University of Rhode Island School Psychology M.S. Program Assessment
#3: Field supervisors' practicum evaluations of student ability to plan the
work of the school psychologist
Assessment 3
The evaluation tool embedded below has been used since Spring 2009, to evaluate all
practicum experiences beyond Year 1, and all internship experiences. Although this
practicum and internship evaluation tool is used for both Assessment #3 and
Assessment #4, the items used for the different assessments are unique, with only
two exceptions (Items 6.1 and 6.2 are used in both assessments). The assessment tool
items identified in the Table that follows the instrument itself, were identified by
Program Faculty review as best indicating the ability of students to plan the work of
the school psychologist. This evaluation form was developed to mirror our Program
Goals, Objectives and Competencies, and to be aligned with NASP Training Standards.
Assessment 3. Tool
Practicum/Internship Evaluation Tool University of
Rhode Island School Psychology Program
Student:__________________________________________________ □ PhD O
MS
Placement
Site: _______________________________________________________
Dates of Evaluation: From __________________________
To___________________________
Supervisor Completing
Evaluation: ________
Supervisor Contact Information: Phone: ________________
Email: _______________________
Are you interested in supervising a school psychology practicum student or intern next
school year?
O Yes O No
Instructions: Please rate the student on program competencies as demonstrated at your
site/setting using the following 7-point scale:
1
2
Fails to
demonstrate
skill; needs
to improve
Demonstrates
some skill;
needs a great
deal of
supervision
3
4
Demonstrates Demonstrates
competence, excellence,
with
with
supervision supervision
5
Demonstrates
excellence;
as well as top
10% of those
I have
supervised
6
No
Opportunity
To
Observe
7
No
Opportunity
For Student
To Practice
DOMAIN 1. Research Methods and Applications
___ 1.1. Student synthesizes psychological and educational theoretical and empirical
knowledge bases, and uses findings in designing research and delivering schoolpsychology service.
___ 1.2. Student demonstrates knowledge and use of a range of research designs and
methods (e.g., group, small-/?, single subject, evaluation, and qualitative research)
employed in basic and applied psychological and educational research studies.
___ 1.3. Student designs and evaluates educational and psychological services/programs
using appropriate professional research/evaluation tools.
___ 1.4. Student formulates accurate/valid interpretations of research findings and/or
practice outcomes, based on design and analysis characteristics of the research, including
considerations of internal- and external-validity issues.
___ 1.5. Student disseminates psychological and educational knowledge base and
empirical findings to professional and community audiences.
1
2
Fails to
demonstrate
skill; needs
to improve
Demonstrates
some skill;
needs a great
deal of
supervision
3
4
Demonstrates Demonstrates
competence, excellence,
with
with
supervision supervision
5
Demonstrates
excellence;
as well as top
10% of those
I have
supervised
6
No
Opportunity
To
Observe
7
No
Opportunity
For Student
To Practice
DOMAIN 2. Ethical, Legal, and Professional Standards and Guidelines
___ 2.1. Student conducts her/himself in accordance with the ethical, legal, and practice
guidelines of the profession (e.g., APA, NASP).
2.2. Student engages in continuous professional learning, grounded in selfevaluation, by participating in education and training to improve professional practices.
___ 2.3. Student knows personal and professional limitations and seeks consultation.
DOMAIN 3. Professional Disposition and Interpersonal Skills
___ 3.1. Student uses good communication skills (e.g., listens well; communicates
clearly and effectively with different audiences; stays engaged, committed, and patient in
challenging interactions; provides constructive criticism and feedback).
___ 3.2. Student shows respect and concern for the needs and views of others.
___ 3.3. Student demonstrates professional disposition (e.g., is dependable, takes
initiative, is prompt, dresses appropriately for work, follows policies and procedures of
setting, completes documentation/paperwork in a timely manner,).
___ 3.4. Student demonstrates strong collaboration skills (e.g., is prepared and
responsible, shares information, seeks input from others, makes positive contributions to
group efforts, actively engages in change efforts at multiple levels).
___ 3.5. Student demonstrates good problem-solving and negotiation skills (e.g., gathers
and synthesizes necessary information, integrates multiple perspectives, establishes
consensus when appropriate).
___ 3.6. Student responds well to supervision and feedback.
3.7. Student uses skills described in Domain 4,1 through 7 in a leadership or
supervisory role, and to disseminate information effectively.
1
2
Fails to
demonstrate
skill; needs
to improve
Demonstrates
some skill;
needs a great
deal of
supervision
3
4
Demonstrates Demonstrates
competence, excellence,
with
with
supervision supervision
5
Demonstrates
excellence;
as well as top
10% of those
I have
supervised
6
No
Opportunity
To
Observe
7
No
Opportunity
For Student
To Practice
DOMAIN 4. Awareness and Responsiveness to Client and Community Diversity
___ 4.1. Student demonstrates ability to examine his/her own cultural and linguistic
background and how it influences methods, practices, and approaches to service delivery.
___ 4.2. Student demonstrates ability to analyze critically how diversity issues are
manifested in educational contexts and other systems and uses that information to
facilitate/promote healthy development/adjustment.
___ 4.3. Student recognizes when services must be adapted and takes steps to modify
practices to fit the needs and well-being of all client groups.
___ 4.4. Student demonstrates effective interpersonal and collaborative skills with
diverse clients, about diversity issues, and across diverse settings/agencies.
DOMAIN 5. Systems Oriented Service Delivery
5.1. Student designs, implements, and evaluates systems-level programs or policies
intended to promote healthy psychological and educational outcomes in the interrelated
contexts of (a) schools (e.g., instruction and instructional interventions; problem-solving
teams; in-service education programs to build system capacity; school policies on issues
such as discipline and grading, communication and referral systems, and transition
programs from one aspect of schooling to another), (b) families (e.g., informational and
instructional programs aimed at effective childrearing, strategies for home-schoolcommunity collaboration, programs to support parent/caregiver efforts to prevent and to
resolve problems relating to child and adolescent development), and (c) communities (e.g.,
community-based informational and instructional programs to promote healthy child and
adolescent development).
___ 5.2. Student advocates for effective policies, systems, programs, and services to
benefit all children, youth, and families at local, state, and/or national levels.
DOMAIN 6. Data-Based Decision Making and Problem Solving
6.1. Student uses and integrates a range of empirically based techniques (e.g.,
observations, interviews, rating scales, standardized tests, functional behavioral
assessments, and curriculum-based and technologically enhanced approaches) to inform
decisions, to prevent or to resolve psychological and educational problems, and to promote
healthy functioning of individuals and systems.
1
2
Fails to
demonstrate
skill; needs
to improve
Demonstrates
some skill;
needs a great
deal of
supervision
3
4
Demonstrates Demonstrates
competence, excellence,
with
with
supervision supervision
5
Demonstrates
excellence;
as well as top
10% of those
I have
supervised
6
No
Opportunity
To
Observe
7
No
Opportunity
For Student
To Practice
6.2. Student applies empirical decision-making rules and takes precautions to protect
decisions from errors arising from cognitive biases and heuristics (e.g., irrelevant
information, illusory correlation, hindsight bias, selective memory, covariance misestimation, confirmatory bias, and availability and representativeness heuristics).
DOMAIN 7. Enhancing the Development of Cognitive and Academic Skills
___ 7.1. Student consults and collaborates with others to provide effective instructional
experiences that enhance the development of cognitive skills (e.g., attention, problem
solving, organization, planning, study skills, and self-management).
___ 7.2. Student consults and collaborates with others to provide effective instructional
experiences that enhance the achievement of basic and advanced academic skills (e.g.,
reading, spelling, writing, social studies, science, etc.).
7.3. Student consults and collaborates with others to translate research into
empirically supported instructional strategies and effective instructional practices.
DOMAIN 8. Enhancing the Development of Wellness, Social Skills, Mental Health, &
Life Competencies
____8.1. Student designs programs at universal, targeted, and intensive levels of service
delivery that promote wellness and resiliency, and address diverse health issues (e.g.,
substance abuse, diet, eating disorders, AIDS prevention, and stress management, etc.).
____8.2. Student shows basic competencies in a broad array of crisis situations (e.g.,
suicide, violence, bomb threats, sexual assault, etc.) and is able to mobilize appropriate
resources to address issues for students, staff, and communities.
___ 8.3. Student demonstrates research-based understanding of lifespan development in
social, affective, cognitive, adaptive, and physical domains as a foundation for promoting
social and life skills.
8.4. Student develops goals to promote feelings of belonging (i.e., reduce
alienation), to foster the expression of pro-social behavior, to promote respect and dignity
for all persons (e.g., conflict resolution, bullying, social problem solving), and to apply
strategies to attain those goals at universal, targeted, and intensive levels of service
delivery.
1
2
Fails to
demonstrate
skill; needs
to improve
Demonstrates
some skill;
needs a great
deal of
supervision
3
4
Demonstrates Demonstrates
competence, excellence,
with
with
supervision supervision
5
Demonstrates
excellence;
as well as top
10% of those
I have
supervised
6
No
Opportunity
To
Observe
7
No
Opportunity
For Student
To Practice
DOMAIN 9. Enhancing Research and Practice with Technology
___ 9.1. Student demonstrates ability to use technology for record keeping, data
gathering, data analysis, and progress monitoring system purposes.
___ 9.2. Student demonstrates ability to use current technology for communication and
education purposes with various audiences.
___ 9.3. Student demonstrates knowledge of assistive and instructional technology to
support students, including those with special needs.
Supervisee's strengths:
Areas for improvement:
Recommendations:
Site Supervisor
Date
Supervisee
Date
On Campus Supervisor (URI)
Date
Please return the completed evaluation to your student's URI supervisor to the attention
of:
Ms. JoAnn Lepore
Psychology Department
University of Rhode Island
lOChafee Road, Suite 8
Kingston, RI 02881
Assessment 3. Scoring Guide
The assessment tool items listed below were identified by Program Faculty review as best
indicating the ability of students to plan the work of the school psychologist. Each item is
scored according to the following scale:
1
2
Fails to
demonstrate
skill; needs
to improve
Demonstrates
some skill;
needs a great
deal of
supervision
3
4
Demonstrates Demonstrates
competence, excellence,
with
with
supervision supervision
5
Demonstrates
excellence;
as well as top
10% of those
I have
supervised
6
No
Opportunity
To
Observe
7
No
Opportunity
For Student
To Practice
For each item not scored with a 6 or 7, the minimum score needed by a student to meet
the Program acceptable standard in an area is equal to the number of items in that area,
times 3 (indicating "Demonstrates competence, with supervision).
In each semester prior to Spring of 2009 different evaluation tools were used for practicum
and internship purposes. A similar scoring system was devised for those tools, with faculty
identified items, and minimum scoring thresholds established. The data for these tools is
summarized by NASP Training Standard in the attached data tables.
Assessment #3. Evaluations from Practicum Supervisors, indicative of student ability to plan
the work of the school psychologist
NASP Domains
1. Data based decision
making
2. Consultation and
collaboration, and 8.
Home/School Collaboration
3. Effective instruction
4. Socialization and
development of life skills,
and 7. Prevention, crisis
intervention, and mental
health
5. Student diversity in
development and learning
Program Goals Addressed
Assessment Tool Item
numbers
6.1,6.2
Goals 1,2,3,5,6
3.5, 3.6
Goals 1,2,3,4,5,6,7
7.3
Goals 1,2,3,4,5
8.1,8.3
Goals 1,2,3,4,5,6,
4.1.4.2,4.3
Goals 1,2,3,4,5,6,
6. School and systems
organization
5.2
Goals 3. 4, 5, 6
9. Research methods
10. School psychology
practice
11. Information technology
1.3, 1.5
2.2, 2.3
Goals 2, 3,4, 5,6
Pertains to all goals
9.1
Pertains to all goals
**Program Goals: Program graduates will practice school psychology demonstrating respect for all
individuals,
striving to maintain and promote the dignity and well being of all persons.
1 2. Program graduates will practice school psychology from a research-based foundational
understanding of psychology and education.
3. Program graduates will practice school psychology using a contextually grounded (i.e., paying
careful attention to relevant features of individual history, culture, and context) evidence-based and
problem-solving approach, to address the educational, social, behavioral, and emotional needs of
individual children/youth, and to promote their healthy development.
4. Program graduates will practice school psychology across the levels of prevention and
intervention encompassed in a 3-tiered public-health model of service delivery.
5. Program graduates will practice school psychology using evidence-based prevention and
intervention practices to address the educational, social, behavioral, and emotional needs/problems
of school systems, families, and communities, emphasizing group level applications.
6. Program graduates will practice school psychology consistent with the ethical guidelines of
the American Psychological Association and the National Association of School Psychologists,
and consistent with State and Federal Law.
7. Program graduates will contribute to the professional knowledge base of school psychology
with an emphasis on assessment, prevention, and intervention practices, by conducting valid and
meaningful research, and/or engaging in professional dissemination activities.
8. Program graduates will provide leadership in the field of school psychology at local, state,
regional, and/or national levels, in the areas of teaching, research, and/or service.
9. Program graduates will engage in continuing professional development and scholarly inquiry
to remain current with an evolving body of scientific and professional knowledge.