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

PDS: Background Information 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 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

General Philosophy 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

Why SPSY PDS @ PSU? 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

Pre-PDS Practicum Sequence 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 Sequence Limitations 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

Post-PDS Practicum Sequence Year 1 – observation, practice testing, fluency week Year 2 – clinic casework Year 3 – PDS (field) experience, solo case, fluency supervision Year 4 – clinic supervision Not sure if we should keep this here or present it later?

So, how’d this happen anyway? Idea Building relationships Dean District Dept Head Planting Seeds

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

Overarching Goal 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.

Description of Field Experiences 3rd 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

Roles & Responsibilities 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

Role of Director of Clinical Training 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 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 the Field Supervisor 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 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 Practicum Student Provide copies of all current clearances prior to start of practicum experience Follow the district’s calendar Prior to placement, demonstrate mastery of commonly used assessments Participate in field activities identified by the field experience supervisor

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

Specific Practicum Competencies 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 Professional Development Orientation to the Field

Benefits for S PSY Students 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 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

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