Williamsburg, Virginia
School of Education
School Psychology M.Ed & Ed.S. Programs
STUDENT HANDBOOK
2012-2013
TABLE OF CONTENTS
Introduction 3
School of Education Conceptual Framework 3
School Psychology Program Mission Statement 4
Conceptual Framework of the SOE School Psychology Competencies 5
Program Objectives 7
Professional Dispositions 9
Admissions 11
Masters of Education Course Requirements 14
Educational Specialist Course Requirements 15
School Psychology Courses 16
Faculty 19
Academic Policies 21
Advisement 21
Independent Study 21
Definition of Graduate Credit 21
Academic Standards 21
Program Course Exemptions 22
Transfer Credit 22
School Psychology Program Retention Policies/Procedures 23
William and Mary and the School of Education 28
Description 28
Financial Assistance 28
Earl Gregg Swem Library 30
The Learning Resource Center 30
Information Technology 30
Support for Students with Disabilities 30
William and Mary At A Glance 31
Appendix A: School Psychology Program Improvement Plan 33
Appendix B: Notification Form 36
Appendix C: School Psychology Program Follow-up of Improvement Plan 38
Appendix D: Annual Student Review by Faculty 40
Appendix E: School Psychology Competency Rubric 43
Appendix F: Rubric for Comprehensive Portfolio 47
Introduction
Welcome to the School Psychology graduate program at the College of William and Mary! This Handbook is designed to provide you with important information you will need while you are enrolled as a student in the program. Please read carefully through the Handbook because it describes policies and procedures you will be expected to understand. Additionally, the Handbook includes a description of the College of William and Mary and the School of Education. Please refer to the Practicum and Internship Handbook for specific information about these practical experiences.
We, the faculty, look forward to working closely with you during the next several years. We encourage you to take advantage of the many resources and opportunities the College and the School Psychology Program have to offer.
School of Education Conceptual Framework
The conceptual framework of the School of Education incorporates a shared view--across all professional preparation programs--of the broad aims intended for our students. The faculty believes that a graduate of the School of Education is characterized by four essential elements that will best enable him or her to deliver services to children, schools, families, and communities in a manner that will promote educationally and psychologically healthy environments in a pluralistic society. This framework also embodies the core elements of our programs, courses, teaching, student and faculty scholarship, and student performance. As an integrative whole, the framework is comprised of the four main strands represented below, which the faculty believe constitute a highly qualified professional who will positively and productively contribute to the lives of students, families, colleagues, communities, and the profession.
Content Expert
We believe fundamentally that professionals must have specific knowledge to learn in context and problem solve throughout a career. A profound understanding of disciplinary subject matter is vital. To accomplish this goal, we encourage students to master content appropriate to their disciplinary foci, consider diverse perspectives, participate in engaged learning, reflect on their actions, and generate responses based on research and best practice.
Effective Collaborator
We promote and develop the use of a collaborative style for working effectively and cooperatively in professional communities. Partnerships among professionals, as well as between academic and non-academic realms, are critical for the successful education of all students, as such collaboration allows students to take full advantage of their schools’ academic opportunities. It is vital for educators to build positive and effective relationships with the racially, culturally, economically, and linguistically diverse families and communities we serve.
Educational Leader
We expect that our graduates will assume leadership roles in a variety of educational and societal settings. Among the important abilities that will inform the leadership practices of our graduates are research-based technical skills, conceptually sound decision making, thoughtful and informed problem solving, and clear and inclusive communication. We hope our graduates develop a personal sense of competence and confidence in leadership roles that encourages resilience in coping with and promoting desired change within the context of a globally connected environment
Reflective Practitioner
We believe that ideal professional preparation produces an educator who can “reflect-in-action” and “reflect-on-action.” The School of Education cultivates a style of reflective practice that embraces the role of data, active inquiry, careful analysis, and thoughtful decision-making that leads to effective and culturally responsive pedagogy. We focus overall on the development of analytic and creative practices through which they can approach new issues and problems in a proactive way throughout their educational careers.
School Psychology Program Mission Statement
The course of study in the School Psychology program at William and Mary prepares students to meet the increasingly diverse responsibilities of school psychologists in an increasingly diverse society. Emphasis is placed on several content areas that contribute to the development of competencies necessary for students preparing to be professional school psychologists with an understanding and respect for human diversity. A developmental course of study ensures that students’ learning is appropriately sequenced and coordinated with relevant practical experiences. In order to promote reflective thinking and deeper understanding throughout this course of study, a variety of activities are regularly incorporated into classes. For example, the use of case studies is a common exercise for generating hypotheses and discussing possible outcomes. Inherent to many school psychology courses is a practicum component through which students can experiment with new skills and integrate theory with practice. Students are frequently asked to maintain journals/logs in which they reflect on their own practice and important issues. Class time includes discussion that encourages the expression of different perspectives. All students in the School Psychology program are required to complete a portfolio that is used to document the development of core professional competencies.
Conceptual Framework of the SOE School Psychology Competencies
Students are expected to demonstrate adequate competency in each of the domains subsumed under the 5 content areas. These domains are specified in the Standards for Graduate Preparation of School Psychologists (NASP, 2010)[1]. By requiring students to demonstrate competency within each domain, they are assured the necessary skills to deliver effective services in their roles as professional school psychologists.
Area I: Assessment Linked to Intervention
Graduates of the School Psychology program at the College of William and Mary must demonstrate adequate competence in assessment and in linking assessment results to the design, implementation, and evaluation of effective interventions. Consequently, students are trained in the use of both formal and informal assessment techniques, including standardized tests, behavioral assessment, curriculum-based measurement, observation, ecological assessment, and interviews. Students apply their knowledge of psychometric standards to the selection and use of assessment techniques. Students are taught to integrate the assessment data to develop a complete analysis of the child’s strengths and needs. This information is used to make empirically based decisions about service delivery and to develop intervention strategies for academic and behavioral difficulties. Students are trained to use assessment and data collection methods to measure students’ progress and response to intervention.
Domains: Data-based Decision-Making and Accountability (2.1)
Interventions and Instructional Support to Develop Academic Skills (2.3)
Interventions and Mental Health Services to Develop Social and Life Skills (2.4)
School-wide Practices to Promote Learning (2.5)
Diversity in Development and Learning (2.8)
Area II: Home- School- Community Collaboration
Graduates of the School Psychology program at the College of William and Mary must demonstrate adequate competence in the area of Home- School- Community Collaboration. Graduates are aware of their role as a child advocate and appreciate the importance of a systems approach in meeting their role expectations. In addition to a specific course devoted to the development of consultation skills, emphasis on the importance of collaboration and problem solving with professionals and parents pervades the majority of courses. It is a general assumption that consultation with parents, teachers and other professionals is vital to assist children’s learning and optimize adjustment to social and educational environments. Both preventive and remedial aspects of the children’s academic and/or social difficulties are emphasized in developing evidence-based interventions. The importance of family involvement in education is emphasized throughout the course of study.
Domains: Consultation and Collaboration (2.2)
Family School Collaboration Services (2.7)
School-wide Practices to Promote Learning (2.5)
Preventive and Responsive Services (2.6)
Diversity in Development and Learning (2.8)
Area III: Prevention and Intervention Services
Graduates of the School Psychology program at the College of William and Mary must demonstrate adequate competence in the area of Prevention and Intervention Services. Before graduating students are expected to draw on their knowledge of learning theory and cognitive processes in order to contribute to the development of instructional strategies for students. Furthermore, students are prepared to identify children who could benefit from counseling, behavior management or consultation, and to intervene on an individual and/or group basis. The development of resilience is emphasized. Program development, implementation, and evaluation are emphasized as strategies that benefit all children by preventing academic, social and emotional difficulties.
Domains: Interventions and Instructional Support to Develop Academic Skills (2.3)
Interventions and Mental Health Services to Develop Social and Life Skills (2.4)
Preventive and Responsive Services (2.6)
School-wide Practices to Promote Learning (2.5)
Diversity in Development and Learning (2.8)
Research and Program Evaluation (2.9)
Area IV: Professional Knowledge and Skills
Graduates of the School Psychology program at the College of William and Mary must demonstrate adequate competence in the area of Professional Practice. Before graduating students are expected to operate in compliance with legal and ethical standards at all times. Students are trained to evaluate the impact of their services and make adjustments as necessary. Sensitivity to cultural diversity is emphasized across classes. Special attention is given to the awareness of personal biases and how these biases may influence practices. In addition to a formal practicum class and internship, students complete a variety of practical experiences across their course of study. These practical experiences enhance the students’ understanding of the structure and organization of schools and agencies. Students are expected to participate in professional development activities to maintain and expand their level of expertise and utilize technology that is relevant to their work.
Domains: Legal, Ethical, and Professional Practice (2.10)
School-wide Practices to Promote Learning (2.5)
Diversity in Development and Learning (2.8)
Research and Program Evaluation (2.9)
Area V: Educational and Psychological Foundations
Graduates of the School Psychology Program at the College of William and Mary must demonstrate adequate competence in the area of Educational and Psychological Foundations. Students must demonstrate knowledge of human learning and human developmental processes, psychopathology, behavioral principles, and family systems, . They will understand measurement concepts as they relate to assessment and intervention. Students will be educated consumers of research and translate research to practice. They will engage in program evaluation related to their activities in the schools.
Domains: Research and Program Evaluation (2.9)
Legal, Ethical, and Professional Practice (2.10)
Interventions and Instructional Support to Develop Academic Skills (2.3)
Interventions and Mental Health Services to Develop Social and Life Skills (2.4)
Data-based Decision-Making and Accountability (2.1)
Program Objectives
Upon completion of the program students will be able to:
Assessment Linked to Intervention
Administer, score, and interpret both formal and informal assessment measures that are commonly used to assess/diagnose/report the psycho-educational strengths and needs of a referred child. (2.1)
Engage in behavioral assessment, curriculum-based measurement, interviews, and ecological assessment as they are relevant to a child’s evaluation. (2.1)
Interpret assessment results from both formal and informal measures in a manner that provides empirically supported decisions for service and useful recommendations for evidence-based intervention. (2.1)
Use assessment data to measure children’s progress and response to interventions. (2.1)
Consider individual differences (culture, gender, context) in all aspects of assessment. (2.8)
Home/School/Community Collaboration
Demonstrate an understanding of the importance of family-school partnerships in all aspects of a child’s education. (2.7)
Promote partnerships with families and community agencies. (2.7)
Consult with a variety of consultees, including parents, school personnel and community professionals on both an individual and team basis using appropriate models and methods. (2.2)
Demonstrate understanding of the roles and functions of school-based decision making teams (2.5).
Demonstrate understanding of the roles of community agencies and how these interact with school-based professionals to improve outcomes for children (2.7)
Demonstrate understanding of structural theory and systems theory and how these might operate to influence school climate (2.5).
Prevention and Intervention Services
Develop appropriate cognitive and academic goals for students with various needs and assist with the implementation and evaluation of interventions to meet these goals. (2.3)
Select, implement, and evaluate appropriate services to address the behavioral, affective, adaptive, and social needs of students. (2.4)
Assess the need for and engage in the development of prevention programs/activities for educational and social-emotional difficulties. (2.6)
Implement appropriate counseling methods and psycho-educational interventions for children and adolescents in need of such services. (2.6)
Develop and/or implement strategies to create and maintain effective and supportive learning environments for students. (2.5)
Professional Knowledge and Skills
Articulate a coherent and current understanding of the philosophy, organization, and professional activities related to the practice of school psychology. (2.10)
Demonstrate knowledge of legal issues and professional ethical standards as they apply to school psychologists and act in compliance with them. (2.10)
Articulate a personally meaningful, objectively reasonable, ethical, and professional philosophy that is fruitful for making personal and professional decisions. (2.10)