SCHOOL PSYCHOLOGY RUBRICS
School Psychology Domain 1: Planning and Preparation
COMPONENT 1a:
Knowledge of Human Growth and Development (Understanding the Diversity of Ability, Learning Styles,
Personality, Etc.)
Elements
Level of Performance
UNSATISFACTORY
BASIC
The school psychologist has little
knowledge of child and adolescent
development.
Cultural awareness
The school psychologist does not
understand and is not sensitive to
cultural and environmental differences
amongst students and their families.
1c:
Knowledge of Laws Identifying Special Education Services or Other Handicapping Conditions that Impact
Learning
Laws for special
needs students
The school psychologist is not
familiar with and does not follow
state or federal mandates related to
the areas of exceptionality.
1d:
The school psychologist has an
understanding of child and
adolescent development and the
ranges of individual variation.
DISTINGUISHED
Child and
adolescent physical
and cognitive
development
1b:
System beliefs and
values
The school psychologist has basic
knowledge and understanding of child
and adolescent development.
PROFICIENT
The school psychologist applies the
knowledge of child and adolescent
development to learning while making
intervention decisions.
Knowledge of Cultural Diversity and Family Dynamics and Their Impact on Educational Success/Learning
The school psychologist has basic
knowledge of the cultural and
environmental differences amongst
students and their families.
The school psychologist has some
knowledge of state or federal
mandates related to exceptionality.
The school psychologist understands the
characteristics and effects of the cultural
and environmental milieu of student and
family including cultural and linguistic
diversity as well as socioeconomic level.
The school psychologist is
knowledgeable of and applies state or
federally mandated laws and applies
these laws to specific student needs.
The school psychologist understands the
characteristics and effects of the cultural
and environmental milieu of student and
family including cultural and linguistic
diversity as well as socioeconomic level
by providing appropriate interventions
and educating others.
The school psychologist is
knowledgeable of and applies state or
federally mandated laws and applies
these laws to specific student needs
and stays current of new laws and
special education guidelines.
Knowledge of the District Philosophy, School Mission, and Department Goals
The school psychologist has no
knowledge of the district
philosophy, school mission
statement, and department goals.
The school psychologist has
knowledge of the district philosophy,
school mission statement, and
department goals.
The school psychologist follows the
district philosophy, school mission
statement, and department goals.
The school psychologist follows and
is involved in developing the district
philosophy, school mission
statement, and/or department goals.
Page 1
School Psychology Rubrics
School Psychology Domain 2: Managing the Role of the School Psychologists in the School Environment
COMPONENT
2a:
TIME MANAGEMENT
LEVEL OF PERFORMANCE
Elements
Time
Management
2b:
Use of the
computer
system
2c:
UNSATISFACTORY
The school psychologist misses or is
consistently tardy to scheduled
meetings and does not complete
given tasks on time.
BASIC
The school psychologist is
inconsistent in attending scheduled
meetings and completing given tasks
on time.
PROFICIENT
The school psychologist attends most
of his/her scheduled meetings and
completes most given tasks on time.
DISTINGUISHED
The school psychologist always
attends his/her scheduled meetings
and completes all given tasks on
time.
The school psychologist minimally
uses technology (i.e. word processor,
email, calendar, internet, scoring
tests, etc.) in daily practices.
The school psychologist consistently
uses technology (i.e. word processor,
email, calendar, internet, scoring
tests, etc.) in daily practices.
The school psychologist consistently
uses technology (i.e. word processor,
email, calendar, internet, scoring
tests, etc.) and is instrumental in
educating others.
The school psychologist is
inconsistent in completing written
documentation in a timely manner.
The school psychologist consistently
completes written documentation in a
timely and thorough manner.
The school psychologist always
completes written documentation in a
timely and thorough manner and is
instrumental in educating others.
TECHNOLOGY
The school psychologist does not use
technology (i.e. word processor,
email, calendar, internet, scoring
tests, etc.) in daily practices.
Record Keeping
Record Keeping
The school psychologist does not
complete written documentation in a
timely manner. Written
documentation is consistently late or
is not submitted.
2d:
Consulting with School Base Colleagues, Departmental Colleagues, Coordinators and Administrators
Communication
The school psychologist does not
communicate with fellow school base
colleagues or administrators
regarding delivery of services.
2e:
Community Liaison
Community
Liaison
The school psychologist does not
collaborate with individuals outside of
the school environment.
The school psychologist occasionally
communicates with fellow school
base colleagues and administrators
regarding delivery of services.
The school psychologist regularly
communicates with fellow school
base colleagues and administrators
regarding delivery of services.
The school psychologist consistently
takes in information from fellow
school base colleagues or
administrators and follows through to
provide the optimum of delivery of
services.
The school psychologist occasionally
collaborates with individuals outside
of the school environment.
The school psychologist regularly
collaborates with individuals outside
of the school environment.
The school psychologist continuously
consults with and acts as a role
model for other professionals by
interacting and maintaining contact
with and providing referrals outside of
the school environment.
Page 2
School Psychology Rubrics
School Psychology Domain 3: Delivery of Services
COMPONENT
3a:
Counseling
LEVEL OF PERFORMANCE
Elements
UNSATISFACTORY
The school psychologist has difficulty
establishing rapport with a variety of
individuals
BASIC
The school psychologist can establish
rapport with most individuals.
Ability to counsel
individual
students and
groups
Ability to manage
crisis situations
The school psychologist has difficulty
counseling effectively with
individuals/groups.
The school psychologist displays
some ability in counseling individuals
and groups.
PROFICIENT
The school psychologist is skilled in
establishing rapport with individuals
and is able to draw needed
information from individuals.
The school psychologist is
consistently effective in counseling
students individually and in groups.
The school psychologist does not
manage crisis situations effectively.
The school psychologist is able to
assume some responsibility during
crisis situations.
The school psychologist can
successfully meet identified needs
and assist with crisis management.
3b:
Teaming
Intervention and
Consulting
The school psychologist does not
regularly attend team meetings and
provides no input into the team
discussion.
The school psychologist regularly
attends team meetings but provides
little into the team discussion.
The school psychologist regularly
attends team meetings, provides
meaningful input, contributes to
intervention design, and promotes
discussion in the team process.
The school psychologist regularly
attends team meetings, provides
meaningful input, contributes to
intervention design, participates in
intervention implementation, and
promotes discussion in the team
process.
3c:
Assessment
Assessment
The school psychologist does not
conduct appropriate assessments
related to the student’s intellectual,
academic, social/emotional, or
environmental functioning.
The school psychologist conducts
basic minimal assessments in
regards to the student’s intellectual,
academic, social/emotional, or
environmental functioning and has
difficulty making inferences based on
gathered information.
The school psychologist conducts
basic minimal assessments in
regards to the student’s intellectual,
academic, social/emotional, or
environmental functioning, can make
inferences based on assessment
data, and collaborates with
colleagues in obtaining all pertinent
information related to the student’s
progress.
The school psychologist conducts
thorough assessments in regards to
the student’s intellectual, academic,
social/emotional, or environmental
functioning, can make inferences
based on assessment data, and
collaborates with colleagues in
obtaining all pertinent information
related to the student’s progress.
The school psychologist is
comfortable in playing an important
role in eligibility determination for
special education services.
Ability to interview
and establish
rapport
DISTINGUISHED
The school psychologist is highly
skilled in establishing rapport and can
gather a wealth of needed information
from interviews.
The school psychologist is highly
effective in developing counseling
relationships and perceiving needs
for individual or groups of students.
The school psychologist worker
assumes a leadership role, delegate’s
responsibility, and anticipates
consequences and outcomes of crisis
situations.
Page 3
School Psychology Rubrics
School Psychology Domain 4: Professional Responsibilities
COMPONENT
4a:
Growing and Developing Professionally
LEVEL OF PERFORMANCE
Elements
UNSATISFACTORY
The school psychologist does not
pursue opportunities to expand
his/her knowledge base or acquire
new skills.
BASIC
The school psychologist pursues
course work, seminars, workshops,
and utilizes publications to enhance
knowledge and develop skills.
Professional
affiliations
The school psychologist does not
have knowledge of professional
affiliations at the national, state or
local level.
The school psychologist has
knowledge of and is a member of one
of their professional affiliations at the
national, state or local level.
4b:
Ethics
Standards
The school psychologist is not aware
of and does not display appropriate
professional conduct and standards.
4c:
In-Service
In-service
The school psychologist does not
share knowledge and expertise or
present in-service sessions to staff or
students.
Research trends
PROFICIENT
The school psychologist is active in
developing expertise in research
trends related to their professional
field and actively shares that
information by initiating discussions
with colleagues.
The school psychologist has multiple
affiliations with national, state, and
local organizations.
DISTINGUISHED
The school psychologist continually
expands their knowledge base and
skills to implement and share with
colleagues while incorporating
knowledge into practice and
programs or conducts research.
The school psychologist presents at
or is a committee member within their
national, state, or local organization.
The school psychologist is aware and
observant of proper professional
conduct and standards and acts in
accordance with those standards.
The school psychologist is highly
aware and observant of and
consistently adheres to the highest
standards of professional practice.
The school psychologist can interpret
for others questions of professional
conduct and ethics and can serve as
a resource to instruct others in the
understanding of ethical issues,
conduct, and consistently adheres to
the highest standards of professional
practice.
The school psychologist occasionally
shares knowledge and expertise by
presenting in-service sessions to staff
and students.
The school psychologist regularly
presents in-service sessions to staff
and students.
The school psychologist is
consistently called upon and actively
volunteers to present in-service
sessions to staff and students.
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School Psychology Rubrics