LAS CRUCES PUBLIC SCHOOLS PSYCHOLOGIST PERFORMANCE SUMMATIVE EVALUATION LEVEL 1 2

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1 LAS CRUCES PUBLIC SCHOOLS PSYCHOLOGIST PERFORMANCE SUMMATIVE EVALUATION Psychologist Date: 1 = Unsatisfactory 2 = Satisfactory Note: All items marked at Level 1 require a growth plan. I. PERSONAL CHARACTERISTICS The School psychologist shall provide evidence that his/her professional work is characterized by the following behaviors and developed and evaluated through courses, course content, practica, internships, work experience, or other appropriate means. A. Adaptability B. Communication C. Conscientiousness D. Cooperation E. Independence F. Motivation G. Personal Stability H. Productivity I. Professional Ethics J. Professional Image II. PSYCHOLOGICAL FOUNDATIONS School psychologist shall demonstrate knowledge of basic psychological functioning in normal and abnormal development: A. The relationship between biological principles and psychological functioning in normal and abnormal development. B. The manner in which concepts of cultural diversity relate to understanding or individuality. C. Discriminating between normal and abnormal child and adolescent behavior using developmental principles. D. Techniques for identifying and diagnosing conditions of exceptionality. E. Concepts and processes related to human learning. F. Basic research methodology as applicable to school related problems. G. The relationship between social setting and the psychological functioning of children and adolescents. Page 1 of 6

2 III. EDUCATIONAL FOUNDATIONS The school psychologist shall demonstrate knowledge of educational foundations including: A. The organization, administration, and funding resources of school systems. B. The organization, and administration of school psychological services, including record keeping. C. The social, philosophical, historical, and cultural issues in education. D. The development and evaluation of the school curriculum including special reservation programs. E. The current identification, evaluation, and placement procedures for children with disabilities based upon New Mexico state and federal regulations. IV. PSYCHOLOGICAL AND PSYCHO EDUCATIONAL ASSESSMENT A. The school psychologist shall be responsible for obtaining data about human functioning according to the traditions of the fields of psychology and education for the purpose of identifying critical factors and evaluating their importance for recommending intervention strategies. 1 2 B. The school psychologist shall demonstrate knowledge of and ability to: A. Conduct multi-factored psychological and PSYCHO EDUCATIONAL assessments of children and youth as appropriate. B. Conduct psychological and educational assessments to include evaluation, as appropriate, of the areas of: personality, emotional status, social and adjustment, intelligence and cognitive functioning, scholastic aptitude, adaptive behavior, language and communication skills, academic knowledge and achievement, sensory and perceptual-motor functioning family/ environmental-cultural influences, level of acculturation, career and vocational development, aptitude, and interests. C. Utilize formal assessment instruments, procedures, and techniques. Interviews, observations, and behavioral evaluations and included in these procedures. D. Have particular regard for the context and setting in which their assessments take place and will be used. E. Adhere to the National Association of School Psychologists (NASP) resolutions regarding non-biased programming for all students. Also adhere to the Standards for Educational and Psychological Tests (developed by American Psychological Association, American Educational Research Association, and National Council for Measurement in Education) in the use assessment techniques. Comments: Page 2 of 6

3 V. INTERVENTIONS (Direct and Indirect) The school psychologist shall demonstrate the ability to use educational and psychological principles when participating as a member of a team of school, school related and community professional personnel, as outlined in the following: 1. Learning/Cognitive Setting. The school psychologist shall demonstrate the ability to: A. Plan and implement district-wide procedures for assessing the needs of students and recommending strategies for increasing learning efficiency. B. Consult with appropriate personnel in the development of districtwide programs, including vocational programs. C. Assist school in working with parents to foster positive approaches to children s learning. D. Recommend, plan, and execute group assessment programs including communication of the results to appropriate persons. E. Assist school personnel in developing, monitoring, and evaluating appropriate and measurable instruction/vocational objectives. F. Consult with school personnel about the classroom environment. 2. Social / Affective Setting. The school psychologist shall demonstrate the ability to: A. Plan, develop, and implement district-wide procedures for assessing the social/emotional needs of students and for recommending strategies for increasing social/emotional growth. B. Consult with appropriate personnel in the development of district-wide programs to improve the classroom climate. C. Assist schools in working with parents to foster positive emotional growth in their children. D. Assist school personnel in developing, monitoring, and evaluating objectives for social/emotional growth. E. Consult with school personnel about fostering healthy social/emotional climates in classrooms. 3. Intervention Techniques. The school psychologist shall demonstrate the ability to plan, implement, monitor, and evaluate intervention strategies which may include the following: A. Counseling and psychological counseling including consulting with individual children and groups as an agent for educational and/or personal change. B. Remediation including the provision of direct assistance to student receiving special education as they interface with other educational environment. C. Group techniques including student workshops in self-understanding human relations, communications and tutorial programs. Page 3 of 6 Rev2/4/05

4 D. Assisting those who play major roles in the educational system (i.e. parents, school personnel, community agencies). These interventions consist of but are not limited to: in-service training, organization development, parent counseling, program planning and evaluation, vocational development, and parent education programs. E. Crisis intervention. F. Specific behavioral management. 4. Parent and Community Interventions. The school psychologist shall demonstrate the ability to: A. Describe community resources available to parents. B. Describe issues and problems faced by parents or children with disabilities. C. Describe models (e.g., home, mainstream and center based) for educational service delivery to children/adolescents. D. Explain state and federal regulations and due process rights to parents and professionals. E. Communicate information regarding the New Mexico Mental Health Code, Children s Code and child abuse/neglect reporting requirements. VI. STATISTICS AND RESEARCH DESIGN FOR MEASUREMENT, AND INTERVENTION STRATEGIES. The school psychologist shall be able to design, conduct, report and utilize the results of research of a psychological and educational nature in accordance with relevant ethical guidelines of the profession 1 2 VII. PROFESSIONAL SCHOOL PSYCHOLOGY 1. The school psychologist shall demonstrate the ability to: A. Practice school psychology in accordance with the ethics of the profession. B. Practice the profession of school psychology within the laws and regulations of the local, state, and federal government. Page 4 of 6

5 C. Continue education in the promotion of professional growth. D. Cooperate with the institutions of higher education in the training of students in school psychology. 2. The school psychologist shall demonstrate knowledge of different models, concepts, and current issues concerning the practice of school psychology. 3. The school psychologist shall be able to examine interactions between systems and individuals within the schools and between schools and outside agencies to determine strengths, weaknesses, and problem areas and aid in maximizing effective functioning. 4. The school psychologist shall recognize the need for, and actively seek the supervision of, a clinically supervising school psychologist for one hour contact per week or the equivalent when providing psychological counseling services designated by the IEP Committee for children with severe emotional disturbances and behavior disorders. VIII. SUPERVISION (Clinical Supervising Psychologists only) The clinical supervising school psychologist shall demonstrate: A. Knowledge of models of consultation/supervision. B. Ability to utilize appropriate models of consultation/supervision. C. A breadth of experience in assessment and intervention strategies with school age children/adolescents. D. Ability to form a collaborative relationship with professional supervisees/ consulates. Page 5 of 6

6 E. Ability to form a collaborative relationship with school administration and other personnel. F. Ability to formulate a plan of supervisions/consultation to assist supervisees/consulatees in attaining professionals goals and remediating areas of difficulty. G. Ability to form a collaborative relationship with school administration regarding the assessment of the supervisee and ability to make recommendations when the supervisee has demonstrated proficiency in delivering psychological counseling services to children with severe emotional disturbance and behavioral disorders. ADDITIONAL SUGGESTIONS/COMMENDATIONS Evaluator s Signature Title Date I have read this evaluation and have been afforded the opportunity to discuss it with the evaluator. I understand that I may respond in writing to those items with which I disagree. Employee s Signature Date Page 6 of 6

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