Establishing a Professional Development School (PDS) in School Psychology

1. Establishing a Professional Development School (PDS) in School Psychology Presented by: Shirley Woika, Director of Clinical Training James DiPerna, Professor In Charge Penn State’s Program In School Psychology

2. PDS: Background Information • 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

3. PDS: Background Information • 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

4. General Philosophy • 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

5. Why SPSY PDS @ PSU? • 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

6. Pre-PDS Practicum Sequence • 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

7. Pre-PDS Sequence Limitations • 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

8. Post-PDS Practicum Sequence • Year 1 – observation, practice testing, fluency week • Year 2 – clinic casework • Year 3 – PDS (field) experience, solo case, fluency supervision • Year 4 – clinic supervision

9. So, how’d this happen anyway? • Idea • Building relationships • Dean • District • Dept Head • Planting Seeds

10. How it happened, Part 2 • Opportunity • Precedent • C&I - SCASD PDS • Persistence • Informant(s) • Entrepreneurship/ROI • Time (and more time)

11. Overarching Goal 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.

12. Description of Field Experiences • 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

13. Roles & Responsibilities • 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

14. Role of Director of Clinical Training • Serve as university supervisor • Negotiate (via contract) a practicum placement • Meet with field supervisor 3x/semester • Assign grades • Conduct bi-weekly group supervision meetings

15. Role of Director of Clinical Training • Collect feedback from district personnel • Conduct at least 2 formal observations per semester • Hold follow-up conferences with the student and the district psychologist

16. Role of the Field Supervisor • 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

17. Role of the Field Supervisor • 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

18. Role of Practicum Student • 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

19. Role of Practicum Student • Document the type of activities engaged in and the time spent on them • Accumulate approximately 16 hours per week in the practicum setting

20. Specific Practicum Competencies • 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

21. Specific Practicum Competencies • Professional Development • Orientation to the Field

22. Benefits for S PSY Students • Became members of the school community • Participated in district level inservice trainings • Had opportunities for involvement with unexpected “teachable moments”

23. Benefits for S PSY Students • 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

24. Lessons Learned • 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

25. Lessons Learned • 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!