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Presented by: Shirley Woika, Director of Clinical Training James DiPerna, Professor In Charge Penn States Program In School Psychology Establishing a Professional.

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Presentation on theme: "Presented by: Shirley Woika, Director of Clinical Training James DiPerna, Professor In Charge Penn States Program In School Psychology Establishing a Professional."— Presentation transcript:

1 Presented by: Shirley Woika, Director of Clinical Training James DiPerna, Professor In Charge Penn States Program In School Psychology Establishing a Professional Development School (PDS) in School Psychology 1

2 PDSs have existed since the 1980s PDS concept continues to be viewed as innovative and as an emerging institution PDS is a new institution with elements of: –a laboratory school –a model school –a setting for clinical supervision PDS: Background Information 2

3 PDSs are formed as a partnership between universities and P-12 schools Mission includes four basic elements: –the preparation of new teachers –faculty development –inquiry directed at the improvement of practice –enhanced student achievement PDS: Background Information 3

4 At PDS sites, the entire school is involved in the induction of teachers-in-training rather than just a single cooperating teacher This philosophy was applied to the PDS in S PSY in that supervision was provided by a university supervisor, a district school psychologist, and additional professionals General Philosophy 4

5 Enhance clinical training for students –Increase opportunity for (and authenticity of) school experiences –Developmental sequence to practicum –Strengthen field-based supervision Provide service to community Why SPSY PDS @ PSU? 5

6 Year 1 – observation, practice testing, fluency week Year 2 – clinic casework, formal SPLED eval(s), intervention Year 3 – clinic casework, consultation, fluency supervision Year 4 – clinic supervision Pre-PDS Practicum Sequence 6

7 Clinic experiences > field experiences Compartmentalized field experiences Limited opportunity to become part of school community Challenge for students to balance clinic, field, and research Coordination of field practicum experiences Pre-PDS Sequence Limitations 7

8 Year 1 – observation, practice testing, fluency week Year 2 – clinic casework Year 3 – PDS (field) experience, solo case, fluency supervision Year 4 – clinic supervision Post-PDS Practicum Sequence 8

9 Idea Building relationships –Dean –District –Dept Head Planting Seeds So, howd this happen anyway? 9

10 Opportunity Precedent –C&I - SCASD PDS Persistence Informant(s) Entrepreneurship/ROI Time (and more time) How it happened, Part 2 10

11 Create a mutually beneficial partnership that enhances services for students and faculty in the State College Area School District while preparing graduate students in school psychology to provide a full range of school psychological services. Overarching Goal 11

12 3 rd year students placed in schools to: –Learn SPLED policy and procedures –Complete psychoeducational assessments –Design interventions for students –Implement an RtI model –Consult with educators –Assist in formal evaluations/reevaluations –Facilitate MDT decision-making Description of Field Experiences 12

13 School experiences will complement those gained in the campus clinic Practica continue over several semesters; therefore, it is not expected that students will engage in all suggested activities during one semester Field Activities Checklist will guide student activities Roles & Responsibilities 13

14 Serve as university supervisor Negotiate (via contract) a practicum placement Meet with field supervisor 3x/semester Assign grades Conduct bi-weekly group supervision meetings Role of Director of Clinical Training 14

15 Collect feedback from district personnel Conduct at least 2 formal observations per semester Hold follow-up conferences with the student and the district psychologist Role of Director of Clinical Training 15

16 Provide practicum activities consistent with the field placement contract Serve as a model for the student Convey a commitment to statutes and the ethical code of school psychology Provide minimum of 30 minutes direct supervisor per week Role of the Field Supervisor 16

17 Review and sign all written reports Provide direct supervision during MDTs and other formal meetings Attend a planning meeting prior to placement with Director of Clinical Training and practicum student Complete an evaluation form at end of semester Role of the Field Supervisor 17

18 Provide copies of all current clearances prior to start of practicum experience Follow the districts calendar Prior to placement, demonstrate mastery of commonly used assessments Participate in field activities identified by the field experience supervisor Role of Practicum Student 18

19 Document the type of activities engaged in and the time spent on them Accumulate approximately 16 hours per week in the practicum setting Role of Practicum Student 19

20 Psychological and Psychoeducational Evaluation Interventions to Facilitate the Functioning on Individuals or Groups Consultation to Individuals (teachers, student teachers, paraprofessionals, parents) regarding Individuals or Groups Specific Practicum Competencies 20

21 Professional Development Orientation to the Field Specific Practicum Competencies 21

22 Became members of the school community Participated in district level inservice trainings Had opportunities for involvement with unexpected teachable moments Benefits for S PSY Students 22

23 Attained skills at the implement level of RtI Were involved in district-wide data collection and analysis procedures Well prepared for internship Higher-quality supervision Better able to balance curricular demands Benefits for S PSY Students 23

24 It is important to have shared interactions across university faculty, district psychologists, and practicum students Half year placements provide flexibility and ensure a greater range of activities There must be a clearly articulated practicum contract Lessons Learned 24

25 If possible, avoid implementing change simultaneously with re-accreditation!!! Communication with all stakeholders is critical Patience is not just a virtue, its essential Like all change, this takes time and effort! Lessons Learned 25


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