Office Hours by Appointment on Monday, Tuesday, Wednesday, and Thursday afternoons. 3 Units (graduate Credit Only)

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1 University of La Verne College of Education and Organizational Leadership School Psychology Preparation Program Course Syllabus for EDUC 598 GRADUATE SEMINAR IN SCHOOL PSYCHOLOGY Dr. Jackie M. Allen (909) , ext Office Hours by Appointment on Monday, Tuesday, Wednesday, and Thursday afternoons 3 Units (graduate Credit Only) California Commission on Teacher Credentialing Standards for Pupil Personnel Services Credential This course meets or partially meets Specialization Standard 27 Determination of Candidate Competence. As the culminating activity for the M.S. in School Psychology students will demonstrate evidence of candidate competence through presentation, discussion, and completion of personal and professional employment portfolios. Course Description: This seminar course is the culminating activity for M.S. in School Psychology. Students develop portfolios demonstrating knowledge, experiences, and skills gained in the school psychology program. Evidence of Learning Outcomes Students will: 1. Acquire and demonstrate the growth of their knowledge, experiences, and skills gained in the entire School Psychology Preparation Program using the standards 1

2 contained in the California Commission on Teacher Preparation s Standards of Quality and Effectiveness for the Pupil Personnel Services Credential. 2. Prepare a resume and cover letter in order to prepare for conducting a job search for school psychology positions. 3. Develop a personal philosophy of counseling and school psychology. 4. Demonstrate skill in oral and written presentations. 5. Demonstrate skill in assessment planning, testing, evaluation, analysis, and reporting results orally and in writing. 6. Increase their knowledge of and appreciation for the field of school psychology. NOTES: Since the demographics of California public schools are continually changing, it is the policy of the School Psychology Preparation Program that socio-cultural competence be appropriately addressed in all courses. Socio-cultural competence is defined as involving school psychology trainees in the continual development of attitude/beliefs, knowledge, and skills related to: (a) awareness of one s own assumptions, values, and biases; (b) understanding the worldview of the culturally different client; (c) culturally appropriate intervention strategies and techniques; and (d) sociopolitical influences that impinge upon the life of racial/ethnic minorities [based on Sue (2001)]. Specific Activities: Students will: 1. Complete and present their Professional Portfolios for School Psychology (e.g., artifacts which document the applicant s on-going growth in acquiring knowledge, experiences, and/or skills gained in the School acquired in the School Psychology Preparation Program, philosophy of counseling and school psychology, planning and carrying out an assessment, psycho-educational reports, resume and cover letter in order to conduct a job search). See separate Portfolio Handbook) 2. Present a minute creative oral presentation on an overview of their personal portfolio with emphasis on self-reflection of the knowledge, experiences, and skills gained in the School Psychology Preparation Program. 3. Actively participate in class discussion of contemporary issues in the field of school psychology (including assessment and case studies), based on Best Practices in School Psychology readings and conference tapes. 4. Take and pass the NASP praxis test at the ULV level. 5. Prepare an inservice for your local school or district and present a poster session at the School Psychology Symposium. 6. Complete Evidence of Learning Outcomes 2

3 CLASS SCHEDULE, OUTLINE, AND ACTIVITIES Session #1 Sessions #2 Session #3 Session #4 Session #5 Session #6 Session #7 Session #8 Session #9 2/1/10 Introduction and Organizational Meeting 2/8/10 Psychopharmacology 2/22/10 Individual Appointments for Portfolios 3/8/10 Speaker- Dr. Carrillo on Language Learning Disability 4/5/10 School Psychology Career Panel 4/24/10 School Psychology Symposium 5/3/10 Interviewing Skills, Final Presentations and Discussion 5/10/10 Final Presentations 5/17/10 Final Presentations and Wrap Up; ELOs Due Assessment Plan: PORTFOLIO REQUIREMENTS and DEADLINES February 22, Professional Employment Portfolio (Sections V-VII) due Section V- Delivery of School Psychology Services Section VI- List of Assessment Instrument Competency Section VII- Sample Psychoeducational Reports (one cognitive report, one comprehensive report with social/emotional assessment, and one report from Alternative Assessment class) REVISED PORTFOLIO EVALUATION TIMELINE April 5, 2010 May 3, 2010 Program and Professional Competency Portfolio (Section II- Inservice Presentation Power Point and Case Studies) Program and Professional Competency Portfolio 3

4 (Section I- Evidence of Learning Outcomes, Practica Documents, and Course Documentation; Section II- Praxis Scores and Culminating Essay) May 17, 2010 Completed Professional Employment and Program and Professional Competency Portfolios- all sections Grading Evidence of Learning Outcomes Inservice Presentation- Power Point and Poster 50 Final Presentation- Power Point and Presentation 50 Portfolio Texts, Materials, and Resources: Texts Allen, J., (2009). Professional portfolios for school psychology candidates. La Verne, CA: University of La Verne. Thomas, A. & Grimes, J. (2002) Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists. (Selected readings) Research Journals: 1. The School Psychology Review 2. The California School Psychologist 3. Journal of Counseling Psychology 4. Journal of Educational Psychology 5. The Counseling Psychologist 6. Educational Psychologist 7. Child Development 8. Adolescent Psychology 9. Learning Disability Quarterly 10. Journal of Special Education 11. Exceptional Children Internet Resources: 1. Proquest Direct 4

5 2. EBSCO Host (Downloadable professional journal articles, many in full text). 3. School psychology resources on the Web. NOTE: It is mandatory for students to have access to the Internet in this course. 5