University of Northern Iowa
SCHOOL PSYCHOLOGY PROGRAM REPORT
--Prepared for the
Iowa Department of Education
Approval Visit
March 7 – 11, 2010
--UNI College of Education
Schindler Education Center
Cedar Falls, IA 50614-0604
--School Psychology Program Website: www.uni.edu/coe/epf/HTML/schpsych.html
School Psychology Program Coordinator: Kimberly Knesting
kimberly.knesting@uni.edu Table of Contents
Table of Contents Introduction: Overview of the Institution Context of School Psychology Program Historical Context of Teacher Education Institutional Context Institutional Culture, Values, Vision and Goals Memberships and Accreditation Institutional Data on Endorsements and Degrees Standard 1: Governance and Resources Standard 2: Diversity Standard 3: Faculty Standard 4: Assessment 5 5 6 6 9 9 17 26 29 33 38 Standard 6: School Psychology Candidate Knowledge, Skills, and Dispositions 43 Appendices Appendix: External Reviewer Report on School Psychology Program 45 Standard 5: School Psychology Candidate Clinical Practice UNI Education Personnel Institutional Report Page 2 Table of Contents
List of Tables Introduction: Overview of the Institution Table 1.1: Endorsements Available through UNI Table 1.2: Undergraduate Degrees Awarded Table 1.3 Number of Undergraduate Program Completers Table 1.4 Endorsement Recommendations for the Past 5 Years Table 1.5 Total Undergraduate Student and Teacher Education Student Enrollments Table 1.6 Master’s, Specialist, and Doctoral Degrees Awarded in the Past 5 Years 9 12 12 13 13 13 Standard 1: Governance and Resources Table 2.1 Responsibility for Program Decision‐Making Table 2.2 Summary of School Psychology Roles/Administrative Responsibilities Table 2.3 School Psychology Program Advisory Committee Membership Table 2.4 Commitment of Resources Table 2.5 Comparison of School Psychology Program Resources Table 2.6 Assignments for Core School Psychology Faculty 18 18 22 23 24 24 Standard 2: Diversity Table 3.1 Institutional General Faculty Demographics Table 3.2 School Psychology Faculty Demographics Table 3.3 Institutional Student Demographics Table 3.4 School Psychology Student Demographics 27 27 27 28 29 29 32 34 39 43 Standard 3: Faculty Table 4.1 Faculty at Specific Ranks for the Institution & School Psychology Table 4.2 Profile of Core School Psychology Faculty Table 4.3 Evidence of 60‐hour Requirement Standard 4: Assessment Table 5.1 Alignment of School Psychology Program Standards with NASP Standard 5: Teacher Candidate Clinical Practice Table 6.1 School Psychology’s Clinical Field Experiences Standard 6: Teacher Candidate Knowledge, Skills, and Dispositions Table 7.1 Integration of Human Relations & Cultural Competency Issues UNI Education Personnel Institutional Report Page 3 Table of Contents
List of Exhibits Available during the Site Visit
Exhibit 1: Minutes of School Psychology Committee Meetings Exhibit 2: Faculty Vitae Exhibit 3: Minutes of Advisory Board Minutes Exhibit 4: School Psychology Program Student Handbook Exhibit 5: Sections 12.01 and 12.05 of the UNI Policies and Procedures Manual Exhibit 6: University’s Anti‐Discrimination and Harassment policy Exhibit 7: Documentation of Field Placements Exhibit 8: UNI’s Instructor Evaluation Form Exhibit 9: Practicum Evaluation Forms Exhibit 10: Comprehensive Case Study Evaluation Form Exhibit 11: Internship Evaluation Form Exhibit 12: Individual Faculty Logs/Records of 60‐hour Requirement Exhibit 13: Concept Map of Progression through School Psychology Program Exhibit 14: Practicum Supervisor Handbook Exhibit 15: Copy of Field Experience Contract Exhibit 16: List of Contracted School Districts and Agencies Exhibit 17: Curriculum Exhibit Sheet for School Psychology Endorsement UNI Education Personnel Institutional Report Page 4 Overview
CHAPTER 1: OVERVIEW OF THE INSTITUTION At present, the University of Northern Iowa (UNI) is a large, comprehensive, doctoral granting institution that offers more than 110 undergraduate majors, more than 40 master’s degree programs, and two doctoral degree programs. The university is organized into five academic colleges (Business Administration; Education; Humanities and Fine Arts; Natural Sciences; and Social and Behavioral Sciences). This overview briefly summarizes the history, mission and context of a normal school turned comprehensive university. As an institution, UNI is unique within Iowa. It is the third largest not‐for‐
profit institution of higher education, has its own distinct mission, and is one of only three public universities in the state. There are six programs preparing education personnel: a) the university‐wide pre‐service teacher education program which prepares undergraduate as well as post BA and MA students seeking licensure; b) the principalship program (housed in the Department of Educational Leadership, Counseling & Post‐secondary Education, College of Education; c) the school counseling program (housed in the department of Educational Leadership, Counseling & Post‐secondary Education, College of Education); d) the school psychology program (housed in the department of Educational Psychology & Foundations, College of Education); e) the superintendency program (housed in the Department of Educational Leadership, Counseling & Post‐secondary Education, College of Education); and f) the speech‐language pathology program (housed in the Department of Communication Sciences and Disorders, College of Humanities & Fine Arts). These latter five programs are all graduate programs and three of the programs are already nationally accredited (i.e., school counseling, school psychology, and speech‐language pathology). This report describes our work succinctly and accurately without losing readers in an avalanche of details. Additional and more specific information will be available in the exhibit room during the March 2010 site visit, and upon request. Context of School Psychology Program The School Psychology Program is a combined Masters/Educational Specialist (MAE/Ed.S.) program that follows a scientist‐practitioner model. The MAE in Educational Psychology: Context and Techniques of Assessment is earned after the first full year of coursework (minimum 33 credits) and candidates are required to complete a literature review and research proposal as part of this degree. The Ed.S. degree in School Psychology is earned after completion of an additional 36 semester hours, including a full‐time internship and a thesis. Eight to ten candidates are typically admitted to the MAE program each fall. A small number of candidates with a master’s degree in a related field are admitted directly to the Ed.S. program. The program of study for these candidates is developed based on the requirements for licensure in Iowa and for the national certification through the National Association of School Psychologists (NASP). The School Psychology Program has been in existence since the late 1960s when the university was first authorized to offer graduate programs. It was a master’s degree program until 1978 when the program was upgraded to a 67‐credit Ed.S. program. The change to a specialist program was consistent with the accrediting standards in the profession at that time. The program received full approval from NASP in 1995 and the approval was renewed in 1998 and again in 2004. The most recent NASP review was based not only on program structure and processes, but also on performance‐based outcome measures. A thorough data collection and accountability plan was implemented in the fall of 2004. The program will submit its self‐study for renewal of its NASP approval in fall 2010. In 2008‐2009, the program completed an Academic Program Review Self‐Study for the University of Northern Iowa. As part of this review, two UNI Education Personnel Institutional Report Page 5 Overview
external reviewers examined the program’s self‐study document and interviewed UNI administrators, faculty, and graduate students. A copy of their final report is available in the appendix to this document. Appendix: External Reviewer Report on School Psychology Program Historical Context of Teacher Education The University of Northern Iowa was founded in 1886 as Iowa State Normal School for the purpose of providing “a school for the special instruction and training of teachers for the common schools of the state.” (1999 and 2003 Institutional Reports). Prior to its founding, the grounds on which UNI stands served as a home for the orphans of Civil War soldiers in Iowa. In 1909, the school became Iowa State Teachers College, and in 1961, it became the State College of Iowa. Throughout this period, the central purpose of the institution was the preparation of teachers for Iowa schools. In 1967, the Iowa Legislature acted to change UNI’s status to that of a university with its present name. These changes in the institution’s name have reflected changes in its mission, although for its first 90 years, UNI was almost solely concerned with the education and preparation of students for careers in education. Upon achieving university status, the institution’s mission and programming expanded greatly. The current mission of the university reads as follows: The University of Northern Iowa is a comprehensive institution dedicated to providing a personalized learning environment, founded on a strong liberal arts curriculum. It is committed to being an intellectually and culturally diverse community. The University focuses both on undergraduate education, and on selected master’s, doctoral and other graduate programs. It is characterized by excellence in three areas: teaching and learning; research, scholarship, and creative work; and service. Through its varied endeavors, UNI shares its expertise with, and provides service to, individuals, communities and organizations through the state, the nation, and the world. (2004‐2009 UNI Strategic Plan, received by the Board of Regents, State of Iowa, March 2005; retrieved from http://www.uni.edu/president/2004‐2009‐strategic‐plan/, January 3, 2010) Today the university is a nationally recognized regional institution of higher education offering undergraduate and graduate degrees in a wide variety of disciplines. Since its inception, the institution has grown from a campus of 40 acres with one building to a campus of 910 acres and 57 principal buildings. Its faculty has grown from 24 members to 630 full‐time tenured and tenure track members (2008‐2009 UNI Fact Book, Office of Institutional Research). Student enrollment has increased from 100 in 1886 to a peak of just over 14,000 in the fall of 2001. Following the economic trends of the early 2000s, enrollment dropped to approximately 12,500 by 2005, and returned to just over 13,000 in the Fall 2009 semester. We currently have undergraduate students from all 99 Iowa counties and graduate students from 90 Iowa counties. Approximately 5% of our undergraduate students and 15% of our graduate students are residents of other states, while 2% of our undergraduate students and 11% of our graduate students are international students from 61 countries. Institutional Context The University of Northern Iowa is located in the Cedar Falls‐Waterloo metropolitan area, a quite diverse community with a population of more than 100,000 residents. There exists an excellent rapport between the institution and the community as indicated by a demonstrated commitment to common goals and cooperative strategies for reaching them. The Professional Development Schools initiative, UNI Education Personnel Institutional Report Page 6 Overview
Malcolm Price Laboratory School (Cedar Falls), the Freeburg Early Childhood Program (Waterloo), the UNI Center for Urban Education (UNI‐QUE) and UNI’s Institute for Educational Leadership demonstrate effective collaboration both in the preparation of teachers and educational leaders, as well as our efforts to improve the quality of education for both PK‐12 students and adults. Members of the UNI teacher education faculty have played major roles in the development of the new Iowa Core Curriculum, and will continue to do so through the provision of professional development for PK‐12 teachers from across the state. For example, during 2008, Malcolm Price Laboratory School faculty have provided high quality professional development to at least 250 schools and nearly 1500 Iowa teachers, with an estimated impact on more than 75,000 PK‐12 students. The other colleges are also deeply engaged with the community, region and state. The College of Natural Sciences is home to the Iowa Mathematics and Science Education Partnership, the Center for Energy and Environmental Education, the Science Center for Teaching, Outreach and Research on Meteorology, and the Tallgrass Prairie Center. The College of Business Administration has established collaborative enterprises with business and industry such as the Regional Business Center, the John Pappajohn Entreprenurial Center, the Executive Development Center, the Iowa Waste Reduction Center, and Strategic Marketing Services to aid in building the Iowa economy. The College of Social and Behavioral Sciences houses the Center for Social and Behavior Research, the Center for International Peace and Security Studies, and the Iowa Center for Immigrant Leadership and Integration. The College of Humanities and Fine Arts is home to the School of Music and two public radio stations (KUNI and KHKE). This college and its students and faculty provide extensive arts programming for the entire community. Finally, the cultural and educational activities of the University and the Cedar Falls‐Waterloo area, as well as the greater Cedar Valley region, have become more tightly linked through Lifelong Learning University programming, a steady expansion of guest speakers and artists, and the diverse programming of the Gallagher/Bluedorn Performing Arts Center. In effect, Cedar Falls‐Waterloo and the University of Northern Iowa comprise a true learning community. Because the majority of our students are residents of Iowa, UNI has committed itself to enriching and broadening undergraduate and graduate student involvement in international studies and experiences. For example, the Office of International Programs promotes international educational interchange through services provided to international students, scholars, and visitors, and to UNI students, faculty and staff interested in study, work or travel outside the United States. The Multicultural Education Center provides extensive educational and cultural programming to promote cross‐cultural awareness and multicultural understanding and encourages the participation of all segments of UNI and the Cedar Falls/Waterloo community in its events. The Career Center’s annual International Teacher Fair provides opportunities for administrators and personnel directors from all over the world to interview PK‐12 educators interested in teaching abroad. The College of Education has a well established and nationally recognized international student teaching program which provides our pre‐service teachers with the opportunity to complete a portion of their student teaching experience abroad. Since the spring 2004 semester, more than 180 UNI student teachers have pursued this opportunity in more than 40 countries on five other continents. Finally, Camp Adventure Youth Services, housed in the School of Health, Physical Education and Leisure Services within the College of Education provides overseas experiences for many students from UNI and other colleges through its provision of summer and some academic year programming for the children of military personnel stationed around the world. The School of HPELS has also actively sought out international faculty to serve as visiting professors in various areas. The College of Business Administration has established very close ties with a number of universities in the People’s Republic of China, and provides onsite graduate programs in business administration. UNI Education Personnel Institutional Report Page 7 Overview
Despite the economic challenges of recent years, UNI has remained committed to the integration of modern technology into the everyday lives of students, faculty, and staff. Monies generated through the student computer fee have greatly increased both the quality and the availability of technology throughout the campus. All faculty and students are connected to the university’s computer system and have ready access to a wealth of information and a variety of communication tools. Computer laboratories are located in all classroom buildings, the Rod Library, and all dormitories on campus. Information Technology Services (ITS) provides support and consultation for computing and networking to all students, faculty, and staff, while Instructional Resources and Technology Services (IRTS) provides more focused support for teacher education students, faculty, and practitioners in the field. The division of Continuing Education provides numerous off‐campus courses including those in our 2+2 program in elementary education, guided correspondence study courses, web‐based courses, and courses offered over the Iowa Communication Network (ICN). The work of this division has provided both undergraduate and graduate students with an astounding array of new opportunities for professional development, including the pursuit of both undergraduate and graduate degrees for many place bound Iowans. In a typical year, Continuing Education facilitates between 9,000 and 11,000 credit hours of coursework, and offers courses in at least 70 of 99 Iowa counties and in more than 130 Iowa communities. Using a cohort model, UNI generally has between 19 and 21 different distance education degree and certificate programs in progress at all times. Institutional Culture, Values, Vision and Goals Culture. The culture of the University of Northern Iowa is characterized by a long‐standing commitment to student learning and to excellence in teaching and an emphasis on the development of an open, ethical and caring community that promotes diversity, honesty, integrity, respect, fairness, trust and civility among its members. This community has created a culture based on core values that include intellectual vitality, intellectual and academic freedom, the well‐being of its members, and service to others. (2004‐2009 UNI Strategic Plan, retrieved January 3, 2010 from http://www.uni.edu/president/2004‐2009‐strategic‐plan/). Values. The University of Northern Iowa community values: •
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Excellence in all its endeavors Intellectual vitality Intellectual and academic freedom, dialogue and the free exchange of ideas Expansive awareness of multiple perspectives characteristic of a global society An ethical, caring and diverse community characterized by pluralism and civility Personalized learning The well being of its students, faculty and staff Service to the citizens of the State of Iowa, the nation and the world An appreciation of people with different backgrounds with an emphasis on gender, race/ethnicity, religion, age, sexual orientation, physical abilities, socioeconomic class, and national origin. Vision. The University of Northern Iowa will be the leader among the nation’s finest public comprehensive universities, characterized by a multicultural and inclusive community with high‐quality teaching/learning environments and socially responsible contributions to the State of Iowa, the nation, and the world. UNI Education Personnel Institutional Report Page 8 Overview
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Provide intellectually challenging and character‐building experiences for undergraduate and graduate students in a personalized learning environment. Maintain a faculty distinguished by their creative and intellectually rigorous teaching and scholarship. Focus the involvement of the University in addressing critical local, state, national and global needs. Promote a University culture characterized by diversity, collegiality, mutual respect, organizational effectiveness, and shared responsibility. Provide and maintain appropriate resources including staffing for effective and efficient University operations. Memberships and Accreditation The University of Northern Iowa is a member of the American Association of State Colleges and Universities, and is accredited by the Higher Learning Commission (HLC, formally the North Central Association of Colleges and Secondary Schools). This accreditation was conferred in 2001 and our next HLC accreditation visit will be in the fall 2010 semester. The UNI Teacher Education Program was last granted continuing approval by the State Board of Educational Examiners in 2004, and the state’s final report is available for review in the exhibit room. The university is also a member of the Council of Graduate Schools in the United States, and until this year, a member of the American Association of Colleges for Teacher Education (AACTE). In response to the significant across‐the‐board budget reduction imposed by Iowa Governor Chet Culver in the fall 2009, Dean William Callahan of the College of Education regretfully decided to end our membership in AACTE. Academic programs of the University are accredited by the follow professional accrediting agencies: the Association to Advance Collegiate Schools of Business (AACSB), the Council for Accreditation of Counseling and Related Educational Programs (CACREP, in the areas of both mental health counseling and school counseling), the National Association of Schools of Music, the National Association of Schools of Art and Design, the Council on Social Work Education, the American Speech‐Language‐Hearing Association, the American Association of Family and Consumer Sciences, the National Association of Industrial Technology, and the National Recreation and Park Association Council on Accreditation. Programs are also approved by the American Association for Leisure and Recreation, and the Commission on Accreditation of Allied Health Education Programs (CAAHEP). Programs are also approved by the National University Extension Association, and the American Chemical Society. In addition, the University Museums are accredited by the American Association of Museums. Institutional Data on Endorsements and Degrees More than 65 initial and advanced level endorsements are available through various programs at UNI. These endorsements have been identified in Table 1.1 and the curriculum exhibits associated with each endorsement are available for review in the exhibit room. Table 1.1: Endorsements Available through UNI (endorsement number in curriculum exhibits) Initial Elementary* Initial Secondary** Initial K‐8 & 5‐12 Graduate Programs • Teacher‐Pre‐K‐3 • Secondary School • Athletic Coach (K‐12) • Superintendent/AEA UNI Education Personnel Institutional Report Page 9 Overview
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including Special Education (100) Teacher – Elementary Classroom (102) Talented and Gifted Teacher Coordinator (107) Elementary School Librarian (108) Art (113) English/Language Arts (119) Foreign Language‐
French (123) Foreign Language‐
German (125) Foreign Language‐
Russian (131) Foreign Language‐
Spanish (133) Health (137) Mathematics (142) Physical Education (146) Reading (148) Science‐Basic (150) Social Sciences‐Social Studies (164) Science‐All Science I (5‐
8) (184) Foreign Language‐
Portuguese (187) Instructional Strategist I: Mild and Moderate (260) Early Childhood Special Education (PK‐K) (262) Librarian (109) • Business‐General (115) • Business‐Office (116) • Business‐Marketing /Management (117) • Driver & Safety Education (118) • English/Language Arts (120) • Foreign Language‐
French (or Dual Major‐
French) (124) • Foreign Language‐
German or Dual Major‐
German) (126) • Foreign Language‐
Russian or Dual Major‐
Russian) (132) • Foreign Language‐
Spanish or Dual Major‐
Spanish) (134) • Health (138) • Industrial Technology (140) • Mathematics (143) • Physical Education (7‐
12) (147) • Reading (7‐12) (149) • Science‐Biological (151) • Science‐Chemistry (152) • Science‐Earth Science (153) • Science‐General Science (154) • Science‐ Physical (155) • Science‐ Physics (156) • Social Sciences‐
American Government (157) • Social Sciences‐
American History (158) • Social Sciences‐
Anthropology (159) • Social Sciences‐
Economics (160) • Social Sciences‐
Geography (161) • Social Sciences‐World History (166) • Speech UNI Education Personnel Institutional Report (101) ESL (K‐12) (104) Art (114) Music (144) Instructional Strategist II: Mental Disabilities (K‐
21) (264) • Visually Disabled (B‐21) (267) •
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Administrator (171) • Elementary Counselor (K‐8) (172) • Secondary Counselor (5‐
12) (173) • School Librarian (K‐12) (174) • Reading Specialist (K‐12) (176) • Principalship and Supervision of Special Education (189) • Work Experience Coordinator (234) • School Psychologist (236) • Speech Language Pathologist (237) • Director of Special Education (239) • Special Education Consultant (250) Page 10 Overview
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Communication/ Theater (168) Science‐All Science II (9‐
12) (185) Social Sciences‐All (186) Foreign Language‐
Portuguese (188) Foreign Language (Dual Major‐Portuguese) (188) Instructional Strategist I: Mild and Moderate (261) Multioccupations‐
Business (305) *K‐8 unless otherwise noted **5‐12 unless otherwise noted Curriculum Exhibits for 2008‐2010 Undergraduate Programs Leading to Initial Licensure. At UNI, undergraduate degrees leading to initial licensure are available to students in early childhood, elementary, secondary and K‐12 teacher education programs. Additional endorsements at the undergraduate level can be earned through the completion of specific minors. For undergraduate degrees leading to initial licensure, all candidates must complete the university liberal arts core requirements (45 hours; for specific details, see pages 55‐57 in the UNI 2008‐2010 Programs and Courses catalog, or this website: http://www.uni.edu/catalog/ugdegreq.shtml#liberal), a teaching major of at least 30 hours (refer to the 2008‐2010 catalog at http://www.uni.edu/catalog/ for information on specific teaching majors and minors), and the professional education licensure core as specified by the individual major (28‐33 hours, including 12 hours for student teaching; see page 51 in the 2008‐2010 UNI Programs and Courses catalog or http://www.uni.edu/teached/_downloads/prof_ed_seq.pdf). Elementary education candidates must also complete a 24 hour concentration area or an endorsement minor. Middle level education candidates must complete either an elementary education or a secondary education teaching major. Special education endorsements are available to undergraduate teacher education candidates through the completion of a minor. The College of Education provides teaching majors in early childhood, elementary education, middle level education, and K‐12 physical education, secondary health education. Other colleges provide all other secondary and K‐12 teaching majors. A complete list of teaching majors and minors can be found on page 53 of the 2008‐2010 UNI Programs and Courses catalog, and pages 80‐85 in the catalog provide a complete listing of all degree and certificate programs. Some graduate degrees lead to initial licensure (educational leadership, school counseling, school psychology and speech‐language pathology) while others (curriculum and instruction, special education, and school library studies) include coursework that can result in additional endorsements for already licensed educators. Graduate programs in educational leadership, school counseling, school psychology, curriculum and instruction, special education and school library studies are housed within the College of Education. The speech‐language pathology graduate program is housed in the College of Humanities and Fine Arts. In addition, graduate students in MA and MS programs in the Colleges of Humanities and Fine Arts, Natural Sciences, and Social and Behavioral Sciences can earn initial licensure through the completion of appropriate undergraduate coursework. UNI Education Personnel Institutional Report Page 11 Overview
A number of students with previous content area majors enter UNI as post‐BA students seeking licensure only, most often at the secondary level. These students take the professional licensure core courses and methods courses required for undergraduate teaching majors seeking the same endorsement. In some cases, post‐BA students may need to complete additional hours in their content area as well. Table 1.2 provides data on undergraduate degrees awarded since the 2003‐2004 academic year, while Table 1.3 contains data on program completers in teacher education at the undergraduate level. The data indicate a decline in the number of undergraduate degrees awarded in teacher education, and particularly in the early childhood, elementary and middle level programs. To some extent, these data reflect an overall pattern of decline in enrollment for the university as a whole. We believe that the rest of the decline in undergraduate teacher education enrollment is likely due to the imposition of absolute required minimum scores on the Praxis I (PPST) exam in 2005. Prior to this time, students with slightly lower than passing scores could seek remediation and/or provide alternative evidence of competence in reading, writing and mathematics. For the past four years there has been minimal change in the proportion of all undergraduate degrees awarded to students with teaching majors. Table 1.2: Undergraduate Degrees Awarded Academic Year # All Undergraduate Degrees* # Undergraduate Degrees for Teaching Majors** 2003‐2004 2584 2004‐2005 2669 2005‐2006 2423 2006‐2007 2259 2007‐2008 2221 2008‐2009 2268 *2008‐2009 Fact Book **Academic Program Review, Office of Institutional Research Table 1.3: Number of Undergraduate Program Completers Academic Year Early Childhood, Secondary only Elementary, and Middle Level only 2003‐2004 498 127 2004‐2005 473 153 2005‐2006 417 117 2006‐2007 362 119 2007‐2008 358 124 2008‐2009 362 113 Academic Program Review, Office of Institutional Research UNI Education Personnel Institutional Report 715 732 632 590 565 566 % of All Undergraduates Who Earned Teaching Major Degrees 28% 27% 26% 26% 25% 25% Any combined K‐
8 and 5‐12 (Art, Music, PE, TESOL) 90 106 98 109 83 91 Total 715 732 632 590 565 566 Page 12 Overview
Table 1.4 contains data on the number of different recommendations for specific endorsements since the 2004‐2005 academic year. Data for the 2008‐2009 academic year is being processed as part of the report being developed for the 2009 Professional Education Data System sponsored by AACTE and will be provided in visit materials. Table 1.4: Endorsement Recommendations for the Past 5 Years End. # Grade Endorsement Name 2004‐
2005 2005‐
2006 2006‐
2007 100 101 102 104 106 107 108 109 113 114 115 116 117 Pre K‐3 K – 12 K ‐ 8 K ‐ 12 PK – 3 K – 12 K ‐ 8 5 – 12 K ‐ 8 5 – 12 5 – 12 5 – 12 5 – 12 108 24 359 8 108 0 10 6 31 31 6 6 6 103 15 308 7 103 0 3 2 15 14 10 10 10 134 21 275 3 0 0 3 2 24 24 5 5 5 TBA 118 119 120 123 124 125 126 131 132 133 134 137 138 140 142 143 144 145 146 147 148 149 150 151 5‐12 5 – 12 K ‐ 8 5 – 12 K ‐ 8 5 – 12 K ‐ 8 5 – 12 K ‐ 8 5 – 12 K ‐ 8 5 – 12 K ‐ 8 5 – 12 5 – 12 K ‐ 8 5 – 12 K ‐ 8 5 – 12 K ‐ 8 5 – 12 K ‐ 8 5 – 12 K ‐ 8 5 – 12 Tchr. Birth‐3 Incl. Spec. Ed Athletic Coach Teacher Elem. Classroom ESL Teacher PK ‐3 Classroom Teacher Talented and Gifted School Media Specialist School Media Specialist Art Art Business ‐ General Business ‐ Office Business ‐ Marketing/ Management Business – All Driver and Safety Ed English/Language Arts English/Language Arts French French German German Russian Russian Spanish Spanish Health Health Industrial Technology Mathematics Mathematics Music Music Physical Education Physical Education Reading Reading Science ‐ Basic Biological 0 11 59 38 1 3 0 0 0 1 7 17 0 5 16 47 24 15 15 28 26 52 1 5 10 0 13 73 28 0 2 0 0 0 0 5 10 2 11 7 33 21 14 14 33 32 70 2 1 7 0 14 79 24 0 5 0 1 0 0 4 9 0 2 10 25 20 19 19 25 25 77 6 5 4 UNI Education Personnel Institutional Report 2007‐
2008 94 12 275 6 0 0 6 2 25 25 2 2 2 2008‐
2009* 0 4 69 22 1 6 0 0 0 0 3 4 0 0 12 32 10 13 13 15 14 69 69 3 5 Page 13 Overview
152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 176 182 184 185 186 188 TBA 5 – 12 5 – 12 5 – 12 5 – 12 5 – 12 5 – 12 5 – 12 5 – 12 5 – 12 5 – 12 K ‐ 8 5 – 12 K ‐ 8 5 – 12 5 – 12 K ‐ 8 5 – 12 PK – 8 5 – 12 PK – 12 K ‐ 8 5 – 12 K – 12 K – 12 5 – 8 5 – 8 5 – 12 5 – 12 5‐12 5 – 8 189 PK‐12 230 233 234 235 236 237 239 ITINERANT K – 12 5 – 12 B – 21 B – 21 B – 21 250 (241, 242, 243,247,249) 260 K – 8 261 5 – 12 262 PK – K 263 K – 12 Chemistry Earth Science General Science Physical Science Physics American Government American History Anthropology Economics Geography History Psychology Social Studies Sociology World History Speech Comm/Theatre Speech Comm/Theatre Principal Principal Superintendent Counselor Counselor School Media Specialist Reading Specialist Middle School (Generalist) All Science I All Science II All Social Studies Portuguese Middle School (Content Specialists) Principal and Supervisor of Sp. Ed. Hosp/Home Serv. Supv. Sp. Ed/Inst. Work Exp. Coordinator School Audiologist School Psychologist Speech ‐ Lang. Pathologist Director of Special Education Special Education Consultant Instructional Strategist I: Mild and Moderate Instructional Strategist I: Mild and Moderate Early Childhood Special Education Instructional Strategist II: UNI Education Personnel Institutional Report 7 9 9 9 7 17 51 0 1 18 1 10 37 13 31 0 5 12 7 14 6 6 3 1 71 0 0 0 0 0 6 8 7 11 1 11 44 1 0 5 0 14 21 12 25 2 4 26 26 13 11 11 8 1 56 0 0 0 0 0 2 3 4 3 1 14 42 2 1 4 0 11 12 6 28 0 2 3 3 9 10 8 5 0 0 0 0 7 0 35 4 11 8 13 4 6 39 2 0 5 0 4 22 5 33 0 5 22 22 14 20 20 6 1 61 0 0 11 0 0 42 29 0 0 0 1 1 0 2 7 0 0 0 1 0 7 2 2 20 0 3 4 0 6 9 0 0 4 0 5 12 0 4 4 0 0 31 31 28 50 7 1 3 1 0 0 3 5 0 0 0 0 Page 14 Overview
Behavioral Disorders/Learning Disabilities Instructional Strategist II: Mental Disabilities Instructional Strategist II: Physical Disabilities Visually Disabled Office Education Media Specialist Other 264 K – 12 265 K – 12 267 302 311 188,207,208, 262,305, 267 186,252,253, 262,267,305 190,241,242,243,305 B‐21 5 – 12 10 17 10 7 0 0 0 0 0 0 0 10 0 0 0 0 1 1 0 0 4 0 0 0 Other 0 20 0 0 Other 0 0 38 0 Annual Summary Report on Practitioner Preparation Reports, 2004‐2005, 2005‐2006, 2006‐2007, 2007‐2008 * Data will be provided during the site visit. Table 1.5 contains data on the number of full‐ and part‐time student at UNI and specifically in teacher education. The decline in teacher education enrollments was most dramatic and somewhat disproportionate as compared to declines in total student enrollment between fall 2003 and fall 2005. There was a slight decline in fall 2006 and enrollments have been stable for the past two years. Given the budget conditions of the state of Iowa, future enrollments are difficult to predict. Substantial increases in tuition are expected for next year, and the current economic downturn has been accompanied by large increases in enrollments, although more so for the community colleges than among the Regents institutions. Table 1.5: Total Undergraduate Students and Teacher Education Program Students (fully admitted) for the Past 6 Years Academic # of Full Time # of Full Time # of Part Time # of Part Time Year Students at UNI Teacher Education Students at UNI Teacher Education Students at UNI Students at UNI 2003‐2004 10484 1978 1426 115 2004‐2005 9989 1753 1277 99 2005‐2006 9753 1595 1241 124 2006‐2007 9555 1495 1172 98 2007‐2008 9489 1490 1201 104 2008‐2009* Professional Education Data System Reports, 2005, 2007, 2008 *Data will be provided during the site visit. Table 1.6: Masters, Specialists and Doctoral Degrees Awarded in the Past 5 years Academic # of Masters # of # of Speech‐ # of # of # of Year Degrees Education Language Education Doctoral Education Masters Pathology Specialist Degrees Doctoral UNI Education Personnel Institutional Report Page 15 Overview
Degrees Masters Degrees** 16 26 23 27 22 Degrees Degrees 2003‐2004 434 127 11 10 8 2004‐2005 494 147 3 10 9 2005‐2006 485 103 7 18 15 2006‐2007 471 129 10 8 8 2007‐2008 474 119 9 16 15 2008‐2009* 2008‐2009 Fact Book * Data will be provided during the visit. **UNI Office of Institutional Research Report on Degrees Granted by Department by Academic Year: Ten Year Trend (October 2008) Summary Teacher education remains a central educational endeavor at UNI, and we take pride in our rich historical tradition. The variety of teaching majors, paired with high quality facilities and affordable tuition make UNI a very attractive institution for students pursuing teacher education. We blend the variety available at large colleges and universities with the personal attention and close student‐teacher relationships found at small colleges to create a unique environment for high quality teacher education. UNI Education Personnel Institutional Report Page 16 Standard 1: Governance
STANDARD 1: GOVERNANCE AND RESOURCES School Psychology 281‐79.10(256) Governance and Resources Standard: Governance and resources adequately support the preparation of practitioner candidates to meet professional, state, and institutional standards. 79.10(1) A clearly understood governance structure provides guidance and support for the practitioner preparation program(s). The University of Northern Iowa School Psychology Program is housed within the Department of Educational Psychology and Foundations (EPF) in the College of Education. Three tenured professors (Dr. Kerri Clopton, Dr. Charlotte Haselhuhn, and Dr. Kimberly Knesting) in the EPF department are considered primary faculty in the School Psychology Program. Additional support for the program is provided by faculty members in EPF and other departments (Special Education and Curriculum and Instruction) within the College of Education. Two EPF faculty (Dr. Kimberly Knesting and Dr. Barry Wilson) collaborate to co‐coordinate the program. They report directly to the Interim Department Head of EPF (Dr. Radhi Al‐Mabuk) who reports directly to the Dean of the College of Education (Dr. William Callahan). The School Psychology Committee (Dr. Radhi Al‐Mabuk, Dr. Kerri Clopton, Dr. Katheryn East, Dr. Charlotte Haselhuhn, Dr. Kimberly Knesting, Dr. Barry Wilson, and two graduate student members) meets monthly to discuss program issues. Organizational Structure of School Psychology Program Academic Vice President and Provost Dean College of Education Dean Graduate College Head of Department of Educational Psychology & Foundations
Co‐Coordinators of School Psychology Program UNI Education Personnel Institutional Report Page 17 Standard 1: Governance
79.10(2) The professional education unit has primary responsibility for all programs offered at the institution for the initial and continuing preparation of teachers, administrators and other professional school personnel. Primary responsibility for decisions regarding the admission and preparation of School Psychology Candidates is held by the School Psychology Committee, consisting of the program’s Co‐Coordinators, faculty from EPF, the EPF department head, and program students. Minutes from the committee are available in the exhibit room. Table 2.1: Responsibility for Program Decision‐Making Types of Decisions Responsible Individual(s) or Group Program Approval Process Program Co‐Coordinators, School Psychology Committee Core School Psychology Faculty School Psychology Committee Program Co‐Coordinators, School Psychology Committee EPF Interim Department Head Program Co‐Coordinators Program Co‐Coordinators, EPF Interim Department Head, Faculty Advisor Program Co‐Coordinators, EPF Interim Department Head, Office of Executive Vice President and Provost Program Faculty, EPF Faculty, College of Education Senate & Dean, University Graduate Curriculum Committee, Faculty Senate, Board of Regents Program Co‐Coordinators, Registrar’s Office Dean of College of Education, Provost Individual faculty Candidates School Psychology Committee Advising Admission to Program Assessment Budget Candidate Acceptance to Internship Candidate Disciplinary Actions Candidate Grievances Curriculum Changes Licensure New Hires & Releases from Employment Placements for Practica Experiences Placements for Internships Policies and Procedures for School Psychology Program Tenure and Promotion Department Tenure & Promotion Committees, Dean of College of Education, Provost Table 2.2: Summary of School Psychology Roles/Administrative Responsibilities Administrative Role within School Psychology Administrative Assignment Kimberly Knesting Co‐Coordinator School Psychology Program Barry Wilson Co‐Coordinator School Psychology Program Radhi Al‐Mabuk EPF Department Head (interim) Exhibit 1: Minutes of School Psychology Committee Meetings
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79.10(3) The unit’s conceptual framework establishes the shared vision for the unit and provides the foundation for coherence among curriculum, instruction, field experiences, clinical practice, assessment, and evaluation. The conceptual framework of the University of Northern Iowa School Psychology Program states that its mission is to prepare reflective practitioners who have the knowledge and skills to enhance the educational and psychological well‐being of children and adolescents. The program focuses on data based decision‐making and strives to use data to drive both training and practice. The UNI School Psychology Program faculty believes that effectively linking multi‐method assessment to evidence‐based interventions is crucial to successful practice. To this end, we prepare practitioners who make professional judgments that take into consideration ethical principles; social, political, and policy contexts; and best practices derived from research and theory. Valid and reliable professional judgments are made by school psychologists who are committed to a process of continuous professional growth, necessitating ongoing, critical examination of both practice and the current literature in the field. The program strives to train practitioners who will become leaders in the practice of school psychology and advocates for all children and families. Interrelated didactic, seminar, and practicum training experiences are designed to facilitate candidates’ development of knowledge and critical thinking skills. Personal and professional development is further promoted through participation in a learning community of professors, other graduate students, and practitioners. Program goals and objectives were developed in accordance with the conceptual framework of the program and the eleven competency domains established by the National Association of School Psychologists (NASP): Data‐Based Decision‐Making and Accountability; Consultation and Collaboration; Effective Instruction and Development of Cognitive/Academic Skills; Socialization and Development of Life Skills; Student Diversity in Development and Learning; School and Systems Organization, Policy Development, and Climate; Prevention, Crisis Intervention, and Mental Health; Home/ School/ Community Collaboration; Research and Program Evaluation; School Psychology Practice and Development; and Information Technology. The goal of UNI’s School Psychology Program is to develop entry‐level competency for graduates in each of the domains. NASP specifies that competency consists of both knowledge and skills and that each of the domains must be addressed in coursework, practica, and internship. Below are the School Psychology Program Goals and Objectives: Goal 1: To train specialist‐level school psychologists who practice databased decision‐making. Objectives: • Students will demonstrate an understanding of foundational principles of research and data analysis. • Students will demonstrate the ability to make decisions regarding assessment and intervention based on valid and reliable data collected from multiple sources. • Students will be familiar with empirically supported assessment techniques and interventions and be able to use technology to access these in the literature. • Students will be able to apply research principles to the evaluation of programs and/or larger scale interventions. Goal 2: To train specialist‐level school psychologists who have a foundation of knowledge in both education and psychology. UNI Education Personnel Institutional Report Page 19 Standard 1: Governance
Objectives: • Students have a strong foundation of knowledge in psychology (including, but not limited to, human development, biological bases of behavior, and social psychology) and are able to apply these principles to their work this students, families, and school personnel. • Students have a strong foundation of knowledge in education (including learning, cognition, and effective instruction) and are able to apply these principles to their work with students, families, and school personnel. Goal 3: To train specialist‐level school psychologist who are ethical decision‐makers. Objectives: • Students will demonstrate an understanding of NASP’s Principles for Professional Ethics. • Students will be able to apply a problem‐solving model in making ethical decisions. • Students will be familiar with the benefits and challenges of practicing school psychology in rural areas. • Students will develop the necessary skills to work in a rural environment (e.g. students will have the skills to access resources using technology). Goal 4: To train school psychologists who have expert skills as indicated by the school psychology literature. Objectives: • Students will demonstrate the knowledge and skills associated with effective psychoeducational assessment. • Students will demonstrate the knowledge and skills necessary to develop, implement, and evaluate empirically supported interventions. Students will demonstrate the knowledge and skills necessary to work with school personnel to identify and solve individual, group, and systems level problems. • Students will demonstrate the skills and knowledge necessary to work with families to increase a student’s success. Goal 5: To train specialist‐level school psychologists who understand, consider, and respect differences in gender, culture, ethnicity, language, socioeconomic status, and sexual orientation and who will promote a safe and respectful school environment for all individuals. Objectives: • Students will demonstrate an understanding of individual differences and apply this knowledge to decisions regarding assessment and intervention. • Students will develop an understanding of the social, cultural, socioeconomic, and experiential factors that affect the development and behavior of an individual. • Students will have the knowledge and skills necessary to access information about individual differences through the use of technology and consultation with colleagues. Goal 6: To train specialist‐level school psychologists who engage in reflective practice. Objectives: • Students will understand the importance of ongoing professional development to maintain the knowledge and skills to effectively practice in a changing field.
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Students will demonstrate an understanding of the field of school psychology in terms of historical development, trends in roles and practice, and current issues. Students will develop an understanding of the state and national issues that affect the education of children and the practice of school psychology. 79.10(4) The work climate, policies, and assignments promote intellectual vitality, including best teaching practice, scholarship and service among faculty. The work climate within the School Psychology Program and the Department of Educational Psychology and Foundations promotes intellectual vitality that includes best teaching practice, scholarship, and service among faculty. Exemplars of faculty involvement in teaching, scholarship, and service are provided below. Specific examples are found in faculty vitae, which are available in the exhibit room. •
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During the monthly School Psychology Committee meetings, faculty regularly discuss instructional issues such as curricular goals, course sequence, and integration of content across coursework Program faculty have published in leading journals in the field, including Psychology in the Schools, School Psychology Quarterly, and Teaching of Psychology Program faculty regularly present original research at national conferences, such as the Annual Convention of the National Association of School Psychology, the Annual Convention of the American Psychological Association, and the Annual Meeting of the American Educational Research Association Conference presentations by faculty are often interdisciplinary and include collaborative presentations of graduate students’ thesis research Faculty research reflects work on best practices in the preparation of school psychologists Faculty serve on numerous committees across the department, college, university, and field, with much of this service directly related to the preparation of school psychology practitioners Exhibit 2: Faculty Vitae 79.10(5) The unit provides evidence of ongoing collaboration with the professional community including evidence that there is an active advisory committee that is, at a minimum, semi‐annually solicited for program input to inform the unit. The School Psychology Program collaborates regularly with school psychology representatives from the AEAs, as well as the State Department of Education. Advisory Board meetings provide regular opportunities for discussions about program outcome assessment data, curriculum content and sequence, practicum experiences and procedures, state‐level guidelines and regulations, and national‐
level issues. Committee membership varies each year to ensure a diversity of perspectives. There is consistency in representation from program faculty and graduate students, state leadership, and AEA representatives. The next scheduled meeting of this committee is March 26, 2010. Minutes from the committee’s past meetings are available in the exhibit room. UNI Education Personnel Institutional Report Page 21 Standard 1: Governance
Table 2.3: School Psychology Program Advisory Committee Membership Name Charlotte Haselhuhn Kimberly Knesting Barry Wilson Beverly Kopper Susan Joseph Eric Neessen Linda Williams Jim Janssen 1st Year Graduate Student Rep. 2nd Year Graduate Student Rep. Institution/Organization Professional Responsibility UNI Program Faculty UNI Program Faculty UNI Program Faculty UNI Associate Provost UNI Dean, Graduate College State Dept. of Education School Psychology Consultant AEA 8 Zone Coordinator Waverly‐Shell Rock Comm. Schools Dir. of Curriculum & Staff Dev. UNI UNI Exhibit 3: Minutes of Advisory Board Minutes 79.10(6) When a unit is a part of a college or university, the unit provides evidence of ongoing collaboration with the arts and sciences departments of the institution, especially regarding content endorsements. This standard is not applicable to the School Psychology Program. 79.10(7) Procedures for an appeals process for candidates and faculty are clearly communicated and provided to all candidates and faculty. For candidates and graduate assistants, equitable due process in academic matters is provided in grievance procedures established by the university’s Graduate College. Students’ rights to formal and informal grievance processes are described in Section 12.01 (Graduate Student Academic Grievance; http://www.uni.edu/policies/1201) and Section 12.05 (Graduate Assistantship Grievance; http://www.uni.edu/policies/1205) of the UNI Policies and Procedures Manual, available in the exhibit room. Grievance procedure guidelines and grievance forms are available in the Office of the Graduate College. Candidates are provided information about all applicable policies in the School Psychology Program’s Student Handbook (http://www.uni.edu/coe/epf/HTML/Student%20handbook.pdf), which is available in the exhibit room. Exhibit 4: School Psychology Program Student Handbook Exhibit 5: Sections 12.01 and 12.05 of the UNI Policies and Procedures Manual 79.10(8) The unit administers a systematic and comprehensive evaluation system designed to enhance the teaching competence and intellectual vitality of the professional education unit. The master agreement between the Board of Regents, State of Iowa, and UNI‐United Faculty specifies the functioning of the Professional Assessment Committee (PAC), which governs the process by which tenure track faculty members are assessed for tenure and promotion. In addition to this agreement,
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beginning in 2009, the Dean of the College of Education required all tenured faculty members to have student evaluations completed if they would like to be considered for merit salary adjustment. Each department writes its own PAC requirements and within EPF these requirements emphasize faculty’ ongoing commitment to teaching, research, and service. Pre‐tenure faculty members receive purposeful support from senior, tenured faculty in the department. They have student evaluations completed every semester and their teaching is observed by tenured mentors. They receive research mentorship and attempts are made to protect them from significant service duties. During the pre‐
tenure period, faculty members receive written and oral feedback annually. After receiving tenure and promotion to Associate Professor, faculty may choose to seek promotion to Full Professor. Procedures and expectations for this promotion also are set forth in the department’s PAC materials. To earn promotion to Full Professor, a faculty must demonstrate continued growth and development in teaching, research, and service. 79.10(9) The institution provides the commitment and resources necessary to support a quality clinical program for all practitioner candidates. Table 2.4: Commitment of Resources Ratio of Credit for faculty supervision: # school psychology interns supervised/credit hour compensation Ratio of Credit for faculty supervision: # school psychology practicum students supervised/credit hour compensation 7‐9 interns/3 credits (per semester) Practicum I: 7‐9 students/1 credit Practicum II: 7‐9 students/1 credit Practicum III: 7‐9 students/2 credits Practicum IV: 7‐9 students/3 credits 79.10(10) Institutional commitment to the unit includes financial resources, facilities, appropriate educational materials, library services, and equipment to ensure the fulfillment of the institution’s and unit’s missions, delivery of quality programs, and preparation of practitioner candidates. In the past, classroom facilities, library resources, and support for teaching and research have been strengths of the institution’s commitment to the School Psychology Program. At this time, there is concern that current and projected future budget constraints may significantly jeopardize some or all of these resources. Already, there are an insufficient number of test kits for candidates being trained in cognitive, academic, and behavioral/social/emotional assessment and a lack of computers and audio/video equipment for test administration and scoring for instructional purposes. The Donald O. Rod Library includes over 140 journals related to education, educational psychology, and school psychology, with materials not owned by the library generally available through interlibrary loan. Assistance with searching is available to both faculty and candidates and library staff are readily available to provide instructional services tailored to a group of candidates’ needs. UNI Education Personnel Institutional Report Page 23 Standard 1: Governance
Table 2.5: Comparison of School Psychology Program Resources with Comparable Programs for 09‐10 School Psychology (Ed.S.) 27 3 Masters in Social Work (MSW) 59 6 Psychology, Clinical Science Emphasis (MA) 13 16 (Department wide) Number of Students Number of Fulltime Faculty Number of Part‐
Time Faculty Amount for Supplies and Equipment Amount Available for Professional Development/Travel Administrative Support (FTE) 0 3 6 (Department wide) $0.00 $13, 869 $0.00 $1237 $0.00 $550 No release time Program coordinator receives 6 credit hour/year release 2 Program Coordinators – each receives 3 credit hour/year release 79.10(11) The unit provides sufficient faculty, administrative, clerical, and technical staff to plan and deliver quality practitioner program(s). Table 2.6: Assignments for Core School Psychology Faculty for 09‐10, Excluding Summer Faculty Member Teaching Load Advising Load
Other (credit hours) (# of students) Kerrie Clopton 15 10 School psychologist for Price Lab School (equivalent to 3 credit hours/semester) Charlotte Haselhuhn 17 11 Kimberly Knesting 23 10 Program Co‐Coordinator The EPF department has two clerical staff available to work with the program. They assist with coordination of the admissions process, management of candidate paperwork and files, coordination with the registrar’s and admissions office, and student outcome assessment data management. College of Education technical staff is available to assist faculty with instructional technology. Additional services are available through the university's Instructional Technology Services. 79.10(12) Resources support professional development opportunities for faculty. Because of budget cuts in spring of 2009, the university has eliminated any out of state travel that is not approved by the Provost. Before this time, support for professional development through travel to present at professional meetings was available from the Graduate College, College of Education Dean’s Office, and the EPF department. Other limited options for supporting professional development activities still exist. This year the Graduate College will award up to four awards of $2,500 each for interdisciplinary/inter‐institutional graduate program curricular development and up to four awards of
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2,500 each for interdisciplinary/inter‐institutional research projects or center development. The Graduate College also funds Summer Faculty Fellowships to support research, creative activity, and grants and Professional Development Assignments for tenured faculty, which provides full or half salary depending on the length of the assignment. See Table 2.5 in 79.10(10) 79.10(13) Resources support technological and instructional needs to enhance candidate learning. The Schindler Education Center was designed to meet a variety of educational needs. Classrooms are equipped with multimedia allowing the instructor to use the computer and other technology for instruction. Television monitors in classrooms are connected to VCR and/or DVD players to further support instruction. The statewide Fiber Optics System allows faculty to conduct Iowa Communications Network (ICN) instruction throughout Iowa at multiple sites. Additional support for integrating technology into instruction is available through the Continuing Education Department and Information Technology Services. 79.10(14) The use of part‐time faculty and graduate students in teaching roles is purposeful and managed to ensure integrity, quality, and continuity of programs. All core courses in the program are taught by full‐time faculty with advanced degrees in school psychology or the appropriate field. No courses in the program are taught by graduate students. Summary Fully approved by the National Association of School Psychologists, the School Psychology Program has a well‐articulated governance structure that adequately supports the preparation of school psychologists who meet professional, state, and institutional standards. The program’s conceptual framework and goals provide a coherent foundation for curriculum, instruction, clinical experiences, assessment, and evaluation and the university and department adequately support the faculty in their mission to prepare effective practitioners. UNI Education Personnel Institutional Report Page 25 Standard 2: Diversity
STANDARD 2: DIVERSITY School Psychology 281—79.11(256) Diversity Standard: The environment and experiences provided practitioner candidates support candidate growth in knowledge, skills, and dispositions to help all students learn. 79.11(1) The institution and unit maintains a climate that supports diversity. During the last year, the university has renewed its commitment to supporting diversity. In fall 2008, the President established the University of Northern Iowa Diversity Council that reports directly to him regarding university‐wide diversity goals. In addition, a Diversity Advisory Committee, with broad representation of faculty and staff members from across the campus, was charged with supporting the Diversity Council’s work. Together, these committees have developed a new definition of diversity and diversity vision/mission statement for the institution. Supporting this work at the university‐level, the Graduate College has a Minority Recruitment and Retention Committee to support diversity initiatives on campus. At the college‐level, the Dean of the College of Education formed the COE Diversity Committee with the charge to improve the college’s climate for diverse students and faculty, as well as to increase minority student and minority faculty recruitment and retention. Members of this committee take leadership roles in activities such as Multicultural Super Saturday (an undergraduate recruitment event), the Minorities in Teaching Reception, and the African American Read‐In. School psychology faculty members serve on the Diversity Advisory Committee, Graduate College Minority Recruitment and Retention Committee, and the Coe Diversity Committee. A copy of the university’s Anti‐Discrimination and Harassment policy (http://www.uni.edu/equity/AD&H2002.shtml) is available in the exhibit room. Evidence of the School Psychology Program’s strong commitment to diversity is found in its goals, curriculum, and faculty’s research. One of the program’s goals is “To train specialist‐level school psychologists who understand, consider, and respect differences in gender, culture, ethnicity, language, socioeconomic status, and sexual orientation and who will promote a safe and respectful school environment for all individuals.” To this end, diversity related content is integrated throughout the program’s coursework and a foundational goal of the second practicum experience is for candidates to examine and practice (with appropriate supervision and support) school psychology services in a diverse elementary school. Finally, faculty research addresses the needs of diverse populations, with candidates frequently involved in this work. The program’s goals and curriculum are described in the School Psychology Program Student Handbook (http://www.uni.edu/coe/epf/HTML/Student%20handbook.pdf) and more information about faculty research is provided on their vitae, all are available in the exhibit room. Exhibit 6: University’s Anti‐Discrimination and Harassment policy Exhibit 4: School Psychology Program Student Handbook Exhibit 2: Faculty Vitae 79.11(2) The institution and unit document their efforts in maintaining and increasing a diverse faculty and teacher education candidates in plans, policies, and practices as required by the Higher Learning Commission.
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Despite concerted effort, less than 3% of applicants to the program are ethnic minority students and thus, there is very limited diversity in the program. The program is participating in efforts supported by the Graduate College to increase minority recruitment and enrolment. Graduate programs from across the university are sharing recruitment ideas and resources. The program is in the initial stages of developing relationships with Midwestern colleges and universities with significant minority populations, again with the purpose of increasing minority enrolment and recruitment. Beginning last year, a program faculty has attended the McNair Program’s annual graduate school recruitment fair, one of the largest minority recruitment fairs in the country, along with a representative of the university’s Graduate College. Research in the field of school psychology and the experiences of graduate programs on campus suggests that personal relationships between faculty at undergraduate and graduate institutions are key to successful minority recruitment. Table 3.1: Institutional General Faculty Demographics* Minority Female 2003‐2004 11% 44% 2004‐2005 10% 43% 2005‐2006 10% 45% 2006‐2007 10% 44% 2007‐2008 9% 46% 2008‐2009 10% 47% *2008‐2009 University of Northern Iowa Fact Book Male 56% 57% 55% 56% 54% 53% Full time 84% 83% 77% 78% 77% 75% Tenured 55% 57% 54% 56% 57% 54% Table 3.2: School Psychology Faculty Demographics Fulltime Faculty 2004‐2005 2005‐2006 2006‐2007 2007‐2008 2008‐2009 2009‐2010 % minority % female % male % fulltime % tenured 0 0 0 0 0 0 100 100 100 100 100 100 0 0 0 0 0 0 100 100 100 100 100 100 0 0 0 33.3 33.3 100 % non tenured 100 100 100 66.6 66.6 0 Table 3.3: Institutional Student Demographics (undergraduate and graduate students)* # of Students Female Male Enrolled 2003‐2004 13441 59% 41% 2004‐2005 12824 58% 42% 2005‐2006 12513 58% 42% 2006‐2007 12260 58% 42% 2007‐2008 12609 58% 42% 2008‐2009 12908 58% 42% *2008‐2009 University of Northern Iowa Fact Book **Based on number of students identifying an ethnic/racial group UNI Education Personnel Institutional Report Minorities** International 6.2% 6.5% 6.3% 6.4% 6.1% 6.5% 2.9% 2.7% 3.4% 3.5% 3.7% 3.6% Page 27 Standard 2: Diversity
Table 3.4: School Psychology Student Demographics # Students % Male % Female % Minority % Avg. GPA Enrolled International 2005‐2006 31 10% 90% 0 0 3.91 2006‐2007 28 7% 93% 0 0 3.94 2007‐2008 26 19% 81% 0 0 3.93 2008‐2009 27 19% 81% 0 0 3.95 2009‐2010 31 23% 77% 0 0 3.95 79.11(3) Practitioner candidates experience clinical practices in settings that include diverse populations and students of different grade levels and of diverse learning needs. Each practicum experience provides candidates with rich opportunities for working with diverse student populations. During their first semester, candidates shadow school psychologists working in a variety of settings including traditional schools at different grade levels and self‐contained programs for students with more significant needs. During the second semester, candidates complete a practicum in a diverse school in Waterloo, working in classrooms with students with and without disabilities. The third and fourth semester practica provide candidates increasingly independent (while also well‐supported) opportunities to work in general and special education settings. Across these two semesters, attempts are made to provide candidates experiences across multiple grade levels and in diverse school settings in communities such as Waterloo, Marshalltown, Cedar Rapids, and Iowa City. Finally, the culminating clinical experience is the candidate’s yearlong internship experience. During this year, candidates participate fully in all aspects of a practicing school psychologist’s role and function, across grade levels and with diverse learning needs. More information about field placements and students’ experiences is available in the exhibit room. Exhibit 7: Documentation of Field Placements Summary The university, college, and school psychology program are firmly committed to preparing candidates who are able to work effectively with diverse student populations. To this end, a renewed commitment has been made by leaders from across campus to increasing support of and improving the climate for minority students and faculty. Within this context, the School Psychology Program continues to integrate content related to best practices in the provision of multicultural school psychology services throughout the curriculum. Attention is given to providing candidates with clinical experiences in diverse settings and candidate assessment data are gathered so that progress toward these goals may be evaluated.
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STANDARD 3: FACULTY School Psychology 281—79.12(256) Faculty Standard: Faculty qualifications and performance facilitate the professional development of practitioner candidates. 79.12(1) Faculty members in professional education are adequately prepared for responsibilities assigned to them, and have had experiences in situations similar to those for which the practitioner preparation students are being prepared. As evidenced in their vitae, the core school psychology faculty all holds advanced degrees in either school psychology or an area appropriate to their specialization. Additionally, the faculty has multiple experiences working in settings similar to which candidates will work. All instructors of core classes are fulltime, tenured faculty. Table 4.1 Faculty at Specific Ranks for the Institution & School Psychology (excludes Deans and above) Tenured Tenure Non‐ Instructor/ Assistant Associate Full Faculty Track Tenure Lecturer Professor Professor Professor Faculty Track Rank Rank Rank Rank Faculty Institution* 54.1% 15.4% 30.5% 35.6% 15.7% 26.1% 22.5% 100% 0% 0% 0% 0% 100% 0% School Psychology *2008‐2009 University of Northern Iowa Fact Book Table 4.2: Profile of Core School Psychology Faculty Faculty Member Kerri Clopton Degree Ph.D. School Psychology Experience •
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Licensed School Psychologist (Iowa) 8 years working as a school psychologist Licensed Psychologist (Iowa) Experience working in residential treatment, juvenile corrections, and community mental health center 2 years working in university affiliated clinic APA‐accredited internship, Father Flanagan’s Boys’ Home 7 years at UNI 4 years at Loras College 2 years at James Madison University (including 1 year co‐
directing a training clinic) 3 years serving as co‐chair of Black Hawk County UNI Education Personnel Institutional Report Assignment Associate Professor Graduate Faculty Thesis Advisor School Psychologist ‐PLS 200:232 Risk & Resilience 200:289 Interventions in Natural Environments 200:290 Practicum IV 250:284 Advanced Psychodiagnostics 250:286 Studies in Assessment of Personality & Behavior Page 29 Standard 3: Faculty
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Charlotte Haselhuhn Ph.D. Psychology Ed.S. School Psychology •
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Kimberly Knesting Ph.D. Educational Psychology, School Psychology emphasis •
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CommunityPartnership for Protecting Children Mandatory Reporter Training provider State of Iowa consultant for evaluation and school psychological services School psychologist & challenging behavior interventionist for Des Moines, Iowa public schools School psychologist AEA 7 7 years UNI Nationally Certified School Psychologist 6 years UNI 5 years University of Wisconsin‐
Eau Claire 1 year, school psychologist, Eau Claire School District APA accredited internship – Fort Worth Independent School District Associate Professor Graduate Faculty Thesis Advisor 200:286 Systems Level Consultation 200:291 Internship in School Psychology 250:281 Measurement and Statistics 250:282 Individual Intellectual Assessment 250:286 Studies in Assessment of Intelligence Associate Professor Program Co‐Coordinator Graduate Faculty Thesis Advisor 200:240 Intro to School Psychology 200:280 Psychological Consultation in Schools 200:290 Practicum II 200:290 Practicum III 250:283 Academic Assessment & Intervention 250:286 Studies in Academic Assessment & Intervention 79.12(2) Faculty members instruct and model best practices in teaching, including the assessment of their own effectiveness as related to candidate performance. Members of the school psychology faculty work hard to provide candidates with the best instruction possible. A critical component of providing a quality learning opportunities is faculty members reviewing assessment information about candidates’ experiences in the classroom, as well as candidates’ performances on key summative assessments. To this end, each semester, program faculty regularly review the feedback provided them through candidate’s instructor evaluations, along with field supervisors’ practicum evaluations, comprehensive case study evaluations, and internships evaluations. Examples of each of these is available in the exhibit room. Exhibit 6: UNI’s Instructor Evaluation Form Exhibit 9: Practicum Evaluation Forms Exhibit 10: Comprehensive Case Study Evaluation Form Exhibit 11: Internship Evaluation Form UNI Education Personnel Institutional Report Page 30 Standard 3: Faculty
79.12(3) Faculty are engaged in professional development as well as scholarly and service activities that relate to teaching, learning, and practitioner preparation. As evidenced on their vitae, the core school psychology faculty is engaged in ongoing professional development through scholarly and service activities. Faculty members have published original research, frequently related to training issues in the field of school psychology, in peer review journals. In addition, many of the faculty regularly attends the National Association of School Psychologists Annual Convention, including meetings of the Trainers of School Psychologists (TSP), an organization of school psychology trainers from across the country. Faculty vitae, available in the exhibit room, also provide evidence of significant participation in service activities across the departmental, college, university, state, and national levels. A critically important service role for all core faculty members is the mentoring of candidates’ thesis research. Members of the faculty are statewide leaders in the field of school psychology and they collaborate with colleagues nationally and internationally on topics directly related to the preparation of school psychologists (i.e., reflective practice and crisis prevention). Exhibit 2: Faculty Vitae 79.12(4) Faculty members collaborate regularly and in significant ways with colleagues in the professional education unit and other college/university units, schools, the department, area education agencies, and professional associations as well as community representatives. Faculty members’ are active collaborators with colleague’s in UNI’s teacher education program, as well as with colleague’s across the university, area education agencies, and professional associations, at both state and national levels. Many faculty members have leadership roles in the teacher education program as well as professional associations. Faculty conducts collaborative research with colleagues from the local AEA, within the College of Education, and across the broader university, with much of this research including graduate student collaborators. Many of the faculty members’ service activities also involve cross‐discipline collaborations. Exhibit 2: Faculty Vitae 79.12(5) Part‐time faculty and graduate assistants, when employed, are identified as such and meet the licensure and experience requirements appropriate for their assigned responsibilities. All core school psychology courses are taught by fulltime, tenured faculty with significant backgrounds and experiences in the field. No part‐time faculty or graduate assistants are used in instructional roles. 79.12(6) Faculty members preparing practitioner candidates maintain an ongoing, meaningful involvement in activities in preschools, elementary, middle, or secondary schools. A minimum of 60 hours of such activities shall include team teaching during the period between approval visits. A maximum of 30 hours of the 60‐hour requirement may be completed by supervising pre‐service candidates in P‐12 classroom settings. Four faculty members provide clinical supervision to candidates, Dr. Katheryn East (Practicum I), Dr. Kimberly Knesting (Practicum II and Practicum III), Dr. Kerri Clopton (Practicum IV), and Dr. Charlotte UNI Education Personnel Institutional Report Page 31 Standard 3: Faculty
Haselhuhn (Internship). Because School Psychology Programs have only recently been included in the Chapter 79 standards, school psychology faculty are at various stages of completing and documenting the 60‐hour requirement. Individual faculty logs are available in the exhibit room. Table 4.3: Evidence of 60‐hour Requirement Faculty Member Number of Hours Completed Notes since last Review Kerri Clopton 60 Katheryn East 60 Charlotte Haselhuhn 60 Kimberly Knesting 60 Exhibit 12: Individual Faculty Logs/Records of 60‐hour Requirement Summary The qualifications and backgrounds of School Psychology Program faculty are a significant strength of the program. All core school psychology faculty members have advanced degrees in school psychology, along with experience practicing in multiple settings. Faculty members are active in the field (locally and at the national level) and committed to ongoing professional development with the ongoing goal of improving their ability to prepare effective future practitioners. Faculty members also are active researchers in areas directly related to the effective provision of school psychology services so that their scholarship further contributes to the quality of their teaching and mentorship of graduate students. UNI Education Personnel Institutional Report Page 32 Standard 4: Assessment
STANDARD 4: ASSESSMENT School Psychology 281 – 79.13(256) Assessment System and Unit Evaluation Standard: The unit’s assessment system appropriately monitors individual candidate performance and uses that data in concert with other information to evaluate and improve the unit and its programs. 79.13(1) Unit assessment system. a. The unit utilizes a clearly defined management system for the collection, analysis, and use of assessment data. b. The unit provides evidence that the assessment system is congruent with the institution’s mission and the unit’s framework for preparation of effective teachers. c. The unit demonstrates an alignment of unit standards with INTASC principles, as well as Iowa Teaching Standards, Iowa preparation core professional standards, and Iowa Board of Educational Examiners’ licensing standards. d. The unit clearly documents candidates’ attainment of the unit standards e. The unit demonstrates propriety, utility, accuracy and fairness of both the overall assessment system and the instruments used, and provides scoring rubrics or other criteria used in evaluation instruments. f. The unit documents the quality of programs through the collective presentation of assessment data related to performance of teacher candidates. This shall include: 1) data collected throughout the program, 2) evidence of evaluative data collected from teachers who work with the unit’s candidates, and 3) evidence of evaluative data collected by the unit through follow‐up studies of graduates and their employers. g. The unit explains the process for reviewing and revising the assessment system. h. The unit demonstrates how the information gathered via the unit and candidate assessment system is shared with faculty and other stakeholders and used for program improvement. The program uses the School Psychology Assessment (SPA) System, a data management system that allows the collection, analysis, and use of assessment data at each of the program’s decision points. The data gathered at each decision point are in alignment with the program’s goals and thus, with the training standards of the National Association of School Psychologists. The system gathers course grades (aligned with NASP standards), practicum evaluations (aligned with NASP standards), comprehensive case study evaluations (aligned with NASP standards), and internship evaluations (aligned with NASP standards). Practicum, case study, and internship evaluations use a rubric format with descriptions for each possible rating. Additionally, practicum and internship supervisors discuss the evaluation with on‐site supervisors with the goal of increasing the reliability of individual ratings. Practicum evaluation forms, comprehensive case study evaluation forms, and internship evaluation forms are available in the exhibit room. The SPA System facilitates the programs ability to document clearly candidates’ attainment of program goals and standards. It also provides a user‐friendly system for candidates to be able to access their own evaluation data and to track their attainment of goals and passing program decision points. The gathered data are reviewed at least annually by the School Psychology Committee and annually by the School Psychology Advisory Committee. Several significant program changes have been made because of these reviews. To better support candidates’ completion of the thesis requirement, the Educational Research (250:205) course was moved from second semester to first semester and Foundations of Instructional Psychology (200:214) was moved from first to second semester. To provide candidates’
UNI Education Personnel Institutional Report Page 33 Standard 4: Assessment
with a more thorough preparation in early childhood assessment and intervention, the Social Psychology (200:140g) course is no longer required and instead candidates will take Development and Assessment of Young Children (200:109g). Table 5.1: Alignment of School Psychology Program Standards with NASP NASP Domain of Training & Practice Data‐Based Decision Making and Accountability Consultation and Collaboration Learning and Instruction Socialization and Development of Life Skills Student Diversity in Development and Learning UNI Education Personnel Institutional Report Courses Addressing Domain 200:240 Introduction to School Psychology 200:280 Psychological Consultation in Schools 200:289 Seminar in Education & Psychology 200:290 Practicum in Education & Psychology 200:291 Internship in School Psychology 230:238 Assessment and Evaluation of Literacy 250:281 Statistics and Measurement 250:282 Individual Intellectual Assessment 250:283 Classroom Assessment & Interventions 250:284 Advanced Psychodiagnostics 200:176g Learning & Behavioral Problems in Ed 200:240 Introduction to School Psychology 200:280 Psychological Consultation in Schools 200:290 Practicum in Education & Psychology 200:291 Internship in School Psychology 230:238 Assessment and Evaluation of Literacy 250:282 Individual Intellectual Assessment 290:254 Counseling Children and Adolescents 200:176g Learning & Behavioral Problems in Ed 200:214 Foundations of Instructional Psychology 200:289 Seminar in Education & Psychology 200:290 Practicum in Education & Psychology 200:291 Internship in School Psychology 230:238 Assessment and Evaluation of Literacy 250:282 Individual Intellectual Assessment 250:283 Classroom Assessment & Interventions 200:176g Learning & Behavioral Problems in Ed 200:140g Social Psychology 200:232 Risk and Resilience 200:289 Seminar in Education & Psychology 200:290 Practicum in Education & Psychology 200:291 Internship in School Psychology 230:238 Assessment and Evaluation of Literacy 250:284 Advanced Psychodiagnostics 290:254 Counseling Children and Adolescents 200:140g Social Psychology 200:176g Learning & Behavioral Problems in Ed 200:232 Risk and Resilience 200:240 Introduction to School Psychology 200:280 Psychological Consultation in Schools Page 34 Standard 4: Assessment
School and Systems Organization, Policy, Development, & Climate Prevention, Crisis Intervention, & Mental Health Home/School/Community Collaborations Research and Program Evaluation School Psychology Practice and Development Technology Standards UNI Education Personnel Institutional Report 200:289 Seminar in Education & Psychology 200:290 Practicum in Education & Psychology 200:291 Internship in School Psychology 230:238 Assessment and Evaluation of Literacy 250:282 Individual Intellectual Assessment 250:283 Classroom Assessment & Interventions 250:284 Advanced Psychodiagnostics 290:254 Counseling Children and Adolescents 200:176g Learning & Behavioral Problems in Ed 200:232 Risk and Resilience 200:289 Seminar in Education & Psychology 200:290 Practicum in Education & Psychology 200:291 Internship in School Psychology 250:282 Individual Intellectual Assessment 200:232 Risk and Resilience 200:240 Introduction to School Psychology 200:289 Seminar in Education & Psychology 200:291 Internship in School Psychology 290:254 Counseling Children and Adolescents 200:232 Risk and Resilience 200:289 Seminar in Education & Psychology 200:290 Practicum in Education & Psychology 200:291 Internship in School Psychology 230:238 Assessment and Evaluation of Literacy 250:282 Individual Intellectual Assessment 250:283 Academic Assessment & Interventions 200:240 Introduction to School Psychology 200:289 Seminar in Education & Psychology 200:291 Internship in School Psychology 230:238 Assessment and Evaluation of Literacy 250:205 Educational Research 250:281 Statistics and Measurement 250:282 Individual Intellectual Assessment 200:240 Introduction to School Psychology 200:280 Psychological Consultation in Schools 200:290 Practicum in Education & Psychology 200:291 Internship in School Psychology 220:260 Special Education Law and Policy 230:238 Assessment and Evaluation of Literacy 250:282 Individual Intellectual Assessment 290:254 Counseling Children and Adolescents 200:176g Learning & Behavioral Problems in Ed 200:240 Introduction to School Psychology 200:280 Psychological Consultation in Schools 200:291 Internship in School Psychology 250:281 Statistics and Measurement Page 35 Standard 4: Assessment
Exhibit 9: Practicum Evaluation Forms Exhibit 10: Comprehensive Case Study Evaluation Form Exhibit 11: Internship Evaluation Form 79.13(2) Performance assessment system for school psychology candidates. a. The system is an integral part of the unit’s planning and evaluation system. b. The system has multiple admission criteria and assessments to identify candidates with potential for becoming successful teachers. c. The system includes the administration of a basic skills test with program admission denied to any applicants failing to achieve the institution’s designated criterion scores. d. The system has multiple decision points. e. The system includes a coherent, sequential assessment system for individual teacher candidates that is shared with faculty with guidance for course and program improvement, as well as assessment criteria (e.g. rubrics) and a process for ongoing feedback to teacher candidates about their achievement of program standards with guidance for reflection and improvement, and is drawn from multiple formative and summative assessments of each of the following, including, but not limited to, institutional assessment of content, professional, pedagogical knowledge and their applications, and teaching performance including the effect on student learning. Data gathered through the SPA System are regularly used as part of the program’s evaluation and planning process. Multiple pieces of information are collected from candidates from the time they enter the program (GPA, GRE scores, Letters of Recommendation, Personal Statement, Writing Sample) through their completion of the program (Internship Evaluations, Comprehensive Case Study Evaluations, Thesis). A concept map of candidates’ progression through the school psychology program is available in the exhibit room. The program requires applicants to take the Graduate Record Examination (GRE), although a specific “cut‐off” score is not identified. The program seeks applicants scoring at the 50% or above on the GRE but admission decisions are based on a multitude of factors, including letters of recommendation, the applicant’s personal statement, writing samples, grades in all undergraduate and graduate coursework, in addition to the GRE. Each of the program’s four decision points gathers quantitative and qualitative data chosen to reflect candidates’ developing knowledge and skills as they progress through the program. As described above and as evidenced in the concept map of candidates’ progression through the program, the SPA System is a coherent and sequential assessment system that supports the program’s ability to prepare effectively future school psychologists. Candidates have easy access to the assessment information so that they may monitor their own growth and progress. The information collected provides faculty with meaningful (in the context of program goals and NASP standards) and detailed information about candidates’ progress as well as program effectiveness. Review and discussion of this data allows for modifications to instruction and/or curriculum at both the course and program levels. Exhibit 13: Concept Map of Progression through School Psychology Program UNI Education Personnel Institutional Report Page 36 Standard 4: Assessment
79.15(3) The unit annually reports to the department such data as is required by the state and federal governments at dates determined by the department. Currently, there is no formal mechanism for the program to provide an annual report to the EPF department. Because of the department’s small size and departmental faculty members’ active involvement in the program, information is informally shared on a regular basis. The department head is a standing member of the School Psychology Committee, where candidate outcome data is regularly reviewed. Through the process of preparing this report, the benefits of more regular, formal communication have become clearer. The first report will be made at the end of spring semester 2010. 79.15(4) The department shall periodically conduct a survey of educational agencies employing licensed graduates of approved programs to ensure that the graduates’ needs are adequately met by their programs and by the approval process herein. An employee survey has been developed and will be administered for the first time this spring semester. Summary The School Psychology Program’s assessment system allows frequent and ongoing monitoring of candidates’ progress through the program. The qualitative and quantitative data that are collected regularly and frequently allow concerns about candidates to be identified and addressed early. Because of preparing this report, the program will begin submitting an annual report to the Department of Educational Psychology and Foundations and gathering outcome data from employers of program graduates. UNI Education Personnel Institutional Report Page 37 Standard 5: Clinical Practice
STANDARD 5: SCHOOL PSYCHOLOGY CANDIDATE CLINICAL PRACTICE 281—79.13(256) Clinical Practice Standard: The unit and its school partners provide field experiences and student teaching opportunities that assist candidates in becoming successful teachers. 79.20 (1) Clinical practice for candidates supports the development of knowledge, dispositions, and skills that are identified in the unit standards. The unit ensures that clinical experiences occurring in all locations are well‐sequenced, supervised by appropriately qualified personnel, monitored by the unit, and integrated into the conceptual framework of the program. Beginning with the first semester of the first year, clinical/field experiences are integrated throughout the program. During the first practicum, candidates explore the varied role and functions of school psychologists through shadowing practitioners who provide services in a variety of school settings. The purpose of the second semester is to orient candidates to the ecology of school environments and to provide hands‐on experiences working in classrooms with students in both general and special education. The third semester practicum provides an opportunity to apply consultation skills in a school setting. The fourth semester practicum is a scaffolded introduction to the provision of school psychological services. Finally, the yearlong internship provides candidates with an opportunity to fulfill all aspects of a school psychologist’s responsibilities while well mentored and receiving ongoing professional development. Copies of practicum and internship evaluation forms are available in the exhibit room. Each clinical/field experience has two supervisors, one at the field and one at the university level. At the field level, the first, third, and fourth clinical/field experiences are directly supervised by AEA school psychologists. For the second clinical/field experience, candidates are directly supervised by a classroom teacher. For each practicum, the field‐based supervisor is appropriately qualified to provide experiences appropriate to the practicum’s specific goals and objectives. At the university level, all four practica provide weekly group supervision by a faculty member with expertise specific to the practicum’s goals and objectives. Exhibit 9: Practicum Evaluation Forms Exhibit 11: Internship Evaluation Forms 79.20 (2) Candidates participate in clinical/field experiences that include both observation and involvement in professional responsibilities. Programs document clinical expectations at various developmental levels that are directly linked to coursework throughout the program. These expectations reflect collaboration among program faculty and are shared with candidates, supervisors and cooperating mentors. The primary purpose of the first practicum experience is to provide candidates with opportunities to explore the varied role and functions of the school psychologist. Because it is taken in conjunction with the Introduction to School Psychology seminar, this course also affords candidates a context in which to begin to consider the varied roles and functions of school psychologists. The primary purpose of the second practicum is to orient candidates to the ecology of school environments, providing hands‐on experiences working in classrooms with children or adolescents in both general and special education. It provides candidates an opportunity to experience the public school classrooms and to begin to become sensitive to its protocol, mores, and values. Taken the same semester as Academic Assessment and
UNI Education Personnel Institutional Report Page 38 Standard 5: Clinical Practice
Interventions, this experience provides candidates with rich and varied real‐world experiences to apply to their learning about assessing students’ academic achievement, along with the development, implementation, and monitoring of academic interventions. The third practicum has two primary purposes: 1) to provide candidates an initial field‐based experience providing school psychological services in a well‐supported and scaffolded environment and 2) to provide candidates an opportunity to apply behavioral consultation skills in a school setting. This experience requires candidates to integrate knowledge, dispositions, and skills gained from across coursework. The fourth practicum continues to provide a supported field experience, with increasing independence as appropriate to each candidate’s needs and strengths. Completing this practicum during the last semester of coursework significantly enhances the complexity and depth of classroom instruction and discussion. Table 6.1: School Psychology’s Clinical Field Experiences Course # and Title 200:290 Practicum in Education & Psychology I # of Expectations Hours
60 Shadowing school psychologists in varied settings 200:290 Practicum in Education & Psychology II 75 200:290 Practicum in Education & Psychology III 120 200:290 Practicum in Education & Psychology IV 240 Supervision (Frequency & Description) Field‐based supervision by school psychologist; 1 hour/week group supervision with university supervisor Field‐based supervision Work with students individually and in groups; by classroom teacher; 1 hour/week group conduct academic supervision with assessment; develop, university supervisor implement and monitor academic intervention Field‐based supervision Participate in special education evaluations and by school psychologist; 2 hours/week group re‐evaluations with supervision with academic focus; university supervisor; participate in problem‐
one on‐site visit by solving meetings; university supervisor complete a behavioral consultation case Field‐based supervision Participate in special education evaluations and by school psychologist; 1.5 hours/week group re‐evaluations with supervision with academic and socio‐
university supervisor; emotional/behavioral focuses; participate in one on‐site visit by problem‐solving university supervisor meetings; conduct functional based assessments; design and implement academic and behavioral interventions UNI Education Personnel Institutional Report Page 39 Standard 5: Clinical Practice
79.20 (3) Environments for clinical/field practice support learning in context, and include all of the following: a. Scheduling and use of time and resources to allow candidates to participate with practitioners and learners in the school/agency setting. b. Learning that takes place in the context of providing high quality instructional programs for students in a state‐approved school or educational facility. c. Opportunities for candidates to observe and be observed by others and to engage in discussion and reflection on clinical practice. d. The involvement of candidates in relevant responsibilities directed toward the work for which they are preparing. Program faculty pays attention each semester to schedule non‐clinical courses in a way that maximizes candidates’ time available for clinical experiences during the school week. Because some practicum sites require a drive each way of up to an hour, attempts are also made to rotate candidates between “far” and “near” sites. Course syllabi describe the program’s expectation that clinical experiences allow candidates to interact with experienced practicing school psychologists in multiple and varied school settings. Over the course of the four‐semesters of coursework, candidates are exposed to school psychologists working in traditional and non‐traditional settings, across multiple grade‐levels, and with diverse student bodies receiving general and special education services. All practica are completed in state‐approved school settings and in these settings, candidates observe and work with school psychologists providing high quality school‐based services. Both one‐on‐one field‐based supervision and group university‐based supervision provide frequent and ongoing opportunities for discussion and reflection on practice. As candidates progress through the practica experiences, expectations require the candidate to demonstrate increasingly complex and independent practice. Evidence of this is available in the program’s student handbook and practicum supervisor handbook, both available in the exhibit room. Exhibit 4: School Psychology Program Student Handbook Exhibit 14: Practicum Supervisor Handbook See also Table 6.1 79.20 (4) PK‐12 school, agency, and/or facility professionals share responsibility for the selection of cooperating mentors who demonstrate appropriate skills, knowledge, and dispositions. At the beginning of each semester, instructors who teach clinical/field experiences collaborate with AEA administrators to pair candidates with appropriate field‐based mentors/supervisors. Supervisors are selected collaboratively by AEA administrators and university instructors because of their skills, knowledge, and dispositions in the areas of the practicum’s emphasis. This is articulated in the handbooks for practicum supervisors and program candidates, both available in the exhibit room. Exhibit 14: Practicum Supervisor Handbook Exhibit 4: School Psychology Program Student Handbook UNI Education Personnel Institutional Report Page 40 Standard 5: Clinical Practice
79.20 (5) The unit is responsible for all of the following: a. Defining qualifications for candidates entering clinical practice and for cooperating mentors who support candidates in their clinical experiences. b. Providing quality supervision that includes primary responsibility for communication/collaboration with cooperating mentors and candidates. c. Responding to specific needs of cooperating schools and institutions. d. Selection, training, evaluation and support of institution faculty members who are prepared to supervise candidates. e. Selection, training, evaluation and support of professionals who mentor candidates. Because of the low candidate‐faculty ratio in the program, school psychology faculty members have significant opportunities for formative assessment of candidates’ knowledge and skills prior to each clinical experience. Also, the collaborative relationship the program has with local area education agencies enhances the quality of interactions between faculty supervising clinical experiences and on‐
site supervisors. Qualifications for candidates and for cooperating mentors are described in the program’s Practicum Supervisor Handbook and the School Psychology Program Student Handbook. As candidates’ work with field‐based supervisors, they work together to address the needs of cooperating schools through the provision of consultation, assessment, intervention, and/or progress monitoring services. The EPF department and the program co‐coordinators have primary responsibility for supporting and evaluating university‐based supervisors. University‐based supervisors work with AEA administrators to evaluate and support field‐based supervisors. Copies of the practicum supervisor handbook, the program’s student handbook, and the concept of candidates’ progression through the program are all available in the exhibit room. Exhibit 14: Practicum Supervisor Handbook Exhibit 4: School Psychology Program Student Handbook Exhibit 13: Concept Map of Progression through School Psychology Program 79.20 (6) Accountability for clinical experiences is demonstrated through all of the following: a. Collaboration of the cooperating mentor and the college/university supervisors in formative evaluation of candidates to include identifying areas for improvement., developing and implementing plans for improvement, and determining final evaluation of the candidates. b. Use of authentic performance measures appropriate to the required assignments in the clinical experiences, with written documentation and completed evaluation forms included in candidates’ permanent institutional records. University‐based supervisors gather formative assessment information through weekly group supervision meetings, site visits, and practicum evaluation forms and provide regular feedback to candidates. Final course grades are determined based on course assignments and feedback from field‐
based supervisors. During practica experiences, candidates complete authentic assessments such as developing, implementing, and monitoring an academic intervention; completing a consultation case; and designing and implementing behavioral interventions. During the internship year, candidates complete the Comprehensive Case Study, an authentic summative assessment that the candidate must UNI Education Personnel Institutional Report Page 41 Standard 5: Clinical Practice
complete satisfactorily to graduate from the program. Practicum evaluation forms and comprehensive case study evaluation forms are available in the exhibit room. Exhibit 9: Practicum Evaluation Forms Exhibit 10: Comprehensive Case Study Evaluation Form See also Table 6.1 79.20 (7) The institution shall enter into a written contract with the cooperating school districts/agencies/facilities that provide field experiences for candidates as stipulated in Iowa Code 272.27. The program has cooperative agreements with AEAs (and when appropriate specific school districts) in which candidates complete clinical experiences. These agreements specify roles and responsibilities for both the program and the cooperating agency. A copy of the field experience contract and a list of those school districts and agencies with which the program has contracts are available in the exhibit room. Exhibit 15: Copy of Field Experience Contract Exhibit 16: List of Contracted School Districts and Agencies Summary The School Psychology Program’s clinical experiences begin with the candidates’ first semester in the program and continue each semester until they begin the culminating clinical experience, the internship. Clinical experiences are well supervised by both on‐site supervisors and university‐based supervisors and experiences are purposefully integrated into other core coursework. Candidates’ experiences take place in multiple, varied, and diverse settings with significant attention given to the learning quality of their experiences. UNI Education Personnel Institutional Report Page 42 Standard 6: Candidates
STANDARD 6: SCHOOL PSYCHOLOGY CANDIDATE KNOWLEDGE, SKILLS, AND DISPOSITIONS 281‐79.21(256) Candidate knowledge, skills, and dispositions standard. Candidates shall demonstrate the content, pedagogical, and professional knowledge, skills and dispositions necessary to help all students learn in accordance with the provisions of the appropriate professional standards. A concept map describing candidates’ progression through the program, from time of admittance through the internship year and graduation is available in the exhibit room. At multiple points throughout the program, data are gathered about candidates’ knowledge, skills, and dispositions as related to the provision of school psychology services. Exhibit 13: Concept Map of Progression through School Psychology Program 79.21 (1) Each candidate demonstrates acquisition of knowledge about and skill in interpersonal and intergroup relations that contribute to the development of sensitivity to and understanding of the values, beliefs, cultures, and attitudes of individuals and the diverse groups found in a pluralistic society. The program shall provide evidence of candidates’ attainment of such knowledge and skills through the integration of these human relations and cultural competency issues within the program’s coursework. Table 7.1: Integration of Human Relations & Cultural Competency Issues within Program’s Coursework Courses where Addressed 200:232 Risk and Resilience 200:240 Introduction to School Psychology 200:280 Psychological Consultation in Schools 200:290 Practicum in Education & Psychology I 200:290 Practicum in Education & Psychology II 200:290 Practicum in Education & Psychology III 200:291 Internship in School Psychology 250:282 Individual Intellectual Assessment 250:283 Academic Assessment & Intervention Candidate Performance(s) Exam Weekly reflections, review of book: “The Spirit Captures You and You Fall Down” Paper on multicultural services in Iowa, exam Weekly reflection papers, weekly class discussion Completion of consultation case; review of books: “The Short Bus” and “Dreamkeepers” Weekly practicum activities; field supervisor evaluation Each semester field supervisor evaluation addresses knowledge, skills, and dispositions related to human relations Class discussions on language, cultural diversity, and cognitive assessment; paper on diversity and cognitive assessment Development, implementation and monitoring of academic intervention Exam and in‐class case studies 250:284 Advanced Psychodiagnostics 79.21 (2) Each candidate meets all requirements established by the board of educational examiners for any endorsement for which the candidate is recommended, including the professional service license. Programs shall submit curriculum exhibit sheets for approval by the board of educational examiners and the department. Exhibit 17: Curriculum Exhibit Sheet for School Psychology Endorsement
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Summary The School Psychology Program has developed its curriculum, clinical experiences, and assessment system around the knowledge, skills, and dispositions that make up the training standards of the National Association of School Psychologists. As candidates progress through the program, assessment data that are grounded in these standards are regularly gathered so that both program faculty and candidates can monitor candidates’ growth and development towards these goals. UNI Education Personnel Institutional Report Page 44 Appendix
APPENDIX External Reviewer Report on School Psychology Program UNI Education Personnel Institutional Report Page 45