. The department’s programs are fundamentally interdisciplinary in nature, share a common knowledge base and serve a multicultural multilingual community. Department activities support the mission of the College by preparing educators and allied professional to aid in empowering our clients and communities in meaningful ways and to be proactive in advancing charge.

The mission of the National Association of School Psychologists (NASP) also guides our program. The NASP mission is to promote educationally and psychologically healthy environments for all children and youth by implementing research-based, effective programs that prevents problems, enhance independence and promote optimal learning. This is accomplished through state-of-the-art research and training, advocacy, ongoing program evaluation and caring professional service.

Philosophical Assumptions supporting our Program

Several philosophical assumptions provide the foundation upon which the program has been developed.

1. The program emphasizes the ethical and moral responsibility of our profession. We recognize “the obligation of professional persons to provide services and to conduct themselves, so as to place the highest esteem on human rights and individual dignity.”

2. The program is based upon the assumption that our profession must serve all children. The role of the school psychologist must be expanded so that our profession can be responsive to the social, emotional and educational needs of all children with or without disabilities.

3. We believe that social and emotional health is critical to learning and that we must support programs, policies and procedures designed to further social and emotional development in our nation’s children. These programs must be outcome based and supported by sound empirical research.

4. The program emphasizes the interconnectedness of schools and families. We believe school psychologists should serve as consultants to school personnel and families so that they can more effectively engage in home-school collaboration. We emphasize that school psychologists should help empower parents so that they can better assist their children in growing up to be responsible and productive citizens.

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We seek to train school psychologists who are prepared to function effectively in ever changing multicultural, multilingual communities. Though we celebrate diversity, we emphasize that people are more the same than they are different. People have common needs and aspirations, can relate to each other in helpful and supportive ways and are interconnected through the community in which they live. We believe that people can be bonded through their professional missions, identities, roles, and functions. The program aims to recruit and train professionals from diverse cultural and linguistic groups who are able to articulate a common sense of purpose in promoting the welfare of children, youth and families through the provision of comprehensive school psychological services.

6. To serve children and families it is necessary that the highest level of professional standards be followed (see guidelines articulated at the end of this section). We seek to train school psychologists who possess the necessary skills, understandings and dispositions to provide full range school psychological services. By following these standards, which mandates a mastery of skills in both education and psychology, the role of the school psychologist can be expanded.

7. We see our school psychology program as continually evolving to respond to the changing nature of children’s lives. We assist our students to evolve as they inculcate the values and orientation of our College so that our graduates become critical thinkers, reflective practitioners, instructional leaders, problem solvers, change agents and self directed professionals. Our graduates are in a unique position as they have competencies in both psychology and education. They can provide psychological services (both direct and indirect) to address the problems that confront our nation’s children and youth (violence in the schools, teenage pregnancy, substance abuse, delinquency, child abuse, family dysfunction, divorce, learning difficulties, emotional problems, acute and chronic stress, isolation, poverty, suicide, etc.).

Guidelines for Students Preparing for Their Internship

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respond to the school districts that call them. According to the policies and procedures developed, an intern can not sign with a school district prior to the “signing day.”

A. Miami-Dade County

For students who wish to intern in Miami-Dade County, they need to have available these items: copies of the student’s resume, psycho-educational reports, letters of recommendation and academic transcripts. After being approved to begin their field placement by the University Coordinator of School Psychology Internships, they next need to meet with the Miami-Dade County Director of School Psychological Services and related school psychology staff for an interview. Typically interviews are held in January or February of the year of the internship..

Following this interview, the school psychology interns will be selected. Discussion between the intern, the University Coordinator, and the Miami-Dade County Director of School Psychological Services will determine in which region they will be placed. Next, a school psychology supervisor(s) will be selected. The intern then needs to meet with this supervisor(s) for approval and internship planning.

Also, the student will need to meet with the Region Coordinator of School Psychological Services as well and the Region Director of Exceptional Student Education for approval. All the listed parties will need to sign the Internship Contract and return this contract to the Teacher Education Center at the University.

In outline, the steps are as follows:

1. Students meet with the University Coordinator of School Psychology Internships six months prior to placement. Copies of the student’s resume, psychoeducational reports, letters of recommendation and academic transcripts are available. Student secures approval to begin internship at a specified date. Contract is signed by the intern and University Coordinator. Discussion of any special needs or placement experiences occur.

2. Student interviews with the Miami-Dade County Director of School Psychological Services and related school psychology staff for potential selection as an intern. If selected, then arrangements are made between all parties involved to select a supervisor who meets NASP requirements. The Miami-Dade County Director of School Psychological Services signs contract. Additional requirements may be set forth by Miami-Dade County Director of School Psychological Services.

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4. The intern arranges to complete all necessary paperwork to become an employee of Miami-Dade County Public Schools.

5. The school psychology supervisor sets up a brief meeting with the Region Coordinator of School Psychology Services and the Region Coordinator of Exceptional Student Services. Both parties sign contract.

6. The contract is returned to the Teacher Education Center at the University with all information completed.

7. The student meets back with the University Coordinator of School Psychology Internships for a brief orientation.

8. Intern starts internship at the specified time.

B. Broward County

For students who wish to intern in Broward County, they need to have available the aforementioned items. After being approved to begin their field placement by the University Coordinator of School Psychology Internships, they are eligible to interview for a paid internship in Broward County.

Typically, Broward County School Psychological Services interviews for internships during January or February for the following academic year. The student needs to arrange for an interview with the Broward County Director of School Psychology Services. The student is then interviewed in a group setting by the Director of School Psychology Services and each one of the Area Coordinators of School Psychology Services.

If approved, the intern becomes a paid employee of Broward County Public Schools. All necessary administrative paperwork needs to be completed by the intern. The intern then makes sure that all necessary parties sign the internship contract. The intern should request which Area he or she wishes to be assigned.

In Broward County, the Area Coordinator of School Psychology Services has primary responsibility for coordinating the internship. A primary school psychology supervisor is however selected by the Area Coordinator. Rotation among other supervisor are also developed:

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signed by the intern and University Coordinator. Discussion of any special needs or placement experiences occur.

2. Student interviews with Broward County Director of School Psychological Services as well as Area Coordinators of School Psychology Services.

3. If selected, the Area Coordinators of School Psychology Services becomes the primary supervisor. The Area Coordinator also selects a school psychology supervisor.

4. The intern arranges to complete all necessary paperwork to become an employee of Broward County Public Schools.

5. The intern arranges for all parties to sign the Teacher Education Center contract.

C. Palm Beach County

For students who wish to intern in Palm Beach County, they need to have available the aforementioned items. After being approved to begin their field placement by the University Coordinator of School Psychology Internships, they are eligible to interview for a paid internship in Palm Beach County.

Typically, Palm Beach County School Psychological Services interviews for internships during January or February for the following academic year. The student needs to arrange for an interview with the Palm Beach County Director of School Psychology Services. The student is then interviewed in a group setting by the Director of School Psychology Services and Area Coordinators of School Psychology Services and/or other school personnel.

If approved, the intern becomes a paid employee of Palm Beach County Public Schools. All necessary administrative paperwork needs to be completed by the intern. The intern then makes sure that all necessary parties sign the internship contract. The intern should request which Area he or she wishes to be assigned. This may or may not be honored.

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1 Students meet with the University Coordinator of School Psychology Internships six months prior to placement. Copies of the student’s resume, psycho-educational reports, letters of recommendation and academic transcripts are available. Student secures approval to begin internship at a specified date. Contract is signed by the intern and University Coordinator. Discussion of any special needs or placement experiences occur.

2. Student interviews with Palm Beach County Director of School Psychological Services as well as Area Coordinators of School Psychology Services and/or other school personnel.

3. If selected the Area Coordinator selects a school psychology supervisor.

4. The intern arranges to complete all necessary paperwork to become an employee of Palm Beach County Public Schools.

D. Out of state and or out of the tri-county area of south Florida.

1 Students meet with the University Coordinator of School Psychology Internships six months prior to placement. Copies of the student’s resume, psycho-educational reports, letters of recommendation and academic transcripts are available. Student secures approval to begin internship at a specified date. Contract is signed by the intern and University Coordinator. Discussion of any special needs or placement experiences occur.

2. Student interviews with Directors of School Psychological Services in districts in which they wish to intern. These individuals can often be found by contacting the local University that has a training program in school psychology near where they wish to be employed.

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4. The intern arranges to complete all necessary paperwork to become an employee of the district.

8. Coordination occurs to help the intern receive group supervision at a local University training program in the area.

E. International internships.

1. International placements of an intern are rare but may occur. If a student requests an international placement, it is strongly recommended that the first half of their internship be completed in the United States. All the parameters of an international placement need to be discussed in depth with the University supervisor of internships.

THE INTERNSHIP EXPERIENCE

This course is required for the Educational Specialist degree in school psychology as well as for school psychology certification by the Department of Education. The internship has the basic characteristics of allowing the student to demonstrate skill proficiencies acquired during formal training on campus and to acquire additional knowledge and skills most appropriately gained through field placement settings.

The internship experience is characterized in the following manner:

• It is generally offered in the school setting and in other agencies serving children from infancy to late adolescence.

• Supervision and principal responsibility for the student typically rests directly with the local off-campus agency or school system, although indirect supervision is provided by the university.

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• The experience occurs after the successful completion of a practicum. • The experience is a requirement for certification and/or licensure.

• The experience allows the intern to be exposed to case situations, etc. that are considered representative of the role and function of the school psychologist.

• The experience occurs on a full-time basis for 1200 clock hours (2 semesters).

• The experience is primarily a training activity and provides a balance of training and service objectives and functions.

• On campus coursework is reduced in proportion to the demands of the internship experiences

The internship experience is seen as an integral part of any school psychology training program. The current internship guidelines published by the National Association of School Psychologists are followed by our university in training prospective school psychologists.

The internship is an intense and diversified experience and requires close supervision. Guidelines have been developed in determining whether or not students are ready to begin their internship. Students are advised not to take additional coursework during their internship, though one course may be taken concurrently each semester with permission of the university internship coordinator.

According to NASP guidelines, the intern seeking credentialing as a school psychologist must have an internship experience in a school setting. Though other settings may be incorporated into the internship experience, the school shall constitute at least 600 clock hours of internship experience. Other settings must meet NASP criteria and be approved by the University coordinator of internship experiences.

The school has the availability of: • Children of all ages.

• Pupil personnel services functioning within a team framework.

• Full-range services for handicapped children of both high and low incidence.

• Regular and special educational services at the preschool, elementary and secondary level.

• At least one certified school psychologist having at least two years of full-time school psychologist experience or the equivalent who serves as the internship supervisor. This supervisor must be on-site.

It is not essential that the above all be provided within the context of the local educational agency to which the intern is assigned. However, it is essential that all elements be available and incorporated into the joint experience.

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It is to be expected that local supervision is provided by a person(s) holding valid certification as a school psychologist, who is employed full time as a school psychologist in the local educational agency and who has held such employment in that agency for a minimum of one school year prior to undertaking supervisory responsibilities. The school psychologist has met Clinical Education Training requirement. In non-school settings, supervisory personnel hold an appropriate credential for that setting.

The university internship supervisor is responsible for providing appropriate orientation to non-program supervisors. This facilitates the clarification of the role and function of all parties and assists the non-program supervisor in carrying out responsibilities in a manner consistent with training objectives.

It is expected that both university supervisors and local supervisors demonstrate active involvement in the profession as evidenced through professional competence, and continued professional development. The most important component, however, is a commitment to provide all necessary supervision to prepare the intern for prospective practice.

THE RELATIONSHIP BETWEEN THE UNIVERSITY,

THE LOCAL EDUCATIONAL AGENCY AND

THE SCHOOL PSYCHOLOGY INTERN

A. Contract and salary: a written contractual agreement is prepared and agreed to by

both the local educational agency and the intern school psychologist. The contractual agreement specifies the time period and salary provided. When financially possible the intern is provided a salary commensurate with his or her level of training, experience and period of appointment. Contractual agreements are not entered into which require the intern to remain in the employment of the local educational agency beyond employment during the internship. Moreover, such arrangements do not specify in advance that employment for the intern is guaranteed beyond the internship.

B. Schedule of appointment: The intern is assigned to the same schedule and calendar

time as are other school psychology staff employed by the local educational agency. Experiences such as inservice meetings, conferences, etc., participated in by local educational agency school psychologists are also expected of interns. Like regularly employed psychological services personnel, the intern evidences a commitment to the provision of psychological services not necessarily reflected in hourly schedules.

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participate in national level meetings is also encouraged. When reimbursement or other financial support in unavailable, released time for attendance at professional meetings is provided. In instances where released time is judged to detract from the provision of the internship experiences as planned, an agreement may be reached in which the intern serves additional time beyond the contractual schedule or calendar.

D. Travel expenses: The provision of appropriate internship experiences often requires job-related travel. When such exists, the intern is provided reimbursement consistent with policies of the local educational agency.

E. Work environment: The provision of quality psychological services requires a supportive work environment. The local educational agency ensures that the intern is provided adequate supplies and materials to carry out the functions of the internship. In addition, adequate privacy of office facilities and access to secretarial assistance is maintained. The physical plant has available central office facilities for files, professional library, storage of supplies and material, and telephone services. Access to office equipment such as duplication devices and recording equipment is also provided. These provisions are consistent with the availability afforded staff members.

F. Provision of supervision: The local educational agency ensures that supervisory personnel meet the criteria specified. Released time for personal supervisory contact with each intern in the amount specified above and the maximum number of interns to be served is afforded the supervisor. In order to provide the quality of internship supervision required, local educational agency supervisors are granted the equivalent of one work day per week of assigned time for each intern supervised, with full-time assignment of duties granted to the supervision of six interns. In no instance shall more than six interns be assigned to one supervisor.

G. Training commitment: The local educational agency is committed to the internship as

basically a training experience. The appointment of interns as a means of acquiring less expensive services is inappropriate. Interns are expected to engage in tasks appropriate to the completion of the plan of internship. The intern is not asked to serve in any capacity other than that for which he or she was appointed. Tasks requiring teaching assignment, playground or other supervision, etc., indigenous to the roles of other school personnel are included only when there is a specific rationale related to the completion of the internship objectives.

INTERSHIP EXPERIENCES

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evaluations and diagnostic reports. The intern needs to be involved in child study teams and multidisciplinary staffing. They are required to design effective interventions with children and conduct inservice workshops for parents or school personnel. They are involved in consultation with parents, teachers, and administration. It is required that the intern be a part of crisis intervention teams and conduct child counseling.

Interns need to have experiences with children in elementary, middle and senior high schools. Therefore, an intern is assigned a minimum of three different schools. Moreover, it is expected that the intern gain experience with children with both high and low-incidence handicapping conditions. These include but are not limited to the mentally handicapped, emotionally handicapped, severely emotionally disturbed, specific learning disabled, pervasive developmentally delayed and autistic. Experiences evaluating gifted children are also included.

Interns have a primary school psychology supervisor. However, frequently interns may have secondary school psychology supervisors who are able to provide additional experience during the two semester long internship (1200) clock hours. For example, a supervisor may have additional expertise with a specific population (e.g. preschool mentally retarded; severely emotionally disturbed adolescents) and the intern will be assigned to work with this supervisor for a period of time (e.g., two days a week for three months). In some instances, interns may do a rotation near the end of their experience (e.g., four weeks in a diagnostic and intervention program for elementary age emotionally handicapped children; two weeks working with cerebral palsied children). Interns in conjunction with their supervisors set up additional experiences that may relate to their specific interests. For example, with PL 99-457, there has been a greater need to provide psychological services to pre-school handicapped children and a number of our interns have requested school psychology experience with this population.

As this is a training experience, no specific required number of evaluations, consultations, etc. are expected. Nonetheless, they need to produce what is reasonable and customary in terms of their experience and training. As a rule of thumb, it may be expected that during the first 600 hours, the intern should be expected to provide school psychological services at approximately 50% of the rate of a practicing school psychologist and during the second 600 hours at a rate of 70%.

GUIDELINES FOR INTERN SUPERVISORS

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speed in which this is accomplished often depends on the incoming experiences of the intern. For example, if the intern had previously worked as a special education teacher, school counselor, or social worker then they would have extra experience that would facilitate their entry into the field experience.

Intern supervisors need to evaluate the intern every eight weeks. If any difficulty occurs, they need to immediately contact the University Coordinator of School Psychology Internships.

Intern supervisors may wish to consult the chapter by Jeremy R. Sullivan and Jane Close Conoley entitled Best Practices in the Supervision of Interns in Best Practices in School

Psychology, 5th ed.

EVALUATION, FEEDBACK AND THE AWARDING OF GRADES

The student is evaluated every eight weeks on the exit competencies. Please make sure that your supervisor has copies of the evaluation form found on pages three through six of this syllabus. An alternate form may be used if all the requisite competencies specied on our form are covered. A conference is set up between the intern supervisor and the intern to discuss each formal evaluation. This evaluation is shared with the university supervisor. However, interns receive formal supervision with feedback for a minimum of two hours per week. The internship experience is considered to provide continuous feedback, where the supervisor discusses each and every case with the intern. In fact, this is mandatory as the supervising school psychologist is required to sign off on each individual case.

The intern also receives feedback from the university internship coordinator where cases, problem, situations, and issues are discussed. The intern, the school-based supervisor and the university supervisor sign and discuss each formal evaluation. Feedback for improvement is provided as necessary.

Procedures have been designated which recognize the importance of due process, respecting the rights and privileges of all parties involved. The assignment of academic credit necessitates that the University Coordinator of School Psychology Internships has the authority for the official specification of the grade. Significant input is received from school-bases school psychologists in a formal evaluation four times during the internship. This process allows for ongoing evaluation. Evaluation is seen as the combined responsibilities of all parties involved, including local supervisor(s), interns, and the University Coordinator of School Psychology Internships.

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the course of their field experience. Evaluations are based on what is expected of an intern and not a highly experienced school psychologist.

Grades are assigned on the following:

A. The majority of competencies are rated to be highly competent or outstanding with little or no further supervision required.

B. The majority of competencies are rated to be above average with minimal supervision required.

C. The majority of competencies are rated to be minimally competent to competent with moderate supervision still required

D. The majority of competencies are rated to be not yet competent to minimal competent.

E. The majority of competencies are rated in the unsatisfactory to not yet competent level.

Some subjectivity comes into play when awarding grades to a field based internship. Nonetheless, continuous feedback, open-ended evaluations between all parties and the use of secondary supervisors all may lessen this factor. Grades may also be influenced positively by demonstrating continuous improvement during the four evaluations as well as the intern’s ability to respond favorably to feedback and suggestions.

The University has a Final Report Form that needs to be completed at the end of the internship. The school-based school psychology supervisor receives credit to take University courses for providing supervision. It is the responsibility of the intern to ensure that this is completed and to return this form to the TEC office at the University. This form will need to be completed for an intern to receive a grade.

An intern will need to receive a grade of an A or B to be recommended by the University Coordinator of School Psychology Internships for a position in the profession.

Standards of Academic Conduct: Graduate students shall observe the highest standards of academic conduct, ethics and integrity as stated in the Student Handbook.

Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic

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subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook.

Misconduct includes: Cheating – The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not. Plagiarism – The use and appropriation of another’s work without any indication of the source and the representation of such work as the student’s own. A student, who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is responsible for plagiarism.

Important University Dates

September

1 Labor Day Holiday (University Closed). September

2

Last day to complete late registration.

Drop/Add Period ends; last day to drop courses or withdraw from the University without incurring a financial liability.

Last day to change a grading option. September

19 Last day to withdraw from the University with a 25% refund of tuition. October 17 Deadline to drop a course with a DR grade.

Deadline to withdraw from the University with a WI grade.

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REQUIRED TEXTS or DOCUMENTS

American Psychological Association (2000). Ethical principles of psychologists Washington, DC: Author.

National Association of School Psychologists (2002). Guidelines for the provision of

school psychological services. Bethesda, MD: Author.

National Association of School Psychologists (2002). Principles for professional ethics. Bethesda, MD: Author.

National Association of School Psychologists (2002). Standards for the credentialing of

school psychologists. Bethesda, MD: Author.

National Association of School Psychologists (2002). Standards for training and field

placement programs in school psychology. Bethesda, MD: Author.

The above listed documents can be found in the following text. They can also be found at the NASP website. www.nasponline.org

Thomas, A., & Grimes, J. (2002). Best practices in school psychology: IV. Bethesda, MD: Author. These can also be found in Best practices in school psychology: V. Additional readings such as journal articles, monographs, books, manuals, etc. will be assigned by the instructor and/or the field-based supervisor.

ASSIGNMENT

Please read the following text and write a reaction paper to each chapter during the fall semester. Write one reaction paper each week. The reaction paper only needs to be one to two pages long.

Covey, S. R. (1989). The 7 habits of highly effective people. Powerful lessons for personal change. New York: Simon & Shuster.

During this internship experience we will focus not only on professional skills but on personal and professional growth to enable the intern to become a more effective and emotionally intelligent practitioner. Emphasis will also be placed on developing leadership and advocacy skills.

INSTRUCTOR : Philip J. Lazarus, Ph.D., NCSP

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Office Hours :

E-mail Address : [email protected]

Website : http://www.fiu.edu Fax : (305) 348 - 2725