1. W HAT M ATTERS W HEN T RAINING M ATTERS M OST : T HE S UCCESSFUL F IELD E XPERIENCE Meghan C. McCombs, M.Ed. M. Thea Showstack, M.Ed. University of Massachusetts - Boston

2. I NTRODUCTION Purpose: to investigate what was important for both interns and practicum students in their field experiences. Little research has been specifically conducted in the field of school psychology with respect to supervision (Harvey & Struzziero, 2008) Pilot Study

3. P OPULATION S AMPLE Participants: former and current school psychology students of the University of Massachusetts, Boston. N=16 students (3 male, 13 female) At minimum, completion of semester-long practicum 2 students also completed internship

4. P OPULATION S AMPLE & METHODOLOGY Institutional Review Board approval was obtained Participants were not excluded based on: age Gender socioeconomic status cultural affiliation. Respondents must have been able to: read English have access to email be able to use a computer with an internet connection The typical participant was a Caucasian female, over the age of 20.

5. METHODOLOGY, CONTINUED Short online survey Sent to past & present students via email Survey based on the work of Barbara Fiscetti (2006) Examined process & content issues in supervision Likert-type scale Anonymous (survey program does not track users with cookies)

6. R ESULTS – P RACTICUM S TUDENTS Most reliable & valid data came from the practicum student results (N=14) Items identified as critical for practicum students: Ready access to their site supervisor Supervisors willingness to help Supervisor to support the student in conflicts with school staff/parents. Other very important critical factors: Supervisor having positive relationships with school staff Supervisor provides supplementary education Supervisor shares a similar view as to the purpose of the field Supervisor empathy with the student Instruction from supervisor as events occur A collaborative relationship

7. R ESULTS – P RACTICUM S TUDENTS, C ONT D Practicum students identified that they did not feel it was important to spend time off site with their supervisor More than half of participants identified it as important to have regularly scheduled supervision, 28% as somewhat or not important, and 14% as very important or critical.

8. D ATA, 1 It is _____________ that my practicum supervisor is readily available to discuss problems and concerns.

9. D ATA, 2 It is _____________ that my practicum supervisor supports me when I have a conflict with school staff or parents.

10. D ATA, 3 It is _____________ that my practicum supervisor views our relationship as collaborative.

11. D ATA, 4 It is _____________ that my practicum supervisor has a similar view as to the purpose of the field.

12. D ATA, 5 It is _____________ that my practicum supervisor spends time with me outside of placement.

13. D ATA, 6 It is _____________ that my practicum supervisor and I have regularly scheduled meetings with a defined structure and agenda.

14. R ESULTS – I NTERNS All interns report wanting: Supervisor to keep them informed of school/system issues (important very important) Supervision as events occurred (important very important)

15. C ONCLUSIONS Practicum students desire more structured experiences and opportunities for modeling their skills and direct support Practicum students & interns both agreed that the supervisor/supervisee view of the purpose of the field were important Interns indicated that they wanted their supervisor to keep them up-to-date on system/school-wide issues. This is possibly due to the amount of time spent in the system, and the difference in responsibilities All students worked either part- or full-time during their field experience Helpful for supervisors to be aware of this

16. F UTURE R ESEARCH Current limitations Small N - interns Future research – focus on: larger sample size of practicum & internship students participants from other school psychology training programs distinction of experiences in both types of practica offered with most training programsassessment versus intervention practica factors surrounding the management of multiple responsibilities (e.g. the sensitivity of supervisors to the supervisees work schedule, etc.)

17. R EFERENCES Fiscetti, B. (2006). Unpublished Manuscript. Westport, Connecticut Schools, Westport, CT. Harvey, V., Struzziero, J. (2008). Professional Development and Supervision of School Psychologists: From Intern to Expert ( Second ed). Thousand Oaks, CA: Corwin Press. Kovaleski, J. (2007). Response to intervention: Considerations for research and systems change. School Psychology Review, 36, 638-646. McIntosh, D.E., & Phelps, L. (2000). Supervision in school psychology: Where will the future take us ? Psychology in the Schools, 37 (1), 33-38. Phelps, L., & Power, T. (2008, January). Integration of educational and health services through comprehensive school-based service delivery: Commentary on special issue. Psychology in the Schools, 45, 88-90. Shriberg, D., Bonner, M., Sarr, B., Walker, A., Hyland, M., & Chester, C. (2008). Social justice through a school psychology lens: Definition and applications. School Psychology Review, 37, 453-468. Sugai, G., & Horner, R. (2006). A Promising Approach for Expanding and Sustaining School- Wide Positive Behavior Support. School Psychology Review, 35, 245-259. Tarquin, K.M., & Truscott, S.D. (2006). School psychology students perceptions of their practicum experiences. Psychology in the Schools, 43 (6), 727-736.

18. A CKNOWLEDGEMENTS Dr. Joan A. Struzziero, Ph.D., NCSP Dr. Virginia Smith-Harvey, Ph.D., NCSP Angela Piranosian, M.Ed. Shana Gleason, M.Ed. Rebecca Rogowski, M.Ed.

19. D ISCUSSION Q UESTIONS Was anything surprising about the results? How can you apply this information to your site? What more would you want to know with regard to supervision of students in the field of school psychology? Considering that the purpose of the profession was seen as a critical point, how can we use this to inform placements? Given the views of supervision by practicum students, should we change what is done?