School Psychology Program, PRACTICUM
FALL SEMESTER GRADE
Return by last class meeting of fall semester.
To:
Supervising Practitioners
Subject:
Fall Semester Grade
Please use the scale below and the following mid-year evaluation to assess your
student for the fall semester in Education 231. We must have your grade and evaluation
form by the last class meeting of fall semester in order to meet the University deadline.
Fax (617-627-3901) or mail your completed forms to:
Tufts University, Department of Education
Attn: Practicum Supervisor
Paige Hall
Medford, MA 02155
Thank you for your cooperation and Happy Holidays!
Using the following criteria, please enter your grade below.
Exemplary
Proficient
(A+ or A)
(A- or B+)
Needs Improvement
(B or B-)
Grade
Student Name
Supervising Practitioner Name
Supervising Practitioner Signature
Date
1
Warning
(C+ or below)
School Psychology Program, PRACTICUM
SUPERVISING PRACTITIONER MID-YEAR EVALUATION
Return by last class meeting of fall semester.
Student Name:
Supervising Practitioner Name:
Position:
School:
This mid-year evaluation is for the purpose of rating the practicum student’s performance
in the areas of professional work characteristics and the six training objectives of the
Tufts School Psychology Program. For professional work characteristics, rate the student
using the following evaluation standards.
I.
Professional Work Characteristics
Exemplary: The student demonstrates highly effective communication skills in
interpersonal relationships with children, teachers, parents, administrators, and
community members. Within these relationships, the student maintains the highest
ethical standards and respect for people from diverse backgrounds. As a professional, the
student is mature, dependable, and will take the initiative when necessary.
Proficient: The student communicates effectively in interpersonal relationships with
children, teachers, parents, administrators, and community members. Within these
relationships, the student behaves in an ethical manner and continues to develop
appreciation for people from diverse backgrounds. In most instances, the student is
professional, mature, dependable, and will take the initiative when encouraged.
Needs Improvement: The student experiences difficulty with communication in
interpersonal relationships with children, teachers, parents, administrators, and
community members. Within these relationships, the student strives to maintain ethical
behavior and an awareness of issues that may arise as a result of diversity. The student is
working to establish professional conduct in the face of possible emotional challenges in
areas such as maturity, flexibility, critical thinking or initiative.
Warning: The student is often unable to communicate professionally in interpersonal
relationships with children, teachers, parents, administrators, and community members.
Within these relationships, the student struggles to maintain ethical behavior and an
awareness of issues that may arise as a result of diversity. The student’s attempts to
establish professional conduct in areas such as maturity, flexibility, and initiative are
insufficient.
2
School Psychology Program, PRACTICUM
Exemplary
Proficient
(A+ or A)
(A- or B+)
Needs Improvement
(B or B-)
Warning
(C+ or below)
a) For the following, rate the student on the above criteria. Please type your
response adjacent to each item.
1)
2)
3)
4)
5)
6)
Respect for human diversity:
Effective communication skills:
Effective interpersonal relations:
Ethical Responsibility:
Adaptability:
Initiative and dependability:
b) Has the student been punctual and in regular attendance for approximately 20
hours per week as agreed?
If no, please explain:
II.
School Psychology Program Training Objectives
How would you assess the student’s development in the following areas, as applicable to
your setting? Please include both strengths and areas that need further work. For each of
the following objectives, rate the student using the following evaluation standards:
Exemplary: Student’s knowledge and skills are in advance of those expected for a
candidate at this point in training (A+ or A).
Proficient: Student demonstrates knowledge and skills in this area consistent with the
expectations for a candidate at this point in training (A- or B+).
Needs Improvement: While student demonstrates sufficient knowledge and skills in
key aspects of this objective, the student also demonstrates only an emerging knowledge
and skills in other aspects of this objective. Student is working to improve the quality of
his or her work in identified areas (B or B-).
Warning: The student is unable to demonstrate knowledge and skills at an emerging
level of competency in one or more specific areas within this objective. The student has
been unable to complete pre-practicum requirements at a level consistent with the
expectations for a candidate at this point in training (C+ or below).
3
School Psychology Program, PRACTICUM
Exemplary
Proficient
(A+ or A)
(A- or B+)
Needs Improvement
(B or B-)
Warning
(C+ or below)
Objective 1: Competence in addressing the needs of children, families, and schools with
respect to issues of race, class, culture, ethnicity, gender, sexual orientation, and
disabilities.





Student demonstrates knowledge of how social, cultural, ethnic, experiential,
socioeconomic, sexual orientation, gender, and linguistic factors influence human
development and learning.
Student brings an awareness of the importance of multicultural perspectives as
sources of enrichment in theory, research, and practice in school psychology.
Student demonstrates a knowledge of how individual differences, abilities,
disabilities, biological, gender-related, and lifestyle factors affect human
development and learning.
The student demonstrates skill in working respectfully and effectively with the
diverse range of children, families, and colleagues in schools and in the
community.
Student adapts his/her practices based on the individual characteristics, strengths,
and needs of students and their families.
Rating:
Rationale:
Objective 2: Competence in using problem solving practices leading to data-based
decision making and evidence-based interventions at the individual, group, systems, and
policy levels.



Student uses data-based problem solving and decision-making processes
(assessment, intervention planning, and progress monitoring) that are guided by
empirical information and that demonstrate the integration of science with
practice.
Student is proficient in accessing, evaluating, and using information sources and
technology in ways that safeguard or enhance the quality of services provided.
Student demonstrates the knowledge and skills needed to implement
organizational policies and practices that create and maintain safe, supportive, and
effective learning environments for children and others.
Rating:
Rationale:
4
School Psychology Program, PRACTICUM
Objective 3: Proficient skills in the areas of assessment, collaborative problem solving,
prevention, mental health counseling, behavioral intervention, and consultation that is
culturally informed.





Student demonstrates the knowledge and skills needed to select, administer, and
interpret appropriate psychological and educational assessment techniques with
culturally diverse individuals for the purpose of developing appropriate
cognitive, academic, behavioral, emotional, adaptive, and social goals.
Student demonstrates the knowledge and skills needed to evaluate the
effectiveness of interventions, programs, and organizations.
Student demonstrates the knowledge and skills needed to design, implement,
and evaluate direct and indirect intervention and prevention strategies that
facilitate learning and that promote the mental health and physical well-being of
children in all of the following areas: counseling, behavioral change programs,
classroom-based and instructional interventions, consultation, and school-wide
initiatives.
Student demonstrates the knowledge and skills needed to provide instructional,
behavioral, mental-health, collaborative, and systems-level consultation.
Student demonstrates the professional work characteristics associated with
effective consultation: respect for human diversity, communication skills,
effective interpersonal relations, ethical responsibility, adaptability, resilience,
initiative, and dependability.
Rating:
Rationale:
Objective 4: Competence in evaluating research evidence (from the professional
literature and from their own practice) for intervention planning, program development,
and evaluation, with an awareness of the social and political context of all research
activity.


Student demonstrates knowledge of research, statistics, and evaluation methods
employed in basic, applied, and clinical investigations relevant to education and
school psychology through competent evaluation of research and ability to
translate research into practice wisely.
Student demonstrates knowledge of research, statistics, and evaluation methods
employed in basic, applied, and clinical investigations relevant to education and
school psychology through independent investigations and program evaluations
for improving services.
Rating:
Rationale:
5
School Psychology Program, PRACTICUM
Objective 5: Competence in ethical, legal and responsible practice encompassing a
moral and ethical commitment to addressing inequities in schools.


Student demonstrates knowledge of: the history and foundations of the profession
of school psychology; service delivery models and methods; and public policy
relevant to services for children and families.
Student demonstrates knowledge of and commitment to the ethical, professional,
and legal standards of school psychology practice.
Rating:
Rationale:
Objective 6: Integration of coursework, field experiences, research skill, and technology
into a developing knowledge base that informs practical solutions to school based
problems.

Student demonstrates the knowledge and skill necessary to fulfill the
responsibilities of a school psychologist in a field setting at the practicum level.
Rating:
Rationale:
III. Supervision
a) Describe the student’s use of supervisory sessions. This might include
preparation, willingness to openly present work, acceptance of suggestions, clarity
of suggestions, clarity of interpretation, awareness of personal reactions to
children, etc.
b) We would also appreciate a brief narrative. This is your opportunity as a
supervisor to reflect upon your student’s functioning in order to share your ideas
about her/his professional development. Please note particular assets and
liabilities, and describe the progress, or obstacles to progress, in your student’s
work this semester.
_______________________________________________________________________
Student Name
Date
Supervising Practitioner Name
Date
University Supervisor Signature
Date
6