HANDBOOK

FOR

SUPERVISION OF FIELD EXPERIENCE

EFFECTIVE FALL 2012

UNIVERSITY OF LA VERNE SCHOOL PSYCHOLOGY PROGRAM

Master of Science in School Psychology

Pupil Personnel Services Credential

(With Advanced Specialization in School Psychology)

School Psychology Preparation Program

Jackie M. Allen, Ed.D., Chair

(909) 593-3511, Ext. 4618

College of Education and Organizational Leadership

Mark Goor, Ph.D., Dean

UNIVERSITY OF LA VERNE

1950 THIRD STREET

LA VERNE, CA 91750

TABLE OF CONTENTS

INTRODUCTION…………………………………………………….…………………………………………4

GOALS of SUPERVISED FIELD EXPERIENCE………………………………………………………5-6

REQUIREMENTS FOR PUPIL PERSONNEL SERVICES CREDENTIAL……………………6-8

CALIFORNIA COMMISSION ON TEACHER CREDENTIALING

UNIVERSITY OF LA VERNE

EXPECTATIONS OF THE SCHOOL PSYCHOLOGY TRAINEE…………………...... 8-9

EXPECTATIONS OF THE ON-SITE SUPERVISOR OF FIELD EXPERIENCE……………9-10

EXPECTATIONS OF THE UNIVERSITY SUPERVISOR OF FIELD EXPERIENCE..….10-11

ACTIVITIES FOR THE UNIVERSITY SUPERVISOR OF FIELD EXPERIENCE………..11-12

DOCUMENTATION OF FIELD EXPERIENCE…………………………………………………….13-14

SCHOOL PSYCHOLOGY TRAINEE

UNIVERSITY SUPERVISOR

SUPERVISED FIELD EXPERIENCE REGISTRATION AND HOURS……………………...14-16

GUIDELINES AND POLICY……………………………………………………………………………..16-18

PUPIL SERVICES STANDARDS OF PROGRAM QUALITY AND EFFECTIVENESS

CCTC CREDENTIALING STANDARDS…………………...... 19-22

CCTC SCHOOL PSYCHOLOGY SPECIALIZATION STANDARDS…...... ……….23-28

NASP STANDARDS (2000)………………………………………………………………..…28-30

NASP STANDARDS (2010)…………………………………………………………………..31-35

COURSE SEQUENCE (2012)……………………….…………………………………………………..36-37

Appendices

A. Verification of Placement…………………………………………………………………….38-39

B. Field Experience Planning Document…………………………………………………..40-43

C. Field Experience Activity Logs…………………………………………………………….44-46

D. Summary of Field Experience Hours …………………………………………………47-48

E. Sample Verification of Hours Letter…………………………………………………….49-50

F. On-Site Field Experience Evaluation ………………………………………………….51-52

G Evaluation Form of University Supervisor of Field Experience…………...... 53-54

H. Individual Monitoring Log ……………………………………………………………..55-56

I. Evaluation Form for School Psychology Preparation Program……………...57-58

J. Evaluation Form for Practicum A………………………………………………………...59

K. Evaluation Form for Practicum B………………………………………………………...60

L. Demonstrated Skills Evaluation for Field Work…….……………………………...61

INTRODUCTION

AN OPEN LETTER TO ON-SITE SUPERVISORS

Thank you for providing your professional time and expertise to act as an on-site supervisor for a graduate student during the supervised field experience component of the University of La Verne School Psychology Preparation Program. Your commitment to the development of competent professional psychologists is appreciated.

The field experience component is designed to integrate the school psychology trainee’s academic learning with practical expertise under the direction and supervision of a professional school psychologist. The field experience also serves as an opportunity for the school psychology trainee to demonstrate skills required by the California Commission on Teacher Credentialing for the Pupil Personnel Services Credential with Advanced Specialization in School Psychology (PPS Credential).

This handbook is designed to provide you with information about the program, State requirements, and the expectations for the school psychology trainee, on site-supervisor and the university supervisor.

You will have periodic contact with the university supervisor, but do not hesitate to call me at (909) 593-3511, ext. 4618 for Field Work or Dr. Runnels, at ext. 4812 for Practica , if you have questions or concerns. Thank you again for your time, expertise and dedication to the youth of California and the development of professional school psychologists to serve them.

NOTES TO THE UNIVERSITY SUPERVISOR OF FIELD EXPERIENCE

The functions of the University Supervisor of Field Experience are an essential component of the School Psychology Preparation Program. S/he is a key link between the University, the school psychology trainee and the on-site supervisor. University Supervisors develop a helping relationship with the school psychology trainee and serve as mentors. The success of the School Psychology Preparation Program is predicated on the depth and breadth of the experience the school psychology trainee encounters while serving in the field. The University Supervisor should ensure the school psychology trainee meets all credential Standards requirements and finds field experience positive and rewarding.

Jackie M. Allen, Ed.D., MFT, NCC, NCSC

Associate Professor of Education

Chair, School Psychology Preparation Program

GOALS OF SUPERVISED FIELD EXPERIENCE

The goals for the Supervised Field Experience component of the School Psychology Preparation Program to facilitate school psychology trainee competence are as follows:

The trainee will:

  1. Become familiar with, and practice, the day-to-day skills and procedures used by professional school psychologists within an educational setting;
  1. Apply University classroom learning in carrying out the responsibilities of a credentialed professional school psychologist;
  1. Develop and demonstrate competence in required experience/skill areas necessary for the delivery of professional school psychology services, such as: data based decision making; collaboration with interdisciplinary team members; consultation with school staff and parents; counseling (individual and group) and crisis prevention, intervention, and postvention (aftermath); home/school/community communication; academic and behavior screening, assessment, and interventions; individual assessment and test interpretation, and report writing; coordination of program planning and evaluation of resources and programs; effective interventions with pupils from diverse socioeconomic, ethnic, and cultural backgrounds; wellness promotion; research and measurement; and technological literacy.
  1. Develop and demonstrate the ability to select and apply core knowledge regarding psychological foundations, educational foundations, and legal, ethical, and professional foundations in their work in schools.
  1. Develop and demonstrate the ability to work effectively and professionally with other school staff, parents and community agencies, and to carry out the mission of the school/agency;
  1. Develop, practice, and demonstrate personal values, attitudes, and behaviors which promote the healthy educational, personal, and social development of children and adolescents;
  1. Identify and achieve personal learning activities (professional conferences and in-service training) which contribute to one’s professional growth and competency;
  1. Identify and practice strategies for effective problem solving and conflict resolution/management within an organization;
  1. Solicit professional feedback on his/her performance from supervisors and co-workers, and respond constructively to suggestions for improvement and growth;
  1. Demonstrate and document, with the assistance of the University Supervisor of Field Experience and On-Site Supervisors, the professional standards for the Pupil Personnel Services Credential required by the California Commission on Teacher Credentialing.

California Commission on Teacher Credentialing

REQUIREMENTS FOR PUPIL PERSONNEL SERVICES CREDENTIAL IN

SCHOOL PSYCHOLOGY

Field Experience Settings

Field experience is an integral part of the school psychology pupil personnel services credential program. School psychology trainees take Practicum A during their first year of classes, Practicum B during the second year of classes, and the Culminating Field Experience/Internship (i.e. Supervised Field Work-Levels I & II) during the third year of studies.

The four basic field experience settings for school psychologists include (a) preschool, (b) elementary, (c) middle school or junior high, and (d) high school. It is expected that candidates will complete field experiences in three (3) of these four (4) settings.

Practica

  1. A total of four hundred and fifty (450) clock hours of practicum is required.
  1. At least three hundred (300) of these four hundred and fifty (450) clock hours must be in a preschool to grade 12 school setting providing direct and indirect pupil services.
  1. Up to one hundred and fifty (150) hours of experience may be in on-campus agencies (e.g., child study center, psychology clinic, and relevant educational research or evaluation activities), or community agencies (e.g., private schools, community mental health centers).
  1. A minimum of two hundred (200) clock hours must be completed in a second, third, or fourth field experience setting. These two hundred (200) hours may be accrued in both practicum and the culminating field experience settings combined.

5.  School psychology trainees must be supervised by an experienced (minimum of three years) professional school psychologist who possesses background, training and credentials appropriate to the practicum experience.

  1. Participation in regularly scheduled group and/or individual meetings with a university supervisor is required.

Culminating Field Experience (Internship)

  1. A total of twelve hundred (1,200) clock hours of field experience is required.
  1. The field experience is typically completed within one (1) academic year but shall be completed within no more than two (2) consecutive academic years.
  1. A minimum of eight hundred (800) clock hours must be in preschool to grade 12 school setting providing direct and indirect services to pupils.
  1. Up to four hundred (400) clock hours of field experience may be in other settings, such as: (a) private, state-approved educational programs; (b) other appropriate mental health-related program settings involved in the education of pupils; or (c) relevant educational research or evaluation activities.

5.  School psychology trainees (interns) must be supervised by a site level supervisor who holds a valid Pupil Personnel Services Credential authorizing service as a school psychologist and has at least the equivalent of three (3) years of full-time experience as a school psychologist.

6.  Participation in regularly scheduled group and/or individual meetings with a university supervisor is required.

Note: This culminating field experience is called an “internship” when the candidate is granted an Internship Credential issued from the California Commission on Teacher Credentialing and receives a salary from a school district.

ULV FIELD EXPERIENCE REQUIREMENTS

Professional Liability Insurance

All school psychology trainees must be covered by professional liability insurance during supervised field experience.

If you presently have a liability insurance policy (for example, through your school district or California Teachers Association), you must check to see that it covers you in this new role as a school psychology trainee.

You may obtain information about coverage through the following organization:

National Association of School Psychologists

(301) 657-0270

www.nasponline.org http://www.nasponline.org/membership/insurance.aspx

Evidence of coverage must be presented to your university supervisor before you begin field experience.

Certificate of Clearance

School psychology trainees who do not hold a valid California Teaching Credential or a valid Pupil Personnel Services Credential must obtain a Certificate of Clearance and present it to their university supervisor before beginning field experience. Forms for the Certificate of Clearance must be obtained from the credential analyst on campus at (909) 593-3511, Ext. 4631.

Evidence of a Certificate of Clearance or a valid credential issued by the California Commission on Teacher Credentialing and a clear TB verification must be on file with the University of La Verne before candidate registers for Practicum A.

Passage of CBEST

School psychology trainees must pass all sections of the California Basic Educational Skills Test (CBEST) before starting Practicum B. Proof of passing the CBEST must be submitted to the university supervisor.

EXPECTATIONS OF THE SCHOOL PSYCHOLOGY TRAINEE

The University expects the school psychology trainee will:

  1. Accept responsibility for identifying appropriate field experience placement sites which meet his/her interests as well as the University’s program and State credential requirements;
  1. Take responsibility for initiating meetings with the on-site supervisor, completing necessary paperwork and documenting hours and activities;
  1. Become aware of, and operate within the standards, procedures and policies of the school/district/agency;
  1. Develop increased competency and provide services to students and staff;
  1. Seek assistance from on-site supervisors and/or university supervisor when dealing with unfamiliar, difficult or high-risk situations or cases;
  1. Participate in regularly-scheduled group meetings and complete all in-class and homework assignments;
  1. Attend professional meetings and explore community agencies created to help students and their families;
  1. Conduct him/herself in a professional manner and adhere to the code of ethics of the school psychology profession.
  1. Complete Evidence of Learning Outcomes and Field Experience Logs.
  1. Complete Evaluation of On-Site Supervisor and University Supervisor.
  1. Abide by the University of La Verne College of Education dispositions.
  1. Technological competency.

Rev. 8-08, 8-11

EXPECTATIONS OF THE ON-SITE SUPERVISOR

The University expects that the on-site supervisor will:

1.  Be an experienced professional (two–year minimum) who possesses background, training and credentials appropriate to the practicum experience. For field work/internship is a field-based professional holding a current and valid Pupil Personnel Services Credential authorizing service as a school psychologist (with minimum of three (3) years of full-time experience as a school psychologist).

2.  Provide the expertise, time and interest to give professional supervision and feedback (minimum of 2 hours per week) to the school psychology trainee. On-site supervision contact should occur no less than once a week (daily contact is highly desirable) and shall include observation, coaching, support and guidance, problem solving, feedback and suggestions for change and growth;

3.  Participate in an on-site supervisor orientation;

4.  Complete required documentation including Verification of Placement/Memorandum of Understanding and On-Site Supervisor Form

5.  Complete with the school psychology trainee a Program Planning Document outlining the activities the school psychology trainee will carry out during the year of fieldwork/internship;

6.  Ensure that there is no personal or professional relationship with the school psychology trainee, which would cause a conflict of interest (for example, a principal who regularly evaluates the school psychology trainee as a teacher or counselor);

7.  Ensure that the school psychology trainee is oriented to the site and introduced to other site staff as a school psychology trainee;

8.  Provide adequate workspace, materials including assessment materials and support for the school psychology trainee;

9.  Ensure that the school psychology trainee does not serve as a psychometrician only;

10.  Ensure that the school psychology trainee’s role and responsibilities at the site are appropriate for the level of training received, and are communicated to the appropriate staff;

11.  Ensure that the school psychology trainee will be given increasing responsibility commensurate with his/her ability and experience;

12.  Schedule regular meetings with the school psychology trainee to provide supervision and discuss progress, including strengths and areas for growth, and discuss the Demonstrated Skills Evaluations with the trainee before meeting with the University Supervisor.

13.  Communicate school psychology trainee problems/concerns to the university supervisor; if a serious problem exists, the university supervisor must be notified immediately.

Rev. 7-07. 8-08. 8-10

EXPECTATIONS OF THE UNIVERSITY SUPERVISOR

OF FIELD EXPERIENCE

The University expects that the Supervisor of Field Experience will:

  1. Provide assistance to the school psychology trainee in identifying appropriate placement sites and approve all sites and supervisors;
  1. Provide assistance and support to the school psychology trainee in maintaining appropriate documentation;
  1. For fieldwork/internships visit each placement site once each semester. The on-site meeting should be held with the school psychology trainee, the on-site supervisor, and the University Supervisor;
  1. Conduct group meetings (at least monthly) for all school psychology trainees, giving them an opportunity to enhance school psychology practice skills and to share experiences, to discuss and demonstrate competency in Pupil Services Standards of Program Quality and Effectiveness and School Psychology Specialization Standards, to discuss practical applications of counseling and psychological theories, and to share experiences;
  1. Inform each school psychology trainee and on-site supervisor how they can contact the university supervisor;
  1. Provide feedback and evaluation of the school psychology trainee’s demonstrated skills on an ongoing basis.

ACTIVITIES FOR THE UNIVERSITY SUPERVISOR OF FIELD EXPERIENCE