Presented by:

Shirley Woika, Director of Clinical Training

James DiPerna, Professor In Charge

Penn State’s Program In School Psychology

Establishing a Professional Development School (PDS) in

School Psychology

1

• PDSs have existed since the 1980s

• PDS concept continues to be viewed as innovative and as an emerging institution

• PDS is a new institution with elements of:– a laboratory school– a model school– a setting for clinical supervision

PDS: Background Information

2

• PDSs are formed as a partnership between universities and P-12 schools

• Mission includes four basic elements:– the preparation of new teachers– faculty development– inquiry directed at the improvement of

practice– enhanced student achievement

PDS: Background Information

3

• At PDS sites, the entire school is involved in the induction of teachers-in-training rather than just a single cooperating teacher

• This philosophy was applied to the PDS in S PSY in that supervision was provided by a university supervisor, a district school psychologist, and additional professionals

General Philosophy

4

• Enhance clinical training for students– Increase opportunity for (and authenticity of)

school experiences– “Developmental” sequence to practicum– Strengthen field-based supervision

• Provide service to community

Why SPSY PDS @ PSU?

5

• Year 1 – observation, practice testing, fluency week

• Year 2 – clinic casework, formal SPLED eval(s), intervention

• Year 3 – clinic casework, consultation, fluency supervision

• Year 4 – clinic supervision

Pre-PDS Practicum Sequence

6

• Clinic experiences > field experiences• “Compartmentalized” field experiences• Limited opportunity to become part of

school community• Challenge for students to “balance” clinic,

field, and research • Coordination of field practicum experiences

Pre-PDS Sequence Limitations

7

• Year 1 – observation, practice testing, fluency week

• Year 2 – clinic casework

• Year 3 – PDS (field) experience, solo case, fluency supervision

• Year 4 – clinic supervision

Post-PDS Practicum Sequence

8

• Idea

• Building relationships– Dean– District– Dept Head

• Planting Seeds

So, how’d this happen anyway?

9

• Opportunity

• Precedent– C&I - SCASD PDS

• Persistence

• Informant(s)

• Entrepreneurship/ROI

• Time (and more time)

How it happened, Part 2

10

Create a mutually beneficial partnership that enhances services for students and faculty in the State College Area School District while preparing graduate students in school psychology to provide a full range of school psychological services.

Overarching Goal

11

• 3rd year students placed in schools to:– Learn SPLED policy and procedures– Complete psychoeducational assessments– Design interventions for students – Implement an RtI model– Consult with educators– Assist in formal evaluations/reevaluations– Facilitate MDT decision-making

Description of Field Experiences

12

• School experiences will complement those gained in the campus clinic

• Practica continue over several semesters; therefore, it is not expected that students will engage in all suggested activities during one semester

• Field Activities Checklist will guide student activities

Roles & Responsibilities

13

• Serve as university supervisor

• Negotiate (via contract) a practicum placement

• Meet with field supervisor 3x/semester

• Assign grades

• Conduct bi-weekly group supervision meetings

Role of Director of Clinical Training

14

• Collect feedback from district personnel

• Conduct at least 2 formal observations per semester

• Hold follow-up conferences with the student and the district psychologist

Role of Director of Clinical Training

15

• Provide practicum activities consistent with the field placement contract

• Serve as a model for the student

• Convey a commitment to statutes and the ethical code of school psychology

• Provide minimum of 30 minutes direct supervisor per week

Role of the Field Supervisor

16

• Review and sign all written reports• Provide direct supervision during MDTs and

other formal meetings• Attend a planning meeting prior to

placement with Director of Clinical Training and practicum student

• Complete an evaluation form at end of semester

Role of the Field Supervisor

17

• Provide copies of all current clearances prior to start of practicum experience

• Follow the district’s calendar

• Prior to placement, demonstrate mastery of commonly used assessments

• Participate in field activities identified by the field experience supervisor

Role of Practicum Student

18

• Document the type of activities engaged in and the time spent on them

• Accumulate approximately 16 hours per week in the practicum setting

Role of Practicum Student

19

• Psychological and Psychoeducational Evaluation

• Interventions to Facilitate the Functioning on Individuals or Groups

• Consultation to Individuals (teachers, student teachers, paraprofessionals, parents) regarding Individuals or Groups

Specific Practicum Competencies

20

• Professional Development

• Orientation to the Field

Specific Practicum Competencies

21

• Became members of the school community

• Participated in district level inservice trainings

• Had opportunities for involvement with unexpected “teachable moments”

Benefits for S PSY Students

22

• Attained skills at the implement level of RtI

• Were involved in district-wide data collection and analysis procedures

• Well prepared for internship

• Higher-quality supervision

• Better able to balance curricular demands

Benefits for S PSY Students

23

• It is important to have shared interactions across university faculty, district psychologists, and practicum students

• Half year placements provide flexibility and ensure a greater range of activities

• There must be a clearly articulated practicum contract

Lessons Learned

24

• If possible, avoid implementing change simultaneously with re-accreditation!!!

• Communication with all stakeholders is critical

• Patience is not just a virtue, it’s essential

• Like all change, this takes time and effort!

Lessons Learned

25