1 University of Oregon College of Education School Psychology Program Practicum Handbook School Psychology Program Website https://education.uoregon.edu/spsy
2 2 Memorandum To: Re: Cooperating Professionals Supervision of UO Practicum Students Thank you for your willingness to assist in the preparation and training of prospective members of the school psychology profession. The faculty of the School Psychology Program understands and appreciates the important role that field supervisors play as mentors and models of professional practices for our students. Your interactions with practicum students have a major impact on the development of their career goals and professional identities. I hope that the information contained in this handbook will be helpful to you as you supervise practicum or internship students from the UO School Psychology Program. I also hope that the experience of being a field supervisor will be personally and professionally rewarding. If you have questions or comments regarding your role as a field supervisor, please do not hesitate to contact me at or Sincerely, Chad Harrison, Ph.D. School Psychology Program Practicum Coordinator
3 3 TABLE OF CONTENTS OVERVIEW OF THE SCHOOL PSYCHOLOGY PROGRAM... 4 Mission and Values... 4 Program Philosophy... 4 Initial School Psychologist Licensure Requirements Checklist... 4 TIMELINES AND LOGISTICS... 8 Suggested Timeline for School Psychology Program Practica and Internship... 8 Logistics... 8 EXPECTATIONS AND EVALUATION Expectations for Professional Behavior of Practicum Students Grading Assessment of Professional Competencies: Professional Growth Assessment (PGA) Assessment of Professional Competencies: Practicum Portfolio When a Student is not Succeeding ROLES AND RESPONSIBILITIES Getting Started Roles and Responsibilities of Field Supervisors Roles and Responsibilities of University Supervisors OTHER IMPORTANT INFORMATION Obtaining a COE ID Badge Insurance Coverage Safety and Liability Issues EVALUATION FORMS School Psychology Practicum Activity Log.21 Supervision Observation Form.22 Quarterly Evaluation of Professional Behavior 24 Professional Growth Assessment (PGA)..26 Portfolio Cover Sheets & Matrix...31 Matrix of Fieldwork x NASP Domain 32 Report Cover Sheet 33 Case Study Evaluation Form...34 Special Education Evaluation Rubric...38 First Steps Case Rubric...43
4 4 OVERVIEW OF THE SCHOOL PSYCHOLOGY PROGRAM Mission and Values The primary mission of the University of Oregon School Psychology Program is to prepare our students to become leaders and innovators in the field of school psychology. We prepare our master s students to become skilled practitioners and leaders, and we prepare our doctoral students to become scientist-practitioners in the field of school psychology. Our program is intervention-focused, with an emphasis on prevention and early intervention. We seek to recruit and train students who have the desire to make a substantial impact in the fields of school psychology and education at the state, national, and international levels. We are particularly known for and seek to maintain our strong emphasis on state-of-the-art applied research and development efforts in the field of education. Through these efforts, our faculty, students, and alumni help to improve systems of service in schools, and to improve outcomes for children, youth, and their families. Our scientist-practitioner program values linkages across disciplines and systems, and opportunities for such linkages are built into the program requirements. We value the diversity of backgrounds and characteristics that our students bring to the training program, and we actively seek to maintain and increase this diversity. We also value the empowerment of our students, and the perpetuation of a highly collegial program environment, where we strive for positive and cooperative professional relationships among faculty, among students, and between faculty and students. Program Philosophy We are behaviorally-influenced in our theoretical and philosophical orientations, meaning we focus on observable relations that require low-level inferences. Within this general framework, our individual theoretical orientations range from behavior analytic to social-interactional theory. From these perspectives we strive to train school psychologists as scientist-practitioners, with a data-oriented problem-solving emphasis. Our program is intervention-focused, training graduate students to conduct and evaluate research and to deliver evidence-based interventions to children and youth in schools and in related settings within a behaviorally-oriented perspective and at a variety of levels. These levels of service delivery and intervention include (a) with individuals, (b) within small groups and classrooms, and (c) across entire schools and systems. Although the program prepares graduates to provide effective evidence-based services to individuals and groups who have a wide variety of needs, problems, or deficits, we particularly value primary prevention and early intervention approaches, which seek to provide universal screening and prevention services to all students in school settings, and to detect and intervene early before problems become severe. This emphasis supports an outcomes-driven model of service delivery, which is focused on health rather than pathology, and is focused on desired outcomes rather than on problems. Initial School Psychologist Licensure Requirements Checklist The following Initial School Psychologist Endorsement Planned Program checklist shows the UO coursework, tests, and degree requirements for the Initial School Psychologist License through Oregon TSPC. When a candidate applies for the TSPC Initial School Psychologist
5 5 License, this checklist will be completed and signed by the program director to verify completion of the University of Oregon licensure program. This checklist should be completed and signed by the School Psychology Program Director, and sent to the University of Oregon Student Records Coordinator. Students in the doctoral and master s degree programs will complete additional coursework to fulfill their degree requirements. Full lists of coursework requirements for the doctoral and master s degree programs may be obtained in the School Psychology Doctoral and Master s Program Handbooks, and on the program website.
6 6 Initial School Psychologist Endorsement Planned Program University of Oregon, College of Education Updated August Effective for students enrolled Fall Term 2013 or later. Last Name First MI Former SS# Name of Advisor Date I. A minimum of 78 graduate credits to include the following: 8 credits in Psychological and Educational Foundations SPSY 650 Developmental Psychopathology 4 credits SPED 660 Design of Instruction 4 credits 23 credits in Measurement, Statistics, and Assessment SPSY 617 Tests and Measurement in Education 4 credits EDUC 614 Educational Statistics 4 credits EDUC 650 Single-Subject Research Methods I 3 credits SPSY 671 Behavioral Assessment 4 credits SPSY 672 Intellectual Assessment 4 credits SPSY 674 Educational Assessment 4 credits 19 credits in Methods of School-Based Intervention and Consultation SPSY 610 Introduction to Consultation 4 credits SPSY 610 Advanced Consultation 4 credits SPSY 610 Academic and Behavioral Interventions 4 credits SPSY 610 Beginning Counseling Skills (or CPSY 609 Child & Family Practicum) 3 credits CPSY 642 Child-Family Interventions 4 credits 10 credits in Professional School Psychology SPSY 661 Principles and Practices of School Psychology 4 credits SPED 628 Law and Special Education 3 credits SPSY 610 Professional Ethics 3 credits 18 credits in School Psychology Practicum/Internship SPSY 609 Practicum Field Experience I (Fall) 3 credits SPSY 609 Practicum Field Experience I (Winter) 3 credits SPSY 626 Practicum Final Supervised Field Experience (Spring) 3 credits SPSY 704 School Psychology Internship 9 credits *Doctoral students may complete 8 of their 9 internship credits as SPSY 605 (Reading in Pre-Internship Planning). Doctoral students must have a minimum of 1 credit of SPSY 704 during the final term of their internship.
7 7 II. In addition, the Oregon Teacher Standards and Practices Commission (TSPC) requires the following: *Note that TSPC occasionally updates licensure requirements, so you should verify that this information is current on the TSPC website prior to submitting an application for licensure. A. Test of Basic Skills: Candidates must submit official passing scores on the following exam, in the areas of reading, writing, and math. A fully conferred master s or doctoral degree from a regionally-accredited institution may waive this requirement for a test of basic skills. Passing Scores on the NES Essential Skills Tests offered through the Oregon Educator Licensure Assessments (ORELA) B. Test of Specialty Area Passing Scores on the Praxis II Specialty Area Test: School Psychologist (#10400) C. Test of Civil Rights Passing Scores on the Protecting Student and Civil Rights in the Educational Environment Test, offered through the Oregon Educator Licensure Assessments (ORELA). D. Verification of Completion of a Masters Degree or higher in a behavioral science (list institution, degree/major, and date): Reviewed by Licensure Office Date: III. To be completed by Director of Training at the time of program completion: I verify that Student s Name has fulfilled the requirements of The University of Oregon College of Education TSPC approved initial licensure program in School Psychology, including passing all tests required by TSPC for Initial School Psychology licensure. Director of Training, School Psychology Program Date : If denied, reason(s):
8 TIMELINES AND LOGISTICS Applied practica are an integral part of the School Psychology Program. Successful completion of the practicum and internship sequence is required for students to maintain good standing in the School Psychology program, and for eligibility for licensure as a School Psychologist. Suggested Timeline for School Psychology Program Practica and Internship This section of the handbook provides a general description of the required practicum and internship experiences and timelines. Please refer to the School Psychology Program Graduate Student Handbook (https://education.uoregon.edu/spsy) for a full description of the School Psychology Program practicum training and internship experiences. School psychology students complete school-based practicum experiences during their first 2-3 years of the program, and complete an internship during their final year of study. All students complete a minimum of 450 clock hours in supervised practicum experiences, plus a minimum of 1200 clock hours (M.S. students) and a minimum of 1500 clock hours (Ph.D. students) in a supervised internship experience. The field study and practicum experiences are composed of the following components: 1. An introductory field study in a local school 2. An integrated school-based practicum in a local district, under the direct supervision of a licensed school psychologist 3. A clinical practicum in a community-based service agency for school-age children and youth 4. An optional clinic-based behavior analysis practicum (supervision provided solely by a university faculty member who is a Board Certified Behavior Analyst and board licensed psychologist). 5. An optional advanced practicum related to the student s area of specialization (doctoral program only). During all practicum activities (with the exception of the optional clinic-based behavior analysis practicum), students receive supervision from a University supervisor in conjunction with a field supervisor who is a licensed school psychologist, a board licensed psychologist, or other appropriately credentialed professional. Across practicum experiences, students work in a variety of settings (e.g., public school settings, University clinics, community agencies) and with children across the Oregon TSPC authorization levels (early childhood, elementary, middle, high school). Logistics Practicum Prerequisites Prior to beginning any field study or practicum, students are required to: Complete a comprehensive criminal record check (FBI and Oregon State Police) through Oregon TSPC, and provide verification of current clearance Obtain a COE Practicing Professional ID Badge
9 9 Complete training on the Oregon Mandatory Reporting Law Provide proof of current professional liability insurance Prior to beginning the SPSY 609 Practicum I, the integrated school-based practicum, students are also required to provide verification of having earned a passing score on the Protecting Student and Civil Rights in the Educational Environment Test. Arranging Placements With the exception of advanced practicum opportunities for doctoral students, students are not responsible for finding their own practicum sites. The School Psychology Program practicum coordinator works with other COE licensure programs, local school districts, and community agencies to secure field placements for practicum students. The program has partnerships with schools in the Eugene 4J, Springfield, Bethel, and South Lane School Districts, as well as the Lane ESD. Students are responsible for transportation to and from the practicum site. Although student and school district preferences will be considered when making placements, final decisions will be made by the practicum coordinator after considering a wide range of factors. Practicum experiences coincide with the University of Oregon academic calendar. Supervised practicum begins during the first week of each University term and ends the last day of finals week of each term. Students are not required to be at the field placement site between academic terms. However, students are expected to be available by phone and between terms, as needed for ongoing casework. In the event that practicum work will occur between terms, the student is responsible for working with the University and field supervisors to develop a plan for supervision during that period. Students are expected to secure their own internship sites. Faculty are expected to advise and support students in this process. Students will work closely with the Program Internship Coordinator. For a full discussion of expectations and selection guidelines for internship sites, please refer to your SPSY Master s or Doctoral Program Handbook available online (https://education.uoregon.edu/spsy). Clock Hours and Scheduling Each course associated with a field study or practicum experience will outline requirements and a minimum number of clock hours to be completed at the practicum site in the course syllabus. Students should also work with field supervisors to identify appropriate learning activities that represent the broad role of the school psychologist at that particular school site. For example, students might attend or participate in IEP meetings, assist with development of behavior support plans, monitor students response to academic interventions, and participate on crisis response teams. Students are responsible for keeping detailed practicum logs that document practicum activities and hours. When logging practicum hours, students may log some off-site supervision activities (e.g., report writing, lesson planning), but may not log travel time to and from the practicum site. Logs should be signed by the field and University supervisors, and turned in to the practicum coordinator at the end of each quarter.
10 10 It is the responsibility of the student to work with the field supervisor to negotiate a practicum and supervision schedule that works for both individuals. It is expected that field supervisors will inform students of teacher inservice days, parent-teacher conference days, early release days, or other events that impact the daily schedule at the school site. Once the schedule is established, the student should be at school on the set days, for the specified number of hours, barring illness or emergency. Please note: While it is necessary for us as a program to establish guidelines regarding field placement hours, we recognize that each field site is unique. If you have questions or concerns about your particular situation, please do not hesitate to seek assistance from the University supervisor or practicum coordinator. Absences Should illness or unexpected emergencies arise that prevent being on site as scheduled, students should contact their field supervisor and other affected school personnel immediately. If students have responsibilities that need to be fulfilled during the absence (e.g., reporting evaluation data at a meeting, teaching a lesson) they must make arrangements for these responsibilities to be met. Hours missed due to an absence should be made up. Excessive or unexcused absences, such as vacation or long weekends, may result in a no pass grade for the practicum. Absences due to travel to professional conferences must be negotiated well in advance, and must be approved by both the University and field supervisor. If concerns related to student absences arise, the University supervisor should be notified. The University supervisor will work with the student and field supervisor to address the problem. EXPECTATIONS AND EVALUATION Throughout the integrated school-based practicum and internship sequence, students are expected to assume the daily roles and responsibilities of a school psychologist. This includes being an active participant in the school community through participation in school events (e.g., fundraisers, family nights) and school committees/duties (e.g., PBS teams, student study teams, bus/recess duty) that are typical of school psychologists. Initially, students work under close supervision of the field supervisor, and gradually take on more independence as they progress through the practicum and internship sequence. There may be some aspects of the field supervisor s daily responsibilities that are not appropriate for students to manage independently. In these instances, practicum students should shadow their field supervisor to gain exposure and mentored experience. In addition to assuming the daily roles and responsibilities of a school psychologist, practicum students will complete three activities that will be used to document competencies related to the delivery of school psychology services. These activities include completion of the following: 1. Practicum Case Study 2. First Steps to Success Case 3. Special Education Evaluation
11 11 The Practicum Case Study is evaluated using NCSP case study criteria and is designed to provide a structured opportunity for graduate students to demonstrate knowledge and skills in behavioral problem solving that lead to enhanced school-age student outcomes. First Step to Success is an intervention designed to promote school success for K-1 children who are at risk for developing or who demonstrate anti-social or aggressive behaviors. Graduate students serve as a consultant for a First Step to Success case in a local school district during their school-based integrated practicum (typically in year 2). The Special Education Evaluation is completed for a school-age student in a local school district. Graduate students conduct comprehensive psychoeducational assessments as appropriate for the referral questions, integrate data, and make recommendations based on ethical codes and educational law in consultation with their supervisor(s). The practicum and internship experiences should provide opportunities for the student to: 1. Demonstrate initial skill proficiency across domains of school psychology practice. 2. Demonstrate integration of skills into problem-solving approach to service delivery. 3. Demonstrate increased fluency in service delivery and case management over time. 4. Demonstrate knowledge and skill in working with children across age levels (e.g., early childhood, elementary, middle, high school), and providing services to diverse children, families, and school personnel. 5. Demonstrate knowledge and skill in summarizing, interpreting, and reporting data, both orally and in written reports. 6. Demonstrate knowledge of and adherence to legal and ethical principles governing educational and psychological practice. (e.g., confidentiality, special education procedural requirements). 7. Demonstrate professional behavior and personal qualities consistent with professional standards for school psychology certification/licensure. Expectations for Professional Behavior of Practicum Students The following guidelines are provided specifically for students entering school-based practicum field placements. Additional expectations for practicum and internship students are contained in course syllabi and internship policy documents. As a practicum student, you must make the transition from student to professional. Remember that you are working with educators, parents, and children as a school psychologist in training, and you will play a critical role in the lives of many children during this experience. You are a guest in the schools and homes in which you practice. Please conduct yourself as a guest and professional at all times. Keep in mind that your actions reflect not only on you, but also upon the University of Oregon and the School Psychology Program. Unprofessional behavior may result in failing the practicum.
12 12 Observe the code of conduct practices in the school building and respect established procedures and routines. For example, you should dress appropriately for the school and the role you assume. Keep in mind that parents and members of the community will observe you as a member of their neighborhood school staff. Schools value the relationships they enjoy with their communities and you should contribute positively to the existing relationship. Work with your supervisor and school staff to clarify building procedures, including: o Obtain the telephone number of the school office and your immediate supervisor o Identify and follow check in/out procedures for the building o Determine where to keep your personal belongings while on site o Determine expectations regarding the use of school copiers, computers, printers, phones, and other equipment o Identify communication procedures for absences The demands of practicum are heavy. Carefully consider the other professional and personal commitments in your life. It is important to not over-extend yourself either mentally or physically while in practicum. Having adequate time, energy, and flexibility in your schedule is critical for success in practicum and will impact the quality of your experience. Remember that you will be working with children and families dealing with real issues, and your work will have an impact on their lives and future. Communicate regularly with your field supervisor and University supervisor about your field experience, including positive and negative aspects. Your supervisors rely on your open and honest communication throughout the practicum experience. Follow the calendar of the school site. When scheduling meetings, be mindful of the days and hours school staff are required to report. Keep your field supervisor informed of the University calendar and any conflicts that may arise. Accept feedback with an open mind, a positive attitude, and in a professional manner. Field experiences are significant to your personal and professional development. Feedback is designed to help you develop skills and professional behaviors needed for a career in the field of school psychology. Maintaining a positive, cooperative relationship with your supervisors will contribute to a positive learning experience and the development of professional work habits for your future career. Respect confidentiality of the students and educators with whom you work. Do not use real names or identifying information in any written work, videotapes, or campus-based discussions. Do not discuss casework outside of the school site or supervision settings. All case reports and summaries of assessment results are reviewed and approved by the University course instructor prior to distribution to site supervisors for feedback. Reports are then reviewed, approved and co-signed by the site supervisor prior to distribution to other school personnel or parents.
13 13 Whenever possible, schedule visits to classrooms and meetings with teachers in advance. Keep your appointments, or call in advance to reschedule. When entering classrooms, be as unobtrusive as possible and avoid disrupting the learning environment. Be respectful of teachers schedules and priorities when arranging meetings or other appointments. Be prepared. Have all materials, plans, reports, etc., prepared and well organized in advance for all fieldwork and supervision sessions. Your field and University supervisors are willing to provide assistance for practicum activities, so seek support and feedback on a regular basis. Technology Etiquette Guidelines As an educator, you have a professional image to uphold in how you conduct yourself with the use of electronic media and technology (e.g., school/district websites, Facebook, Twitter, text messaging, cell phone use, etc.). Educational & Social Networks Instances of misconduct, engaging in inappropriate dialogue about schools, colleagues, and/or students, or posting pictures and videos of individuals engaging in inappropriate, illegal, or controversial activity online can result in serious repercussions. Consequences may include district or University termination of your practicum placement, a failing grade in practicum, or termination from the School Psychology Program. Guidelines for use of technology are as follows: 1. If using an educational network at your practicum site, find out what the district and school policies are and comply with them. 2. Do not post/send photos or videos of students without written parent or guardian permission. 3. Do not accept students as friends on personal social networking sites (e.g., Facebook, Twitter, MySpace, etc.). Decline any student-initiated friend request and discourage online friendships with students. 4. Remember that friends have the ability to share your information with others. 5. Do not discuss students, teachers, or staff or criticize school policies or personnel. 6. Post or send only what you want the world to see. Once you post something, it may be available even after you have taken it down. & Text Messaging As an educator, you are expected to use appropriate language and demonstrate a professional demeanor in all written communication with classroom teachers, parents, students, and university supervisors. This includes all written ( and text messaging) and verbal communication, including phone conversations. Guidelines for the use of , text messaging, as well as use of cell phones at your practicum site are as follows: 1. Carefully compose all responses. Think three times: before you write, after you write and before you send your message. 2. Always use correct grammar, spelling, punctuation, and paragraph structure. Careless spelling, grammar or punctuation conveys a poor impression on you. Use the spell feature that accompanies your program.
14 14 3. Do not capitalize whole words that are not titles. Capitalizing is generally interpreted as SHOUTING to your reader. 4. Get your most important points across quickly. 5. Use the descriptive subject line to identify the message content. s without a descriptive subject line may be deleted without reading. 6. Avoid the expression of extreme emotion or opinion in an message. Remember responses are permanent. To reduce communication problems: a. Resist the temptation to fire off a response. b. Read the original message again. You may have misinterpreted the message. c. Draft a response and let it cool off for a time before sending it. d. Break the cycle of message and response. A telephone call or personal conversation can do wonders in resolving difficulties. Cell Phone & Text Messages 1. Turn your cell phone off. If you need to have your cell phone on for emergencies, set it to vibrate and let your cell phone calls go to voice mail. 2. Refrain from checking and responding to voice and text messages while at your practicum site. 3. If you need to make a phone call, wait until you have a break and then find a private place to make the call. 4. Never use text messaging or other electronic communication to communicate directly with students. Grading Field study courses are graded pass/no pass. Pass is based on successful completion of all items described on the course syllabus. Practicum courses are graded using the University letter grade system, and students must earn a B- or better to pass the course. Grading criteria are described on the course syllabus. Internship courses are graded using the University letter grade system. Grading requirements for internship are described in the internship guidelines document and individual (site-specific) internship contracts. All supervisor ratings on quarterly evaluation forms must be satisfactory or higher to earn a passing grade for practicum courses. If concerns arise about student performance in fieldwork, a remediation plan will be developed (see below). A grade of Incomplete will only be given in rare circumstances, according to University of Oregon guidelines. When a grade of Incomplete is given, the student and course instructor will develop a contract for completing any remaining requirements to earn a grade. The contract must be signed by the student, course instructor, and field supervisor. A copy of the contract will be sent to the student s academic advisor. Assessment of Professional Competencies: Professional Growth Assessment (PGA) The Professional Growth Assessment (PGA) documents a student s progress toward meeting NASP and Oregon TSPC knowledge and skill standards required for initial licensure. This tool
15 15 provides a structured format for providing formative feedback to the student on his/her progress toward meeting Oregon standards for licensure. The following guidelines detail PGA use during the integrated school-based practicum: At the beginning of the practicum students complete a PGA self-assessment. The PGA is completed at the midway point and at the end of the integrated school-based practicum (SPSY 626 Final Field Experience) by the cooperating professional, University supervisor, and the student. These two PGA s are discussed at joint meetings with the university supervisor, cooperating professional, and student. The completed PGA is kept in the student s practicum file. Assessment of Professional Competencies: Practicum Portfolio Students will submit a portfolio at the end of the integrated school-based practicum. Details will be provided in class and on the practicum course syllabus. The portfolio contents will include logs, evaluation materials, reflections, and work samples. Students must submit an approved report or appropriate end product for each case/project to receive a passing grade. Samples from these quarterly portfolios may be placed in the student s annual evaluation portfolio for the School Psychology Program. When a Student is not Succeeding Remediation Plans A remediation plan will be developed by the course instructor for a student when there are areas of concern about the student s knowledge, skill, professional behavior, or performance. A remediation plan may also be developed if it is determined that the student could benefit from additional opportunities to meet the objectives of the course. The remediation plan may include input from the student, the field supervisor, the student's academic advisor and/or the SPSY Program Director. Primary responsibility for designing, implementing, and monitoring this plan belongs to the course instructor. Remediation plans may include a variety of strategies, such as structured role plays, supplemental practice activities, increased university supervision, additional coursework, additional practicum hours, etc. The student's academic advisor will receive a copy of the Remediation Plan. Failure to satisfactorily complete the remediation plan will result in the student earning a failing grade in the course. Notification Process for Student Dismissal In instances where appropriate remediation procedures coupled with the annual School Psychology Program evaluation process do not result in the student making satisfactory progress, the student may be dismissed from the program. Dismissal or termination decisions are made jointly by the program faculty, after a careful examination of student progress and efforts to address concerns that have been noted. In such instances, the student will be notified of the decision of the faculty through a formal letter that includes a description of how the student may access university and college due process procedures. ROLES AND RESPONSIBILITIES
16 16 The following sections outline the roles and responsibilities of practicum supervisors. Internship supervisors should refer to the School Psychology Master s and Doctoral Program Handbooks and individual internship plans for guidance. Getting Started Prior to or during the first week of the student s term of fieldwork, the University supervisor will provide the field supervisor written information about practicum course assignments and expectations for the term. The practicum student and field supervisor should establish a schedule for the student s practicum experience and supervision, identify opportunities to engage in program tasks, and discuss the field supervisor s expectations. The field supervisor should orient the practicum student to the school site and staff, school policies, and other site-specific expectations. It is suggested that students spend time shadowing their field supervisors during the first few weeks to observe a range of day-to-day duties of the supervisor. Roles and Responsibilities of Field Supervisors The SPSY Program recognizes the critical role the field supervisor plays in the development of students knowledge, skills, and professional identities. The field supervisor serves as a mentor and role model for the student, while facilitating the student s progress through program required practica. The SPSY Program selects qualified school-based supervisors who have three or more years of school psychology experience in early childhood, elementary, middle or high school settings, hold a valid license for their current assignment, and are recommended by School District administrators. The specific responsibilities of the field supervisor will vary slightly depending on the type of practicum experience. Primary responsibilities include: Meet with the student on a regular basis for supervision. Although the amount of time spent in supervision from week to week may vary, it is important that supervisors have frequent and regular contact with their supervisees to provide supervision for current work. It is recommended that field supervisors plan a weekly 30-minute supervision meeting, and adjust as needed throughout the term. Field supervisors should use a variety of supervision techniques (e.g., role plays, live observation, individual supervision, videotape reviews, etc.), as appropriate for the needs of the supervisee and the type of fieldwork completed. Assist the student in identifying appropriate fieldwork activities and opportunities to complete program tasks. Field supervisors should review program requirements with their practicum students at the start of the term, and assist students in identifying opportunities to complete assignments and obtain any necessary parent consent. Additionally, field supervisors should identify and involve students in fieldwork activities that represent the broad range of professional school psychology activities occurring at the specific school site (e.g., IEP meetings, data-based decision making, consultation, prevention initiatives, crisis response). The appropriate level of student involvement will vary based on students level of knowledge and skill and contextual factors, but may range from shadowing/observing to active service delivery.
17 17 Evaluate student performance. Supervisors should also provide ongoing formative feedback to the practicum student about professional behavior, knowledge and skills. At the end of each quarter, all field supervisors review and sign student practicum logs, and complete the UO Quarterly Professional Behavior Evaluation form. All evaluation forms are available in this handbook or on the SPSY Program website at https://education.uoregon.edu/spsy. o Field supervisors of SPSY 609/626 (Integrated School-Based Practicum) students will complete three additional evaluation tasks throughout the year: (1) conduct two direct observations of the student per quarter, and provide written feedback to the student using the UO Supervision Observation Form, (2) approve and co-sign practicum students psychoeducational reports prior to distribution, and (3) assist the University supervisor in completing the Professional Growth Assessment (PGA) during the student s final term of practicum. Communication. Participate in periodic check-ins and three-way conferences initiated by the University supervisor or practicum coordinator to discuss student performance. Communicate any concerns about student performance to the University supervisor as they arise, and engage in collaborative problem-solving with the student and University supervisor as needed. Roles and Responsibilities of University Supervisors For any SPSY course involving a practicum experience, the faculty member teaching the course is the University supervisor. There is also a University practicum coordinator who supports University supervisors by conducting site-based observations of practicum students and facilitating communication between field supervisors, SPSY program faculty, and students. The primary responsibilities of the University supervisor include: Meet with the student on a regular basis for supervision. University supervisors provide supervision on campus on a regular basis. University supervisors should use a variety of supervision techniques (e.g., role plays, on-site observations, individual and/or group supervision, videotape reviews, etc.), as appropriate for the needs of the supervisee and the type of fieldwork completed. Assign program tasks (fieldwork) required for the course. University supervisors should provide field supervisors and practicum students a written summary of program requirements at the start of the term. If a practicum student is unable to arrange an opportunity to complete a requirement at his/her practicum site, University supervisors will work with field supervisors and students to modify assignments or locate alternate settings to complete assignments. Evaluate student performance. At the end of each quarter, University supervisors review and co-sign student practicum logs and UO Quarterly Professional Behavior Evaluation forms (completed by field supervisors). Supervisors should also provide ongoing formative feedback to the practicum student about professional behavior, knowledge and skills. University supervisors provide original copies of practicum logs, observation forms, and Quarterly Professional Behavior Evaluation forms to the University practicum coordinator at the end of the term. All evaluation forms are
18 18 available in this handbook or on the SPSY Program website at https://education.uoregon.edu/spsy. o University supervisors of SPSY 609/626 (Integrated School-Based Practicum) students will complete five additional evaluation tasks: o conduct two direct observations of the student per quarter, and provide written feedback to the student using the UO Supervision Observation Form, o complete the Quarterly Professional Behavior Evaluation form for each student at the end of each term, o approve practicum students psychoeducational reports prior to distribution, o provide feedback on student work samples and evaluate students final practicum portfolios, and o assist the field supervisor in completing the PGA two times during the practicum. o complete at least four supportive/evaluative visits of each student during the academic year. At least two of the four visits must be joint meetings with the student and cooperating professional. Communication. Work with the University practicum coordinator to communicate with field supervisors about assignments and student performance. Communicate any concerns about student performance to the field supervisor and/or University practicum coordinator as they arise, and engage in collaborative problem-solving as needed. OTHER IMPORTANT INFORMATION Obtaining a COE ID Badge The UO College of Education (COE) requires that students placed in field experience, practicum, or student teaching sites and faculty/staff who supervise students at these sites obtain college issued identification badges (i.e., COE ID badges). These badges indicate that the student/staff/faculty has received background clearance based on a criminal history check. Policy College policy requires that all students assigned to September Experience, practica, internship, field experience and student teaching placements in pre-k-12 schools, or other agencies, private or public, must submit evidence of a criminal history check clearance PRIOR TO their first placement. Upon receipt of appropriate documentation, and specific program requirements, COE Practicing Professional ID badges will be issued to students for a designated time period, not to exceed three years. The School Psychology Program requires students to maintain a current COE ID badge throughout their time in the program. This will require completing a new background check through TSPC every three years. OAR requires that the COE submit a Teacher Standards and Practices Commission (TSPC) fingerprinting cards for each candidate PRIOR TO their first practicum placement. TSPC notifies COE of any criminal history discovered during the clearance process.
19 19 Finally, students placed in school districts or other agencies requiring background or security clearances in addition to those required to obtain a COE ID badge must comply with the policies and procedures of the school district or agency. Students who enter their non-licensure program too late to obtain the necessary background clearance prior to their first field or practicum placement may apply for a TEMPORARY COE ID badge. These badges will only be issued to students who have a legitimate reason for needing a temporary badge (e.g., late admission and late enrollment). Students who were admitted in a timely manner but who did not take the necessary action to obtain background clearance will not be issued a temporary badge. These students will not be placed in a field experience or practicum until the necessary background clearance is obtained. Temporary COE ID badges are issued for a specified period of time not to exceed one term. They will not be renewed under any circumstances. The UO Schedule of Classes includes a note for each course requiring field experience; practicum or student teaching placements for COE enrolled students that reads: This course requires submission of fingerprints leading to FBI background clearance prior to the first day of class, at student expense. In order to obtain a COE ID badge, enrolled students are required to complete a Character Questionnaire and submit fingerprints for FBI background checks. Licensure program students may obtain a fingerprint packet from the coordinator of student records or program academic secretary. Non-licensure program students may obtain fingerprint cards at any local police station or the UO Police Department. Insurance Coverage As a student in a professional program, you will be working in the field with students, parents, and other professionals. You may encounter situations that could involve you in legal actions in which you might be held personally liable for damages or you may sustain an injury or damage to your personal property. Although it is statistically unlikely that you will incur any injuries or cause any injuries to others while participating in a practicum or field experience, such occurrences are possible. For this reason, you need to understand certain fundamental points about your legal relationship with the University and the agency in which you are placed for these experiences. It is important that you understand that despite the fact that you may be paying tuition or are officially matriculated in a program, or are earning practicum/field experience credits from the University, you are not an employee, an official, or an agent of the University by reason of your practicum/field experience assignment and activities for an independent or contracting host school or agency. This means that you would not be indemnified for liability or provided a legal defense as to claims from third parties that you might injure. You would, of course, continue to enjoy the regular benefits and privileges of any matriculated student at the Student Health Center.
20 20 As a person rendering services with or without pay to or on behalf of a host school or agency, it is possible that you may be covered by the host school s or agency s workers compensation coverage and liability insurance. However, this is neither automatic nor always required by law. Therefore, the School Psychology Program requires all School Psychology students to acquire and provide proof of current professional liability insurance (to protect against claims by other persons whom you might injure) at the start of each academic year. You are also encouraged to make arrangements to acquire personal health or accident insurance to cover injuries to yourself. Low cost student liability insurance can be obtained as a member of many professional organizations, such as the American Psychological Association (contact APA Trust, or ) or the National Association of School Psychologists (contact Forrest T. Jones & Co., ). You may choose any provider and any amount of coverage, but you will be asked to provide verification of current student liability coverage prior to the start of fall term of each year in the program. Additional questions concerning insurance coverage may also be directed to the University of Oregon Office of Business Affairs at Safety and Liability Issues Please use common sense to promote safety and minimize personal and professional liability. Do not transport children in your personal car. Do not administer medication, corporal punishment, or use of physical restraints. If you are asked, decline the request and report it to your supervisor. Do not serve as a substitute teacher, interpreter, or translator during your practicum experience. Do not bring weapons, tobacco or other prohibited substances to school. EVALUATION FORMS This section contains the following evaluation forms: School Psychology Practicum Activity Log Supervision Observation Form Quarterly Evaluation of Professional Behavior Professional Growth Assessment (PGA) Portfolio Cover Sheets & Matrix Practicum Case Study Evaluation Form Special Education Evaluation Rubric First Step Case Rubric
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