Supervised Field Experience in School Psychology - College of ...

SPS 6678: Supervised Field Experience in School Psychology 1 

FLORIDA INTERNATIONAL UNIVERSITY 

COLLEGE OF EDUCATION 

SPS 6678 

Supervised Field Experience in School Psychology 

Fall 2012 - Spring 2013 

Instructor : Philip J. Lazarus, Ph.D. 

E-mail: Philaz1@aol.com 

Phone numbers : 954-830-7271 or 305-348-2725 

Course description: 

Supervised Field Experience in School Psychology (10 credits). Demonstration of the 

full range of competencies learned throughout the program in School Psychology. 

Internship placements include a variety of field settings. Prerequisite: Completion of the 

majority of courses in the School Psychology Program. Permission of instructor. 

It is recommended that students register for 5 credits each semester.


COMPETENCIES 

Date of Evaluation: 

Intern Evaluation 

(Circle): 1- 2 – 3- Final 

Supervisor: 

Intern: 

Direction: The ratings of the Intern should be based upon the actual observation and/or reports from school personnel and families. In 

the space provided, write the number of the scale that best describes the intern’s competence in relation to a beginning, first year, 

school psychologist. A description of the scale points is provided below. 

1 - Competence is considered to be in need of further training. Constant supervision is required. 

2 - Competence is emerging. Close supervision is required. 

3 - Competence is at an average level for functioning with moderate supervision. 

4 - Competence is assessed to be above average suggesting only a minimal need for supervision. 

5 - Competence is very well developed and reflects a capacity for independent functioning with little or no supervision. 

NO – No Opportunity 

Competencies 

1. Professionalism (Overall) 

♦ Follows Ethical Guidelines 

♦ Follows Legal Guidelines 

♦ Follows County and State Procedures 

♦ Maintains Professional Appearance/ Attitude/ Responsibility 

♦ Is Prompt and Dependable 

Comments: 

2. Rapport (Overall) 

♦ Establishes Rapport With Clients (Children/Adolescents) 

♦ Establishes Rapport with School Personnel 

♦ Establishes Rapport with Parents 

Comments: 

3. Multiculturalism 

♦ Respects Individuals from Different Cultures and Backgrounds 

♦ Understands Individuals who have Different World Views 

♦ Possesses Knowledge about Research regarding Multicultural Issues 

♦ Follows Guidelines regarding Working with Culturally and Linguistically Diverse 

Individuals 

♦ Is Proactive in Learning about Individuals from Different Cultures and 

Backgrounds 

♦ Advocates for Individuals who come from Different Cultures and Backgrounds 

♦ Is Sensitive to Cultural and Linguistic Diversity in Conducting Psychological 

Assessment 

♦ Is sensitive to Cultural and Linguistic Diversity i n Consultation and Collaboration 

♦ Designs Interventions that are Culturally Sensitive and Appropriate 

♦ Conducts Counseling that is Culturally Sensitive and Appropriate


Comments: 

4. Evaluation/ Assessment (Overall Administration) 

♦ Demonstrates Appropriate Interviewing Skills 

♦ Accurately Administers Intellectual/ Cognitive Instrument(s) 

♦ Accurately Administers Academic Instrument (s) 

♦ Accurately Administers Process Instrument(s) 

♦ Accurately Administers Social-Emotional Instrument(s) 

♦ Accurately Executes a Functional Assessment of Behavior 

Comments: 

5. Report Writing 

♦ Report is Well Organized 

♦ Data is Integrated in Report 

♦ Uses Clear and Concise Language 

♦ Uses Appropriate Grammar and Correct Spelling 

♦ Functional Information is Revealed as Necessary (Strengths and Weaknesses) 

♦ Significant Points are Emphasized in the Body of the Report 

♦ Referral Questions are Clarified and Answered 

♦ Recommendations are Appropriate and Practical 

Comments: 

6. Staffing Conference 

♦ Makes the Parent Feel Comfortable 

♦ Explains Assessment Results in an Understandable Fashion 

♦ Problem Solves in a Win/Win Manner Whenever Possible 

♦ Maintains Poise Under Pressure (e.g. Handling Volatile Situations) 

♦ Shares Difficult Information in an Empathetic Manner 

♦ Responds to Spontaneous Questions 

♦ Makes Appropriate Referrals as Necessary 

Comments: 

7. Interventions in Classroom (Overall) 

♦ Establishes a Collaborative Relationship 

♦ Identifies the Problem 

♦ Makes Specific Recommendations Related to Problem 

♦ Designs a Practical Intervention 

♦ Monitors Implementation of Intervention 

♦ Provides Follow Up 

♦ Evaluates and Revises Intervention as Necessary


Comments: 

8. Consultation 

Parent 

♦ Establishes a Consultative Relationship 

♦ Helps Clarify the Problem 

♦ Makes Appropriate and Practical Suggestions 

♦ Provides Appropriate Resources, Information, and Referrals as Necessary 

Comments: 

Consultation 

Staff 

♦ Establishes a Consultative Relationship 

♦ Helps Clarify the Problem 

♦ Makes Appropriate and Practical Suggestions 

♦ Provides Appropriate Resources, Information, and Referrals as Necessary 

Comments: 

9. Counseling 

Individual 

♦ Establishes Rapport 

♦ Helps Identify Counseling Goals and Objectives 

♦ Encourages Self-Awareness 

♦ Uses Effective Counseling Skills (e.g. empathy, active listening, eye contact) 

♦ Uses Appropriate Counseling Techniques, Materials, and Strategies 

♦ Facilitates Generalization of Positive Behaviors to Settings Outside of the 

Counseling Relationship 

Comments: 

Group 

♦ Establishes Rapport 

♦ Helps Identify Counseling Goals and Objectives 

♦ Encourages Self-Awareness 

♦ Uses Effective Counseling Skills (e.g. empathy, active listening, eye contact) 

♦ Uses Appropriate Counseling Techniques, Materials, and Strategies 

♦ Facilitates Generalization of Positive Behaviors to Settings Outside of the 

Counseling Relationship 

♦ Understands Group Dynamics 

♦ Manages and Maintains Focus of the Group 

♦ Uses Group Dynamics to Help Group Accomplish Their Goals and Objectives


Comments: 

10. Teaching/Workshop Presentation (Overall) 

♦ Plans and Structures Workshop or Presentation 

♦ Provides Necessary Materials and Equipment for Workshop or Presentation 

♦ Conducts Workshop or Presentation Professionally 

♦ Uses Participant and Supervisor Feedback to Evaluate Workshop 

Comments: 

11. Crisis Intervention 

♦ Uses understanding of Crisis Intervention Theory and Practice 

♦ Follows Appropriate Policies and Procedures Regarding Responding to Crisis 

♦ Works as a Part of a Collaborative Team Effort 

♦ Uses Appropriate Techniques and Strategies to Provide Support and Assistance to 

Other Personnel 

Comments: 

12. Supervision 

Seeks Supervisory Input 

Uses Supervisory Input 

Comments: 

Please summarize any intern strengths or weaknesses not mentioned on the above rating scale. Note any 

training experiences that should be planned for this intern. 

I have read and understand this evaluation. Intern’s signature.____________________________________


Objectives Matrix 

Objective FEAP ESOL 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

Florida 

Competencies 

and Skills 

Reading 

(Replace 

with name of 

program ) 

Professional 

Standards 

Assignments 

Include description of Taskstream assignment. 

Assignment 1. 

Course Objective(s) 

Accomplished Practice(s) 

ESOL Competency (Competencies) 

Reading 

Professional Education 

Competencies/Skills 

Subject Area Competencies/Skills 

Uniform Core Curriculum 

(Replace with name of program) 

Professional Standards 

Rubric 

Insert assignment rubric


Case Study in Interventions/ Problem Solving and TaskStream Artifact 

TaskStream Artifacts and Rubrics Template 

Course SPS 6678 

Assignments/ 1. Case study in interventions/ problem solving. 

Artifact 

Generic Name 2. School-based comprehensive psycho-educational assessment. 

FEAP(s) 

addressed 

For assignment 1. 

FEAP # 1 Assessment 

FEAP # 2 Communication 

FEAP #3 Continuous improvement 

FEAP # 4 Critical thinking 

FEAP # 5 Diversity 

FEAP # 7 Human development and learning 

FEAP # 8 Knowledge of subject matter 

FEAP # 9 Learning environments 

FEAP # 10 Planning 

FEAP # 11 Role of the teacher 

FEAP # 12 Technology 

For assignment 2. 

FEAP # 1 Assessment 

FEAP # 2 Communication 

FEAP # 4 Critical thinking 

FEAP # 5 Diversity 

FEAP # 6 Ethics 

FEAP # 7 Human development and learning 

FEAP #10 Planning 

FEAP # 12 Role of the teacher 

Brief summary 

of Task (max 

150 words) 

1. The student will design, implement and evaluate an intervention that 

effectively responds to the educational and/or mental health needs of children 

and youth in the school system.


Task Description 

in Detail (from 

syllabus) 

Task 1. Case Study in Interventions/ Problem Solving 

Students are expected to posses the knowledge and professional expertise to 

collaborate with families, school-based personnel, and community-based 

professionals in designing, implementing, and evaluating interventions that 

effectively respond to the educational and mental health needs of children and 

youth. Students should also be able to integrate their knowledge and skills to 

deliver a comprehensive range of services that result in measurable positive 

changes for these children and youth. To facilitate this process, students will 

complete a case study that will be reviewed by the University Supervisor and 

one additional school psychologist. 

Exact Contents 

of Artifact to be 

uploaded 

File Name SPS 6678 #1 

SPS 6678 #2 

The case study must include a discussion of the following areas: 

1. Background Information, including: 

• Pertinent social/emotional history 

• Previous interventions 

2. Description and Analysis of the Problem, including: 

• Baseline data 

• Present level of performance vs. expected level of performance 

• Assessment methods used 

• Discussion of hypothesis generated 

3. Goals for Intervention that: 

• Link to the data and problem analysis 

• Are specific and realistic 

• Include steps for implementation 

• Include person(s) responsible 

4. Description of Outcome Data, including 

• Results and discussion of intervention 

• Discussion of future implications 

5. Summary Discussion that includes: 

• Collaboration efforts with family, school, and/or communitybased 

individuals 

• Description of and rationale for such collaboration 

The case study will be reviewed and by and commented upon by the 

University Supervisor and one additional school psychologist. 

Word Document


File Type 

Scoring Rubric 

(3 point Scale) 

Word 

Only target work (A grade) or satisfactory work (B grade) is acceptable in 

this course. Work below target need to be redone. 

Task 1. Case study in interventions/ problem solving. 

1. Mastery (90 -100) 

The student demonstrates exceptional knowledge regarding educational or 

psychological interventions. The case study includes background information, 

a description and analysis of the problem, goals for intervention, description 

of outcome data, and a summary discussion. 

The background data, including pertinent social emotional history and 

previous interventions, is thoroughly described. There is a complete 

description and analysis of the problem which includes baseline data, present 

level of performance versus expected level of performance, assessment 

methods used, and hypotheses generated. The goals for the intervention are 

realistic and well specified. These link the data to the problem analysis. The 

case study also includes steps for implementation and cites the person(s) 

responsible. There is a complete description of the outcome data which 

includes the results of the intervention and discusses any future implications. 

At the end of the case study, a summary discussion is provided that discusses 

any collaborative efforts with the family, school, and/or community along 

with a rationale for such collaboration. Finally, the student describes what he 

or she would do differently when designing an intervention for a similar child 

or group of children. 

As a result of this case study, the student demonstrates that they are able to 

integrate their knowledge and skills to deliver a comprehensive range of 

services that result in measurable positive changes for children and youth. 

However, it is not necessary that the intervention was 100 % successful for 

the student to earn an exceptional rating because there are many 

circumstances beyond their immediate control. It is only required that the 

student follow best practices in designing, implementing and evaluating the 

intervention. 

In this paper, grammar, punctuation and spelling are near perfect. The paper 

has effective organization, paragraphs are concise and flow well, and 

sentence structure is accurate and varied. 

2. Proficient work (80 – 89) 

The student demonstrates proficient knowledge regarding educational or 

psychological interventions. The case study includes background information,


a description and analysis of the problem, goals for intervention, description 

of outcome data, and a summary discussion. 

The background data, including pertinent social emotional history and 

previous interventions, is described though more information would have 

been helpful. There is a description and analysis of the problem which 

includes baseline data, present level of performance versus expected level of 

performance, assessment methods used, and hypotheses generated. The 

description and analysis could have been more precise. The goals for the 

intervention are realistic and specified. These link the data to the problem 

analysis. The case study also includes steps for implementation and cites the 

person(s) responsible. There is a description of the outcome data which 

includes the results of the intervention and discusses any future implications. 

However, the description requires more work and analysis. At the end of the 

case study, a summary discussion is provided that discusses any collaborative 

efforts with the family, school, and/or community along with a rationale for 

such collaboration. Finally, the student describes what he or she would do 

differently when designing an intervention for a similar child or group of 

children. 

As a result of this case study, the student demonstrates that they are able to 



Nonetheless, the case study has minor flaws and drawbacks. However, it is 

not necessary that the intervention was 

100 % successful for the student to earn a proficient rating because there are 

many circumstances beyond their immediate control. It is only required that 

the student follow best practices in designing, implementing and evaluating 

the intervention. 

In this paper, grammar, punctuation and spelling are consistent with graduate 

level expectations. The paper has effective organization, paragraphs are 

concise and flow well, and sentence structure is accurate and varied. 

3. Limited (below 80) 

The student was unable to design, implement and evaluate an educational or 

psychological intervention for a child or group of children according to best 

practice standards. The student fails to demonstrate that they are able to 



The task needs to be redone.


Task 2. School based comprehensive psycho-educational assessment. 

1. Mastery (90 -100) 

The report is comprehensive and thorough. Information for the report is 

gathered from multiple sources including the teacher, the parent(s), and other 

related personnel. If the child had been previously evaluated then a summary 

of previous results is included. 

All test instruments are scored correctly with no mistakes. The analysis of the 

findings is thorough and accurate. There is great detail in discussing the 

results of the evaluation. As necessary, the student generates hypotheses 

about the child’s strengths and weaknesses in the areas of intellectual 

functioning, processing skills, academic achievement, personality 

characteristics and behavior. Clinical clues about the child’s test performance 

are presented. Any educational or psychological recommendations for the 

child make conceptual sense, are based on outcome data, and are relatively 

easy to implement. 

The psycho-educational report is written with effective organization, 

paragraphs are concise and flow well, and sentence structure is accurate and 

varied. Grammar, punctuation and spelling are near perfect. 

In addition, to the psychological report, the student provides a one or two 

page discussion about the flow of the case. This may include information 

such as parent conferences, child study team meetings, interventions 

attempted prior to the evaluation, behavioral observations of the child, and 

consultations with teachers. The student briefly discusses how they arrived at 

their diagnosis or conclusions. Also, the final results of the staffing if 

completed are discussed. 

2. Proficient work (80 – 89) 

The report is complete. Information for the report is gathered from multiple 

sources including the teacher, the parent(s), and other related personnel. If the 

child had been previously evaluated then a summary of previous results is 

included. 

All test instruments are scored correctly with few mistakes. The analysis of 

the findings is thorough and accurate. There is detail in discussing the results 

of the evaluation; however, more specificity would have improved the report. 

As necessary, the student generates hypotheses about the child’s strengths 

and weaknesses in the areas of intellectual functioning, processing skills, 

academic achievement, personality characteristics and behavior. Most of the 

hypotheses generated make conceptual sense and are integrated into the


report. Clinical clues about the child’s test performance are presented. Most 

of the educational or psychological recommendations for the child make 

conceptual sense, are based on outcome data, and are relatively easy to 

implement. 

The psycho-educational report is written with effective organization, 

paragraphs are concise and flow well, and sentence structure is accurate and 

varied. Grammar, punctuation and spelling are near perfect. 

In addition, to the psychological report, the student provides a one or two 

page discussion about the flow of the case. This may include information 

such as parent conferences, child study team meetings, interventions 

attempted prior to the evaluation, behavioral observations of the child, and 

consultations with teachers. The student briefly discusses how they arrived at 

their diagnosis or conclusions. Also, the final results of the staffing if 

completed are discussed. 

3. Limited (below 80) 

The student was unable to write a comprehensive and through psychoeducational 

report according to best practice standards. The student fails to 

demonstrate that they are able to integrate their knowledge and skills to write 

a report that will benefit the child or adolescent. The task needs to be redone. 

College of Education TaskStream Policies 

• Students must upload course artifacts two weeks before the end of classes 

• All students in courses with critical tasks on Taskstream must purchase accounts 

and upload artifacts 

• Students who earn an “Unacceptable” rating on the course critical task will be 

provided with one (1) remediation to achieve the Acceptable level. If students are 

unable to achieve Acceptable, the rating of “Unacceptable” will remain 

• Faculty must rate students’ work and provide feedback by the end of finals week 

• Taskstream will be inactivated by the end of the first week of the subsequent 

semester and students who have not uploaded as required will no longer be able to 

do so without written authorization from the instructor 

Subject Area Examination in School Psychology 

All interns will need to take and pass the subject area examination in school psychology 

prior to graduating from our program. Students need to take this examination during their 

school psychology internship. This requirement is considered part of the exit criteria for 

the school psychology internship. Consequently students will not receive a grade for the


second semester of internship until this exam is passed. Please see the Florida 

Department of Education web site for the times and places where this examination will be 

administered. Also send a copy of the documentation noting that you passed the exam to 

your University supervisor. It is recommended that the student take the exam in January 

in the year in which they intend to graduate. The rationale is that by this time the intern 

will have the requisite knowledge to pass the exam. Also, if the intern does not pass the 

exam the first time, they will have the opportunity to take it for a second time and if they 

pass it on the second attempt, this will not delay their graduation. 

Course Requirements that Must be Given to the Instructor 

The intern must turn in two psycho-educational reports, one case study, and two 

supervisor evaluation forms each semester. Each intern must also provide consultation to 

one or two assessment students each semester regarding cognitive assessment. Also 

during spring semester the intern may have the opportunity to give a brief presentation of 

a case to the SPS 6192 class. 

Conceptual Framework and Mission Statement 

The mission of our school psychology program is to prepare school psychologists to 

provide comprehensive school psychological services in order to promote educationally 

and psychologically healthy environments for all children and youths. 

Our mission can be best accomplished by providing our graduates with the knowledge, 

skills and disposition to be effective scientists/practitioners who can: a) respect and prize 

human diversity, b) create and disseminate new knowledge related to children and 

youths, c) develop school psychological services that prevent problems, enhance 

independence and promote optimal learning, and d) advocate for meaningful educational, 

social, economic and political change through the development of professional 

partnerships. 

The school psychology program is consistent with the conceptual framework and mission 

of the College of Education. The mission of the College is three pronged. The first is to 

prepare professionals who have the knowledge, abilities and dispositions to facilitate and 

enhance learning and development within diverse settings. The second is to discover and 

disseminate knowledge related to learning, teaching and development. The third is to 

develop professional partnerships to promote meaningful educational, social, economic 

and political change. 

Our program also compliments the mission of our department, which is to prepare 

competent, creative, knowledgeable, and skilled exceptional student educators, school 

and mental health counselors and school psychologists. The department’s programs are 

fundamentally interdisciplinary in nature, share a common knowledge base and serve a 

multicultural multilingual community. Department activities support the mission of the


College by preparing educators and allied professional to aid in empowering our clients 

and communities in meaningful ways and to be proactive in advancing charge. 

The mission of the National Association of School Psychologists (NASP) also guides our 

program. The NASP mission is to promote educationally and psychologically healthy 

environments for all children and youth by implementing research-based, effective 

programs that prevents problems, enhance independence and promote optimal learning. 

This is accomplished through state-of-the-art research and training, advocacy, ongoing 

program evaluation and caring professional service. 

Philosophical Assumptions supporting our Program 

Several philosophical assumptions provide the foundation upon which the program has 

been developed. 

1. The program emphasizes the ethical and moral responsibility of our 

profession. We recognize “the obligation of professional persons to provide 

services and to conduct themselves, so as to place the highest esteem on 

human rights and individual dignity.” 

2. The program is based upon the assumption that our profession must serve all 

children. The role of the school psychologist must be expanded so that our 

profession can be responsive to the social, emotional and educational needs of 

all children with or without disabilities. 

3. We believe that social and emotional health is critical to learning and that we 

must support programs, policies and procedures designed to further social and 

emotional development in our nation’s children. These programs must be 

outcome based and supported by sound empirical research. 

4. The program emphasizes the interconnectedness of schools and families. We 

believe school psychologists should serve as consultants to school personnel 

and families so that they can more effectively engage in home-school 

collaboration. We emphasize that school psychologists should help empower 

parents so that they can better assist their children in growing up to be 

responsible and productive citizens. 

5. We believe that our students should be prepared as practitioners/scientists who 

can advocate on behalf of children, adolescents and their families. We train 

practitioners who help ensure that appropriate mental health and learning 

needs are supported within the school system. We advocate for alternative 

delivery systems that are preventive and proactive and for the inclusion of 

programs, policies and procedures designed to prevent psychological and 

learning problems in children and youth. 

6. We seek to train school psychologists who are prepared to function effectively 

in ever changing multicultural, multilingual communities. Though we


celebrate diversity, we emphasize that people are more the same than they are 

different. People have common needs and aspirations, can relate to each other 

in helpful and supportive ways and are interconnected through the community 

in which they live. We believe that people can be bonded through their 

professional missions, identities, roles, and functions. The program aims to 

recruit and train professionals from diverse cultural and linguistic groups who 

are able to articulate a common sense of purpose in promoting the welfare of 

children, youth and families through the provision of comprehensive school 

psychological services. 

7. To serve children and families it is necessary that the highest level of 

professional standards be followed (see guidelines articulated at the end of 

this section). We seek to train school psychologists who possess the 

necessary skills, understandings and dispositions to provide full range school 

psychological services. By following these standards, which mandates a 

mastery of skills in both education and psychology, the role of the school 

psychologist can be expanded. 

8. We see our school psychology program as continually evolving to respond to 

the changing nature of children’s lives. We assist our students to evolve as 

they inculcate the values and orientation of our College so that our graduates 

become critical thinkers, reflective practitioners, instructional leaders, 

problem solvers, change agents and self directed professionals. Our graduates 

are in a unique position as they have competencies in both psychology and 

education. They can provide psychological services (both direct and indirect) 

to address the problems that confront our nation’s children and youth 

(violence in the schools, teenage pregnancy, substance abuse, delinquency, 

child abuse, family dysfunction, divorce, learning difficulties, emotional 

problems, acute and chronic stress, isolation, poverty, suicide, etc.). 

THE INTERNSHIP EXPERIENCE 

This course is required for the Educational Specialist degree in school psychology as well 

as for school psychology certification by the Department of Education. The internship 

has the basic characteristics of allowing the student to demonstrate skill proficiencies 

acquired during formal training on campus and to acquire additional knowledge and skills 

most appropriately gained through field placement settings. 

The internship experience is characterized in the following manner: 

• It is generally offered in the school setting and in other agencies serving children 

from infancy to late adolescence.


• Supervision and principal responsibility for the student typically rests directly with 

the local off-campus agency or school system, although indirect supervision is 

provided by the university. 

• The experience is offered for academic credit. 

• The experience occurs after the successful completion of a practicum. 

• The experience is a requirement for certification and/or licensure. 

• The experience allows the intern to be exposed to case situations, etc. that are 

considered representative of the role and function of the school psychologist. 

• The experience occurs on a full-time basis for 1200 clock hours (2 semesters). 

• The experience is primarily a training activity and provides a balance of training and 

service objectives and functions. 

• On campus coursework is reduced in proportion to the demands of the internship 

experiences 

The internship experience is seen as an integral part of any school psychology training 

program. The current internship guidelines published by the National Association of 

School Psychologists are followed by our university in training prospective school 

psychologists. 

The internship is an intense and diversified experience and requires close supervision. 

Guidelines have been developed in determining whether or not students are ready to 

begin their internship. Students are advised not to take additional coursework during 

their internship, though one course may be taken concurrently each semester with 

permission of the university internship coordinator. 

According to NASP guidelines, the intern seeking credentialing as a school psychologist 

must have an internship experience in a school setting. Though other settings may be 

incorporated into the internship experience, the school shall constitute at least 600 clock 

hours of internship experience. Other settings must meet NASP criteria and be approved 

by the University coordinator of internship experiences. 

The school has the availability of: 

• Children of all ages. 

• Pupil personnel services functioning within a team framework. 

• Full-range services for handicapped children of both high and low incidence. 

• Regular and special educational services at the preschool, elementary and secondary 

level. 

• At least one certified school psychologist having at least two years of full-time 

school psychologist experience or the equivalent who serves as the internship 

supervisor. This supervisor must be on-site. 

It is not essential that the above all be provided within the context of the local educational 

agency to which the intern is assigned. However, it is essential that all elements be 

available and incorporated into the joint experience.


The required school-based internship is provided off campus in a local educational 

agency. While the authority for providing internship credit and grades rests with the 

university intern and supervisors, primary responsibility for intern supervision usually 

rests with appropriately credentialed local educational agency personnel. 

It is to be expected that local supervision is provided by a person(s) holding valid 

certification as a school psychologist, who is employed full time as a school psychologist 

in the local educational agency and who has held such employment in that agency for a 

minimum of one school year prior to undertaking supervisory responsibilities. For school 

psychologists in Florida, the school psychologist has met Clinical Education Training 

requirement. In non-school settings, supervisory personnel hold an appropriate credential 

for that setting. 

The university internship supervisor is responsible for providing appropriate orientation 

to non-program supervisors. This facilitates the clarification of the role and function of 

all parties and assists the non-program supervisor in carrying out responsibilities in a 

manner consistent with training objectives. 

It is expected that both university supervisors and local supervisors demonstrate active 

involvement in the profession as evidenced through professional competence, and 

continued professional development. The most important component, however, is a 

commitment to provide all necessary supervision to prepare the intern for prospective 

practice. 

THE RELATIONSHIP BETWEEN THE UNIVERSITY, 

THE LOCAL EDUCATIONAL AGENCY AND 

THE SCHOOL PSYCHOLOGY INTERN 

A. Contract and salary: a written contractual agreement is prepared and agreed to by 

both the local educational agency and the intern school psychologist. The contractual 

agreement specifies the time period and salary provided. When financially possible 

the intern is provided a salary commensurate with his or her level of training, 

experience and period of appointment. Contractual agreements are not entered into 

which require the intern to remain in the employment of the local educational agency 

beyond employment during the internship. Moreover, such arrangements do not 

specify in advance that employment for the intern is guaranteed beyond the 

internship. 

B. Schedule of appointment: The intern is assigned to the same schedule and calendar 

time as are other school psychology staff employed by the local educational agency. 

Experiences such as in-service meetings, conferences, etc., participated in by local 

educational agency school psychologists are also expected of interns. Like regularly 

employed psychological services personnel, the intern evidences a commitment to the 

provision of psychological services not necessarily reflected in hourly schedules.


C. Awareness of the need for continued professional development: It is important that 

continued professional development be recognized as a significant aspect of the 

internship. The intern is expected to participate in scheduled appropriate university, 

regional and state-wide meetings for school psychologists. The opportunity to 

participate in national level meetings is also encouraged. When reimbursement or 

other financial support in unavailable, released time for attendance at professional 

meetings is provided. In instances where released time is judged to detract from the 

provision of the internship experiences as planned, an agreement may be reached in 

which the intern serves additional time beyond the contractual schedule or calendar. 

D. Travel expenses: The provision of appropriate internship experiences often requires 

job-related travel. When such exists, the intern is provided reimbursement consistent 

with policies of the local educational agency. 

E. Work environment: The provision of quality psychological services requires a 

supportive work environment. The local educational agency ensures that the intern is 

provided adequate supplies and materials to carry out the functions of the internship. 

In addition, adequate privacy of office facilities and access to secretarial assistance is 

maintained. The physical plant has available central office facilities for files, 

professional library, storage of supplies and material, and telephone services. Access 

to office equipment such as duplication devices and recording equipment is also 

provided. These provisions are consistent with the availability afforded staff 

members. 

F. Provision of supervision: The local educational agency ensures that supervisory 

personnel meet the criteria specified. Released time for personal supervisory contact 

with each intern in the amount specified above and the maximum number of interns 

to be served is afforded the supervisor. In order to provide the quality of internship 

supervision required, local educational agency supervisors are granted the equivalent 

of one work day per week of assigned time for each intern supervised, with full-time 

assignment of duties granted to the supervision of six interns. In no instance shall 

more than six interns be assigned to one supervisor. 

G. Training commitment: The local educational agency is committed to the internship as 

basically a training experience. The appointment of interns as a means of acquiring 

less expensive services is inappropriate. Interns are expected to engage in tasks 

appropriate to the completion of the plan of internship. The intern is not asked to 

serve in any capacity other than that for which he or she was appointed. Tasks 

requiring teaching assignment, playground or other supervision, etc., indigenous to 

the roles of other school personnel are included only when there is a specific rationale 

related to the completion of the internship objectives. 

INTERSHIP EXPERIENCES


The experience of the school psychology interns is to parallel that of a practicing school 

psychologist. Experiences to master the internship competencies need to be provided by 

the field based supervisor. It is expected that the intern will provide psychoeducational 

evaluations and diagnostic reports. The intern needs to be involved in child study teams 

and multidisciplinary staffing. They are required to design effective interventions with 

children and conduct in-service workshops for parents or school personnel. They are 

involved in consultation with parents, teachers, and administration. It is required that the 

intern be a part of crisis intervention teams and conduct child counseling. 

Interns need to have experiences with children in elementary, middle and senior high 

schools. Therefore, an intern is assigned a minimum of three different schools. 

Moreover, it is expected that the intern gain experience with children with both high and 

low-incidence handicapping conditions. These include but are not limited to the 

intellectually disabled, emotionally handicapped, severely emotionally disturbed, specific 

learning disabled, pervasive developmentally delayed and autistic. Experiences 

evaluating gifted children are also included. 

Interns have a primary school psychology supervisor. However, frequently interns may 

have secondary school psychology supervisors who are able to provide additional 

experience during the two semester long internship (1200) clock hours. For example, a 

supervisor may have additional expertise with a specific population (e.g. preschool 

intellectually disabled; severely emotionally disturbed adolescents) and the intern will be 

assigned to work with this supervisor for a period of time (e.g., two days a week for three 

months). In some instances, interns may do a rotation near the end of their experience 

(e.g., four weeks in a diagnostic and intervention program for elementary age emotionally 

handicapped children; two weeks working with cerebral palsied children). Interns in 

conjunction with their supervisors set up additional experiences that may relate to their 

specific interests. For example, with PL 99-457, there has been a greater need to provide 

psychological services to pre-school handicapped children and a number of our interns 

have requested school psychology experience with this population. 

As this is a training experience, no specific required number of evaluations, 

consultations, etc. are expected. Nonetheless, they need to produce what is reasonable 

and customary in terms of their experience and training. As a rule of thumb, it may be 

expected that during the first 600 hours, the intern should be expected to provide school 

psychological services at approximately 50% of the rate of a practicing school 

psychologist and during the second 600 hours at a rate of 70%. 

GUIDELINES FOR INTERN SUPERVISORS 

Each supervisor is given leeway in regard to how they wish to supervise interns. 

However, some guidelines are suggested. Typically, interns will first observe their


supervisor in all phases of psychological services. Then they are observed in each phase 

including psychoeducational evaluations, consultation, counseling, crisis intervention, 

child study teams, multidisciplinary staffing, classroom interventions, in-service 

workshops, etc. Finally, they are given independence with on-going supervision. The 

speed in which this is accomplished often depends on the incoming experiences of the 

intern. For example, if the intern had previously worked as a special education teacher, 

school counselor, or social worker then they would have extra experience that would 

facilitate their entry into the field experience. 

Intern supervisors need to evaluate the intern every eight weeks. If any difficulty occurs, 

they need to immediately contact the University Coordinator of School Psychology 

Internships. 

Intern supervisors may wish to consult the chapter by Jeremy R. Sullivan and Jane Close 

Conoley entitled Best Practices in the Supervision of Interns in Best Practices in School 

Psychology, 5 th ed. 

EVALUATION, FEEDBACK AND THE AWARDING OF GRADES 

The student is evaluated every eight weeks on the exit competencies. Please make sure 

that your supervisor has copies of the evaluation form found on pages three through six 

of this syllabus. An alternate form may be used if all the requisite competencies specified 

on our form are covered. A conference is set up between the intern supervisor and the 

intern to discuss each formal evaluation. This evaluation is shared with the university 

supervisor. However, interns receive formal supervision with feedback for a minimum of 

two hours per week. The internship experience is considered to provide continuous 

feedback, where the supervisor discusses each and every case with the intern. In fact, this 

is mandatory as the supervising school psychologist is required to sign off on each 

individual case. 

The intern also receives feedback from the university internship coordinator where cases, 

problem, situations, and issues are discussed. The intern, the school-based supervisor and 

the university supervisor sign and discuss each formal evaluation. Feedback for 

improvement is provided as necessary. 

Procedures have been designated which recognize the importance of due process, 

respecting the rights and privileges of all parties involved. The assignment of academic 

credit necessitates that the University Coordinator of School Psychology Internships has 

the authority for the official specification of the grade. Significant input is received from 

school-bases school psychologists in a formal evaluation four times during the internship. 

This process allows for ongoing evaluation. Evaluation is seen as the combined 

responsibilities of all parties involved, including local supervisor(s), interns, and the 

University Coordinator of School Psychology Internships.


The University Coordinator of School Psychology Internships has the responsibility of 

assigning grades. This is done in conjunction with the school-based school psychologist. 

Grades are determined by the performance of the intern on the exit competencies during 

the course of their field experience. Evaluations are based on what is expected of an 

intern and not a highly experienced school psychologist. 

Grades are assigned on the following: 

A. The majority of competencies are rated to be highly competent or outstanding with 

little or no further supervision required. 

B. The majority of competencies are rated to be above average with minimal supervision 

required. 

C. The majority of competencies are rated to be minimally competent to competent with 

moderate supervision still required 

D. The majority of competencies are rated to be not yet competent to minimal 

competent. 

E. The majority of competencies are rated in the unsatisfactory to not yet competent 

level. 

Some subjectivity comes into play when awarding grades to a field-based internship. 

Nonetheless, continuous feedback, open-ended evaluations between all parties and the 

use of secondary supervisors all may lessen this factor. Grades may also be influenced 

positively by demonstrating continuous improvement during the four evaluations as well 

as the intern’s ability to respond favorably to feedback and suggestions. 

The University has a Final Report Form that needs to be completed at the end of the 

internship. The school-based school psychology supervisor receives credit to take 

University courses for providing supervision. It is the responsibility of the intern to 

ensure that this is completed and to return this form to the TEC office at the University. 

This form will need to be completed for an intern to receive a grade. 

An intern will need to receive a grade of an A or B to be recommended by the University 

Coordinator of School Psychology Internships for a position in the profession. 

Standards of Academic Conduct: Graduate students shall observe the highest standards 

of academic conduct, ethics and integrity as stated in the Student Handbook. 

Florida International University is a community dedicated to generating and imparting 

knowledge through excellent teaching and research, the rigorous and respectful exchange 

of ideas and community service. All students should respect the right of others to have an 

equitable opportunity to learn and honestly to demonstrate the quality of their learning.


Therefore, all students are expected to adhere to a standard of academic conduct, which 

demonstrates respect for themselves, their fellow students, and the educational mission of 

the University. All students are deemed by the University to understand that if they are 

found responsible for academic misconduct, they will be subject to the Academic 

Misconduct procedures and sanctions, as outlined in the Student Handbook. 

Misconduct includes: Cheating – The unauthorized use of books, notes, aids, electronic 

sources; or assistance from another person with respect to examinations, course 

assignments, field service reports, class recitations; or the unauthorized possession of 

examination papers or course materials, whether originally authorized or not. Plagiarism 

– The use and appropriation of another’s work without any indication of the source and 

the representation of such work as the student’s own. A student, who fails to give credit 

for ideas, expressions or materials taken from another source, including internet sources, 

is responsible for plagiarism. 

REQUIRED TEXTS or DOCUMENTS 

American Psychological Association (2010). Ethical principles of psychologists 

Washington, DC (http://www.apa.org/ethics/code/index.aspx) 

National Association of School Psychologists (2010). Model for Comprehensive and 

Integrated School Psychological Services. Bethesda, MD. 

(http://www.nasponline.org/standards/2010standards/2_PracticeModel.pdf) 

National Association of School Psychologists (2010). Principles for professional ethics. 

Bethesda, MD. 

(http://www.nasponline.org/standards/2010standards/1_%20Ethical%20Principles.pdf) 

National Association of School Psychologists (2010). Standards for the credentialing of 

school psychologists. Bethesda, MD: 

(http://www.nasponline.org/standards/2010standards/2_Credentialing_Standards.pdf) 

The above listed documents can be found in the following text. They can also be found at 

the NASP website. www.nasponline.org 

Thomas, A., & Grimes, J. (2008). Best practices in school psychology: IV. Bethesda, 

MD: Author. 

Additional readings such as journal articles, monographs, books, manuals, etc. will be 

assigned by the instructor and/or the field-based supervisor. 

ASSIGNMENT 

Reading assignments will be given at each class session.

SPS 6678: Supervised Field Experience in School Psychology 23

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