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Introduction

The Minnesota School Psychology Consortium intends to support the development and

maintenance of high-quality internship sites for school psychology doctoral students. The

Consortium supports school-based sites by providing interns with didactic training throughout

the internship year, and by promoting the internship site to a national pool of highly-qualified

intern candidates. The MNSPIC will accept applications from doctoral students in clinical,

counseling or school psychology who are currently enrolled in APA-accredited training

programs. Preference will be given to school psychology students. The consortium will train

a minimum of two interns per year.

Philosophy The MNSPIC hopes work towards directly responding to the needs of systems that serve children

and youth and conducting research that informs practice, policy, and professional learning; (b)

developing school psychologists who are leaders in scholarship and practice; (c) recruiting high-

quality interns with diverse cultural backgrounds (e.g., ethnicity, gender, and experience); (d)

promoting knowledge and scientifically-based practices that recognize classrooms, schools,

homes, and communities as critically important settings that influence outcomes for children and

youth; and (e) promoting knowledge and scientifically-based practices that incorporate an

ecological perspective to improve academic, social, behavioral, and emotional competence of

children and youth. We emphasize service delivery to improve provision of multitier systems of

support (MTSS) facilitating students’ academic, behavioral, and social-emotional development

and believe a school psychologist is responsible for integrating and explaining psychological

theories and principles relevant to development and performance. Interns are expected to develop

into ethical, professional scientist-practitioners that aspire to be future leaders in their field and

work towards the betterment of the community.

Description Curriculum Design The MNSPIC will adopt a capstone model of training, in which coursework is expected to be

complete prior to beginning internship. Interns will participate in a didactic series as a part of

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their internship, but will not complete additional coursework. This model will be enacted under

an allied/shared governance structure. The University of Minnesota will provide the majority of

didactic training, supervised by the Internship Training Director, who is employed full-time by

the University (and also has other responsibilities). The Internship Training Director is a

separate position from the Director of Graduate Training.

Time frame The MNSPIC will provide internship experiences that are no less than 10 months of full-time

experience, resulting in a minimum of 1500 hours of supervised practice. Interns may complete

up to 2000 hours of supervised practice upon request in order to increase license eligibility

across the U.S.

For students who apply for an internship in MN, a Limited Intern License is required. The

application forms can be downloaded at Minnesota Department of Education website:

http://education.state.mn.us/MDE/EdExc/Licen/index.html

Settings and Client population (description of internship sites)

Twin Cities German Immersion School: https://www.tcgis.org/

KIPP North Star Academy: http://www.kippminnesota.org/

Laura Jeffrey Academy: http://www.laurajeffreyacademy.org/

Lakes International Language Academy: http://www.mylila.org/

Supervision The intern will receive two hours of individual face-to-face supervision per week with a licensed

doctoral school psychologist. In addition, a series of didactic training will be provided

throughout the year, as well group supervision with other interns to total 4 hours of supervision

per week.

Compensation/Stipend $25,000 plus benefits

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Qualifications Required: Enrolled in a NASP-approved Educational Specialist or APA-accredited Doctoral Degree Program for School Psychologists Desired: Experience with Multi-tiered Systems of Support How to apply Send a letter of interest, vita, writing sample, and contact for three references to: Annie Hansen-Burke, Ph.D. LP NCSP Minnesota School Psychology Internship Consortium Training Director Hans1498@umn.edu 612-624-5547

Internship Objectives and Competencies The Consortium has the following goals and competency objectives for interns.

Goals:

1) The MN School Psychology Internship Program will develop school psychology interns’

skills in the broad areas of school psychology practice. This includes assessment,

consultation, intervention, and systems consultation or change.

Competencies: Interns will

a. Use assessment data to identify a student’s strengths and needs, and to

understand problems.

b. Use assessment data to measure progress and accomplishments

c. Implement academic interventions and demonstrate positive change in student

performance

d. Implement behavioral or social/emotional interventions and demonstrate positive

change in student performance

e. Demonstrate knowledge of schools and other settings as systems and work with

individuals and groups to facilitate policies and practices that create and maintain

safe, supportive, and effective learning environments for children and others.

2) Interns will work effectively with adults and children from a variety of backgrounds in

order to facilitate positive outcomes for individuals

Competencies:

a. Tailor strategies to individual characteristics, strengths, and needs, with attention

to diversity.

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b. Work effectively with families, educators, and others in the community to

promote and provide comprehensive services to children and families.

3) Interns will deepen their knowledge of professional ethics and legal requirements

necessary for school psychology practice.

Competencies:

a. Be knowledgeable about and adhere to ethical, professional, and legal standards

of practice.

b. Demonstrate the ability to reach an ethical conclusion when presented with an

ethical dilemma.

4) Didactic component: Interns will participate in 2 hours of didactic training per week. This

may be provided by the district or by the consortium. The consortium will coordinate a

series of didactic opportunities at participating internship sites that all interns and

supervisors may attend. Examples of training activities include:

• Participation in a state or national conference

• Case consultation with a secondary supervisor

• District-provided professional development

• Monthly school psychologist meetings with a didactic component

• Topical training in area of site expertise or otherwise provided by consortium or other

agency.

Internship progress report Intern supervisors will complete two formal evaluations per year. Interns receiving ratings below the minimum expected competency will engage in a planning process with their supervisor to build knowledge and skills in the area(s) of concern. Group supervision Interns will participate in group supervision with other consortium and/or doctoral interns for four hours per month. This supervision will be coordinated by the consortium. Expectations from Interns Students have certain responsibilities during their internship.

1. Competent practice: Students shall engage only in those services within the scope of their training

and experience. Students shall request additional supervision and support from site supervisors or

University Supervisors as needed.

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2. Research-based practice: Students shall apply the theoretical and empirical knowledge gained

through their didactic training while providing supervised psychological services in school and

clinical settings.

3. Cultural sensitivity: Students are responsible for identifying and demonstrating sensitivity to possible

sexual, racial, ethnic, religious, and cognitive biases, and conforming with the ethical standards

established by the NASP and the APA.

4. Punctuality: Students shall arrive promptly to scheduled meeting and activities, both at the practicum

site and the university.

5. Timely Task Completion: Students shall plan, in consultation with the site and university supervisors,

for appropriate and timely completion of all assigned and delegated activities. They shall complete

and submit required assignments and evaluation forms in a timely manner.

6. Professional communication: Students shall present themselves in written and oral communication,

including all electronic communications, in a professional manner.

7. Professional presentation: Students shall wear professional clothing suitable for the practicum site

and job duties. Generally, students should be well-groomed and dress business casual, unless more

casual clothing is encouraged by the supervisor, which means refraining from wearing jeans,

sweatshirts, t-shirts, or clothing that is soiled, wrinkled, or otherwise inappropriate for a professional

context. If students have questions about what is appropriate attire for their site, they should ask

supervisors for guidance.

8. Documentation of activities: Students shall promptly and accurately record hours and maintain other

documentation as appropriate.

9. Active Participation in Supervision: Students shall participate actively in supervision by critically

reflecting upon their experiences. Students should request additional supervision as needed. They are

responsible for seeking supervision from field supervisors, Fieldwork Coordinator, and/or University

Supervisors when situations exceed their professional competence or present novel ethical or legal

issues.

10. Communication with Supervisors: Students shall communicate any questions or concerns to the

appropriate supervisor in a timely, collegial manner.

Internship Due Process Procedures At all times, interns and supervisors shall act in a manner consistent with the ethical standards of

National Association of School Psychologists (NASP; applies to all school psychology students)

and/or American Psychological Association (APA; applies to all Ph.D. students), as well as state

and federal legal requirements. The Minnesota School Psychology Internship Consortium

provides equal access to and opportunity in its programs, facilities, and employment without

regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public

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assistance status, veteran status, sexual orientation, gender identity, or gender expression.

Internship sites are expected to select and train students consistent with this policy.

The MNSPIC relies on the following procedures to resolve problems that arise during internship.

These procedures may be initiated by the Student, Site Supervisor, or Director of the Internship

Consortium.

Step 1: The Site supervisor and student will have an open and honest discussion about emerging

concerns. It is recommended that this discussion occur promptly and that topics and outcomes

discussed be documented in writing.

Step 2: If the concerns persist, the student and/or Site supervisor should seek assistance from the

Director of the Internship Consortium. Director of the Internship Consortium and Site supervisor,

along with the student, will develop a mutually agreeable plan for resolving the problem. The

plan will identify specific goals, action steps, and a date for progress review.

Step 3: If the concerns persist, the Program faculty will meet to determine appropriate actions,

which may include changing internship supervisors or placements, requiring the student to repeat

the internship, or terminating the student from the Program, among other things.

APPIC Guidelines The Association of Psychology Postdoctoral & Internship Centers (APPIC) has posted internship

criteria on its website (www.appic.org and follow the link to Policies & Procedures). Internship

sites accredited by the APA are highly sought after, as are sites approved by APPIC. In sum, the

internship program must:

1. enable interns to engage in a variety of supervised services

2. have a clearly designated doctoral-level licensed psychologist who (a) is responsible for the

integrity and quality of the internship, (b) has primary professional responsibility for the

cases on which supervision is provided, and (c) co-signs intern reports;

3. provide students a title that reflects their training status, such as “intern,” “resident,” or

“fellow;”

4. provide expense reimbursement, a safe and secure work environment, adequate office space,

and support services for the intern consistent with that generally afforded school

psychologists;

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5. enable interns to spend at least 25% of their time providing direct services to clients and no

more than 25% of time on research;

6. provide at least 2 hours per week of regularly scheduled, formal, face-to-face individual

supervision. For SC students, 1 hour of which is conducted by the primary supervisor; for

PhD students, at least 2 hours must be conducted by the primary supervisor with an additional

two hours provided in individual or group supervision.

7. provide an average of at least 2 hours per week (or 8 hours per month) of scheduled learning

activities such as case conferences involving case in which the intern is actively involved,

seminars dealing with professional issues, and in-service training.

APA guidelines American Psychological Association has their own guidelines for internship sites. Some relevant

characteristics are:

1) The intern is provided with financial support

2) The site supervisor must be a doctoral-level psychologist with a license to practice

psychology. The site should include at least two appropriately licensed psychologists

3) A full-time intern should receive a minimum of 4 hours of supervision per week, of

which at least 2 hours are individual supervision by the primary supervisor with clinical

responsibility for the intern’s cases.

4) Tele-supervision may not account for more than 50% of the minimum supervisory hours.

For a more detailed list of APA guidelines please visit [SOA for internship sites here]

CDSPP guidelines CDSPP is an organization of doctoral level school psychology programs. It is not an official

accrediting body and does not evaluate, approve, or accredit internships or training

programs. CDSPP guidelines may be useful for prospective interns who are evaluating the

quality of school psychology doctoral internships. Below is a summary of the guidelines.

1) The intern, whether full-time or part-time, spends at least 25% of his or her time in

providing direct (face-to-face) psychological services to clients, patients or consultees,

such as teachers or other mental health service providers, which translates to a minimum

of 375 hours out of 1500 doctoral internship hours.

2) Interns receive a formal, written evaluation minimally at the end of each university

semester, trimester, or quarter course grading period. The format for that evaluation is

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agreed upon in advance by the internship agency and the intern’s university training

program

3) The full-time internship includes at least two hours per week of regularly scheduled

individual supervision by a doctoral level psychologist licensed for practice at the

independent level with the specific intent of evaluating the psychological services

rendered directly by the intern and supporting the intern in the role of psychological

service provider.

4) In addition to the individual supervision, the intern spends at least two additional hours

per week in scheduled group or individual supervision, conducted by a doctoral level

psychologist who is either licensed for practice at the independent level or certified by the

state department of education to practice as a school psychologist in schools.

5) Internship supervision may be provided through synchronous audio and video format

where the supervisor is not in the same physical facility as the intern. Supervision

through electronic means may not account for more than one hour (50%) of the minimum

required two weekly hours of individual supervision (as described in # 9 above), and two

hours (50%) of the minimum required four total weekly hours of supervision

6) The trainee has a title such as “intern,” “resident,” or other designation of trainee status.

For Consortium Partners Invitation to Participate

Minnesota School Psychology Internship Consortium Invitation to Participate The University of Minnesota’s School Psychology program in the College of Education and

Human Development is developing a School Psychology Internship Consortium. We are hoping

to create a diverse Consortium of school psychology doctoral internships in partnership with

schools and other organizations that serve the psychological, educational, and health needs of

children and adolescents. The Consortium supports school-based sites by providing interns with

didactic training throughout the internship year, and by promoting the internship site to a

national pool of highly-qualified intern candidates. The internship is a planned, supervised, full

year (1500-2000 hour) training experience. The MNSPIC will adopt a capstone model of

training, in which coursework is expected to be complete prior to beginning internship. Our

School Psychology Training Program is accredited by the American Psychological Association

and approved by the National Association of School Psychologists and prior to starting their

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internship, interns are certified as school psychologists by the Minnesota’s Department of

Education. Interns may be recruited from out of state, and internship sites can determine whether

they will accept intern applicants from programs not accredited by the APA or approved by

NASP.

We emphasize service delivery to improve provision of multitier systems of support (MTSS)

facilitating students’ academic, behavioral, and social-emotional development and believe a

school psychologist is responsible for integrating and explaining psychological theories and

principles relevant to development and performance. Interns will also have had training in how

to best assess and intervene with culturally and linguistically diverse youth with a variety of

academic and behavioral problems.

We are interested in settings that can provide interns with a wide variety of (supervised)

experiences in assessment, intervention and consultation that include experiences with screening;

intervention planning, implementation and evaluation; teacher and family consultation;

psychoeducational evaluation; and multidisciplinary collaboration.

If you are interested in a reliable and trained source of ethical and professional school

psychologists who are certified by the Minnesota Department of Education, and benefiting from

a partnership with a nationally recognized doctoral level training program or if you would like

more information and/or a conversation or visit, please contact: Dr. Annie Hansen-Burke.

Mission of each site

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Internship Consortium Agreement Contract

MinnesotaSchoolPsychologyInternshipConsortiumAffiliationAgreement

UniversityofMinnesotaSchoolPsychologyProgram

And

(Name of Internship Consortium Affiliated Organization)

The Minnesota School Psychology Internship Consortium (MNSPIC) designates ______________________________ as an approved setting for a doctoral internship in school psychology. The internship is an organized training program that is designed to provide the Intern with a planned sequence of training activities. This Agreement becomes effective on ____________, remains in effect for a period of one year, and automatically renews itself annually unless either MNSPIC or the Affiliated Organization indicates a need for review, change, or termination. Unless otherwise agreed to by both parties, any such termination shall not take effect until any Intern in place at the time of the termination notice has completed their internship. Adjustments to this Agreement will be included in a written addendum signed by both parties. Subject to the terms of this agreement, MNSPIC agrees to:

1. Work cooperatively with the Affiliated Organization to design appropriate internship experiences consistent with the internship guidelines of the American Psychological Association and the Council of Directors of School Psychology Programs.

2. Provide consultation to appropriate staff of the Affiliated Organization in the general development of the internship.

3. Respect the autonomy of the Affiliated Organization to set its own service delivery system.

4. Recommend doctoral students, who will have completed all requirements for certification as a school psychologist in Minnesota by the time of the start of the internship, to be placed as doctoral interns at the Affiliated Organization, and respect the autonomy of the Affiliated Organization to select an Intern.

5. Designate a Director of the Minnesota School Psychology Internship Consortium who will:

a. Serve as principal liaison between MNSPIC and the Affiliated Organization. b. Be available to the executive of the Affiliated Organization as needed concerning

relationships between MNSPIC and the Affiliated Organization. c. Make periodic visits to the Affiliated Organization to review Intern progress and

consult with the Affiliated Organization Site Supervisor on progress and problems.

d. Share with the Affiliated Organization Site Supervisor information about the policies, procedures, and educational program of the School Psychology Program at the University of Minnesota, other graduate training programs as appropriate, and the Minnesota School Psychology Internship Consortium.

e. Communicate to the School Psychology Program faculty the concerns and suggestions of the Affiliated Organization and the Site Supervisor.

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6. Provide two hours per week of group supervision for the Intern by a doctoral level school psychologist through the University of Minnesota School Psychology Internship Seminar.

7. Provide regularly scheduled, supervised training activities with other Interns through the University of Minnesota School Psychology Internship Seminar.

8. Provide a format for an Internship Contract indicating the conditions of the Internship, including goals, activities, and supervision, agreed upon by the Intern, MNSPIC, and the Affiliated Organization.

9. Provide a format for a formal, written evaluation of the Intern based on MNSPIC goals and competencies.

10. Provide the intern with due process procedures agreed upon by MNSPIC and the School Psychology Internship Consortium Affiliated Organizations.

11. Provide opportunities for professional development for the internship Site Supervisor. Subject to the terms of this Agreement, the Affiliated Organization agrees to:

1. Designate a member of its staff, who is a Minnesota Licensed Psychologist, as the Site Supervisor and provide the Intern with an internship of at least 1500 hours (or 2000 hours depending on student need) over no less than 10 months, consisting of a planned sequence of training experiences with a range of activities related to provision of school psychological services including assessment, prevention/intervention, consultation, program development, program evaluation/research, and supervision. At least 25% of the Intern’s time will be spent in providing direct psychological services to clients.

2. Provide a stipend for the Intern of $25,000 for the internship year, paid directly to the intern.

3. Provide two hours per week of individual supervision for the Intern by a psychologist who is licensed by the Minnesota State Board of Psychology.

4. Complete, with the Intern, an Internship Contract indicating the conditions of the Internship, including goals, activities, and supervision, agreed upon by the Intern, MNSPIC, and the Affiliated Organization.

5. Provide suitable workspace and resources for the Intern to complete the internship. Permit use of its facilities, support staff, and records by the Intern necessary for assigned work completion. The Affiliated Organization will also provide appropriate orientation, training, and supervision of the Intern.

6. Ensure that any reports and other written documents completed by the Intern are co-signed by the internship Site Supervisor.

7. Inform the Director of MNSPIC early of any problems that may develop concerning the Intern’s progress or performance and work in consultation with the MNSPIC Director to the School Psychology Internship Consortium if any Intern misconduct or performance warrants any form of discipline. The Affiliated Organization shall require MNSPIC’s approval prior to taking any action or discipline that materially alters the program of the Intern.

8. Provide a formal, written evaluation of the Intern at the end of each University semester (Fall and Spring), using the Intern evaluation form provided by MNSPIC, and meet with the Intern to discuss the evaluation. The Affiliated Organization shall provide all reasonable information requested by the University on a student’s internship performance.

9. Keep confidential any personal information or educational record of any Intern. 10. The Affiliated Organization agrees to make every possible accommodation to MNSPIC’s

request for a faculty site visit during the internship. The Affiliated Organization also agrees to allow the Intern to attend University required internship meetings/seminars during the internship, if applicable.

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Mutual Terms and Conditions: 1. The laws of the state of Minnesota shall govern this Agreement. 2. The relationship between the parties to this Agreement to each other is that of

independent contractors. The relationship of the parties to this contract to each other shall not be construed to constitute a partnership, joint venture or any other relationship, other than that of independent contractors.

3. Neither of the parties shall assume any liabilities to each other. As to liability to each other or death to persons, or damages to property, the parties do not waive any defense as a result of entering into this contract. This provision shall not be construed to limit MNSPIC’s or the University of Minnesota’s rights, claims or defenses which arise as a matter of law.

4. This Agreement represents the entire understanding between the parties. The parties hereby agree to the terms of the Minnesota School Psychology Internship Consortium Affiliation Agreement: For the Affiliated Organization: For MNSPIC: By:__________________________ By:___________________________ Date: ________________________ Date:_________________________

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APPENDIX PhD Internship contract form

DOCTORAL INTERNSHIP SITE AGREEMENT

School Psychology Program, University of Minnesota

1. The student shall be referred to with a title that denotes their trainee status, such as “intern.”

2. The intern shall provide to the setting high-quality, conscientious work, which meets professional ethical standards of the National Association of School Psychologists and the American Psychological Association.

3. The setting shall relate to the intern as a competent, professional-level worker and maintain a commitment to the internship as a diversified training experience.

4. Time shall be allowed the intern during the regular working day for report writing, meetings, and other supportive activities as required by the setting and the nature of the experiences.

5. In addition, the intern will be allowed to attend continuing professional development activities. The site will provide or allow for at least 8 hours per month scheduled learning activities.

6. The setting shall provide a minimum of two hours of individual supervision for the intern every week provided by a doctoral-level psychologist who is licensed to practice professional psychology. At least 50% of supervision must be provided face-to-face. The intern’s primary supervisor shall be_________________________________________.

7. Additional time may be negotiated depending on the nature of the experience or at the request of the intern or the setting.

8. The internship shall be for a period of one year, beginning ____________ and ending____________ for a total of ________hours. Unless the intern has already completed a school-based internship, at least 600 hours of this internship shall be in a school setting1 where intern can access general education students.

9. The intern shall be paid by the setting at the rate of___________.

10. Expense reimbursement will be given that is consistent with policies pertaining to agency psychologists.

11. The experiences engaged in by the intern shall be negotiated by the intern, primary supervisor, and appropriate others in the setting and at the University of Minnesota. The experiences shall include assessment, intervention, consultation, and evaluation. No more than half of the intern’s time shall be spent on any one of these activities unless otherwise negotiated. At least 25% of the intern’s time must be spent on direct services to students, families, or professionals. No more than 25% of the intern’s time can be spent on research. Specific experiences shall be outlined in the Internship Plan.

12. The intern shall be provided an appropriate work environment including adequate supplies, materials, secretarial services, and office space consistent with those generally afforded school psychologists.

13. The intern’s work and the experience shall be reviewed by the setting, the University, and the intern.

14. The site will participate in the end-of-term joint evaluation, review evaluation results for the intern, and coordinate with the Training Program as needed concerning any significant issues affecting the internship program,.

______________________________ _______ ______________________________ _______ Intern Signature Date Primary Supervisor Date ______________________________ _______ Consortium Director Signature Date

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Student Evaluation of Internship Site

MinnesotaSchoolPsychologyInternshipConsortiumInternAssessmentoftheFieldSite

Student’s Name: ______________________ Site Supervisor’s Name:______________________ Semester/Year: _____________________ Internship Site: _____________________________ Directions: Please rate how well you believe the internship site prepared you in the areas listed below. If you had more than one internship site, fill out a separate form for each site. 1 = much below average, 2 = below average, 3 = average, 4 = above average, 5 = much above average, NA= not applicable Assessment 1. Conducting interviews with parents, teachers, and students 1 2 3 4 5 NA 2. Using assessment data to identify student’s strengths and needs 1 2 3 4 5 NA 3. Using assessment data to measure progress and accomplishments 1 2 3 4 5 NA 4. Administering, scoring, and interpreting tests of cognitive abilities 1 2 3 4 5 NA 5. Scoring and interpreting behavioral assessment instruments 1 2 3 4 5 NA 6. Reviewing relevant permanent products and records about the student 1 2 3 4 5 NA 7. Direct observation of student in the classroom or other relevant settings 1 2 3 4 5 NA 8. Data-based and practical recommendations as a result of the assessment 1 2 3 4 5 NA 9. Writing comprehensive case reports of assessments 1 2 3 4 5 NA 10. Presentation of assessment reports to a team meeting 1 2 3 4 5 NA Intervention 11. Exhibits a reflective and planned approach to counseling 1 2 3 4 5 NA 12. Opportunity and support for academic intervention 1 2 3 4 5 NA 13. Opportunity and support for behavioral interventions 1 2 3 4 5 NA 14. Opportunity and support for intervention at the group or systems level 1 2 3 4 5 NA Consultation 15. Modeling and support to assesses and understand consultee’s problem(s) 1 2 3 4 5 NA 16. Use of intervention integrity measures 1 2 3 4 5 NA 17. Site evaluates intervention effectiveness/outcomes 1 2 3 4 5 NA 18. Models for developing a collaborative relationship with consultee 1 2 3 4 5 NA 19. Support to deal with resistance from consultee 1 2 3 4 5 NA 20. Opportunity to engage in systems-level teams 1 2 3 4 5 NA Professional Ethics/Multicultural Issues 21. Evaluates reliability, validity, and fairness of assessments 1 2 3 4 5 NA 22. Respects racial, sexual, social, and ethnic differences 1 2 3 4 5 NA 23. Sensitive and aware of cultural backgrounds and their impact upon practice 1 2 3 4 5 NA 24. Conforms to ethical standards in assessment 1 2 3 4 5 NA 25. Conforms to ethical standards in counseling 1 2 3 4 5 NA 26. Conforms to ethical standards in consultation 1 2 3 4 5 NA 1 = much below average, 2 = below average, 3 = average, 4 = above average, 5 = much above average, NA = Not applicable Supervision

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27. Offers feedback found helpful in fostering growth as a psychologist 1 2 3 4 5 NA 28. Available for consultation 1 2 3 4 5 NA 29. Fostered independence 1 2 3 4 5 NA 30. Open to other points of view 1 2 3 4 5 NA 31. Adequate supervision with new skills/activities 1 2 3 4 5 NA Organizational Structure 32. School psychologist’s role clearly defined in site 1 2 3 4 5 NA 33. Roles of intern clearly defined in site 1 2 3 4 5 NA 34. Site provides pleasant atmosphere in which to work 1 2 3 4 5 NA 35. Site provides atmosphere in which psychologist can be effective 1 2 3 4 5 NA 36. Testing conditions acceptable throughout the district buildings 1 2 3 4 5 NA 37. The Consortium provided relevant training and support 1 2 3 4 5 NA 38. Overall, how would you rate the quality of supervision you received? 1 2 3 4 5 39. Overall, how would you rate your experience? 1 2 3 4 5 List Field Site Strengths: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ List Field Site Weaknesses: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Were all testing materials available in the district? If no, what materials did you have to provide? __________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________ What contact/opportunities were available to interact with other professionals? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ To what extent was this clearly a training experience, distinct from full-time employment? ____________________________________________________________________________________________________________________________________________________________

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Intern evaluation form EVALUATION OF TRAINEE: INTERNSHIP MinnesotaSchoolPsychologyInternshipConsortium

Student SettingSupervisor TrainingSetting Semester(s) Year

Directions:Itisexpectedthatastheyearprogresses,theintern’sexperiencesandresponsibilitieswillincreaseintheareasofpractice.Therefore,itisalsoexpectedthatthefieldsupervisor’sratingsoftheintern’sknowledgeandskillsintheseareaswillincreaseastheinternprogressesduringthecourseoftheacademicyear.Thefieldsupervisorcompletesthisformafterconsultingwiththeintern.However,thedecisionfordeterminingthestudent’slevelofcompetencyrestswiththesupervisor.Thisformmustbereturnedtotheintern’suniversitysupervisorpriortotheendofeachsemester.

Foranyitemscoredasa0ora1,awrittenplantodeveloptheskillshouldbedevelopedandsharedbetweenthefieldsupervisor,intern,anduniversitysupervisor.

Usethefollowingscaletoindicatetheintern’slevelofcompetency:0=RemediationRequired:muchbelowexpectedlevelofanintern1=Needsimprovement:belowexpectedlevelofanintern2=Adequate:attheexpectedlevelofanintern3=Exemplary:aboveexpectedlevelofaninternNO=noopportunityforinterntoperformNA=noopportunityforsupervisortoassess.

Research

Cantranslateresearchintopractice Canunderstandresearchdesignandstatisticsinsufficientdepthtoconductinvestigationsandprogramevaluationsforimprovementofservices.

Articulatessupportforissuesderivedfromtheliterature Demonstratesthesubstantiallyindependentabilitytocriticallyevaluateanddisseminateresearchorotherscholarlyactivities(e.g.,caseconference,presentation,publications)atthelocal,regional,ornationallevel.

Comparesandcontrastsevidence-basedapproacheswithothertheoreticalperspectivesandinterventionsinthecontextofcaseconceptualizationandtreatmentplanning

EthicalandLegalStandards

Isknowledgeableofandactsinaccordancewithrelevantfederalandstatelawsandpoliciesinpractice Isknowledgeableofandactsinaccordancewithrelevantorganizational,local,andregionalregulations,rulesandpolicies IsknowledgeableofandactsinaccordancewiththeAPAEthicalPrinciplesofPsychologistsandCodeofConduct IsknowledgeableofandactsinaccordancewithNASPPrinciplesforProfessionalEthicsandanyotherrelevantprofessionalstandardsandguidelines

Conductsselfinanethicalmannerinallprofessionalactivities

Recognizesethicaldilemmasastheyarise

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Appliesethicaldecisionmakingprocessesinordertoresolveethicaldilemmas

IndividualandCulturalDiversity Demonstratesanunderstandingofhowtheirownpersonal/culturalhistory,attitudes,andbiasesmayaffecthowtheyunderstandandinteractwithpeopledifferentfromthemselves Demonstratestheabilitytointegrateawarenessandknowledgeofindividualandculturaldifferencesintheconductofprofessionalroles.Thisincludestheabilityapplyaframeworkforworkingeffectivelywithareasofindividualandculturaldiversitynotpreviouslyencounteredoverthecourseoftheircareer.

Demonstratestherequisiteknowledgebaseandabilitytoarticulateanapproachtoworkingeffectivelywithdiverseindividualsandgroups,andcanapplythisapproacheffectivelyintheirprofessionalwork.

Demonstratestheabilitytoindependentlyapplytheirknowledgeandapproachinworkingeffectivelywiththerangeofdiverseindividualsandgroupsencounteredduringinternship.

Demonstratesrespectforculturalandindividualdiversity DemonstratesknowledgeofAPAandNASPguidelinesabouttheimpactofdiversityinprofessionalsettings

ProfessionalValues,Attitudes,andBehaviors

Behavesinwaysthatreflectthevaluesandattitudesofpsychology

Developmentofprofessionalidentityandintegrity

Demonstratesacommitmenttolifelonglearning

Demonstratesaconcernforthewelfareofothers

Respondsprofessionallyincomplexsituationswithanappropriatedegreeofindependence

Engagesinself-reflectionregardingownpersonalandprofessionalfunctioning

Engagesinactivitiestomaintainandimproveperformance,well-being,andprofessionaleffectiveness

Demonstratespunctualityandgoodattendance

Maintainsprofessionalappearanceanddemeanor Consistentlyacceptsresponsibilityforownactions(responsibilityformeetingdeadlines,acknowledgingerrors,usingsupervisiontostrengtheneffectivenessofpractice)

Showsinitiative,motivation,consistencyandperseveranceinhis/herroleasanintern

Demonstratesappropriateflexibilitytoadapttonovelorunexpectedsituations

Demonstratesappropriatepreparationandorganizationforinternwork

Demonstratesawarenessandpracticeofappropriateself-care

Abilitytohandleprofessionallyconstructivecriticismandpositivelyusefeedback

Activelyseeksanddemonstratesopennessandresponsivenesstofeedbackandsupervision Demonstratestheabilitytoindependentlyapplyknowledgeandapproachinworkingeffectivelywiththerangeofdiverseindividualsandgroupsencounteredduringinternship

Maintainsappropriateprofessionalboundaries

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CommunicationandInterpersonalSkills

Developsandmaintainseffectiverelationshipswithawiderangeofindividuals,includingcolleagues,communities,organizations,supervisors,supervisees,andthosereceivingprofessionalservices.

Producesandcomprehendsoral,nonverbal,andwrittencommunicationsthatareinformativeandwell-integrated

Demonstrateseffectiveinterpersonalskillsandtheabilitytomanagedifficultcommunicationwell.

Demonstratesathoroughgraspofprofessionallanguageandconcepts.

Demonstratespoise,tactfulness,andrapportwithstaffandothers

Assessment

Selectsandappliesassessmentmethodsthatdrawfromthebestavailableempiricalliteratureandthatreflectthescienceofmeasurementandpsychometrics

Collectsrelevantdatausingmultiplesourcesandmethodsappropriatetotheidentifiedgoalsandquestionsoftheassessmentaswellasrelevantdiversitycharacteristicsoftheservicerecipient.

Interpretsassessmentresults,followingcurrentresearchandprofessionalstandardsandguidelines,toinformcaseconceptualizationandrecommendations

Guardsagainstdecision-makingbiasesinassessmentinterpretation

Distinguishesaspectsofassessmentthataresubjectivefromthosethatareobjective

Identifiesappropriateassessmentmeasuresforindividualcases Choosesmeasuresandinterpretsresultsusingknowledgeofdiversityandculturallysensitiveevidence,norms

Understandslimitationsofassessmentdatarelatedtodiverseindividualsasclearlyreflectedinassessmentreports

Demonstratesabilitytoaccuratelyandconsistentlyadminister,scoreandinterpretassessmenttools

Demonstratesabilitytoadaptenvironmentandassessmentmaterialsaccordingtoclientneeds Collectsaccurateandrelevantdatafromstructuredandsemi-structuredinterviewsandminimentalstatusexam

Collectsaccurateandrelevantdatafromobservations

Clarifiesandrefinesreferralquestionbasedonanalysis/assessmentofthequestion

Linksassessmentresultswithintervention

Assessesanddocumentstreatment/interventionprogressandoutcomes

Usesassessmentdatatoidentifyastudent’sstrengthsandneeds Communicatesorallyandinwrittendocumentsthefindingsandimplicationsoftheassessmentinanaccurateandeffectivemannersensitivetoarangeofaudiences.

Comprehensivereportsincludediscussionofstrengthsandlimitationsofassessmentmeasuresasappropriate.

DemonstratesawarenessofDSM-VandrelationtoInternationalClassificationofDiseasesandRelatedProblems(ICD-10)codes.

Usesschool-wideorclass-widedatatoidentifyinterventionneeds.

Intervention

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Establishesandmaintaineffectiverelationshipswiththerecipientsofpsychologicalservices.

Developsevidence-basedinterventionplansspecifictotheservicedeliverygoals. Implementsinterventionsinformedbythecurrentscientificliterature,assessmentfindings,diversitycharacteristics,andcontextualvariables.

Demonstratestheabilitytoapplytherelevantresearchliteraturetoclinicaldecisionmaking.

Modifiesandadaptsevidence-basedapproacheseffectivelywhenaclearevidence-baseislacking, Evaluatesinterventioneffectiveness,andadaptinterventiongoalsandmethodsconsistentwithongoingevaluation.

Appliesspecificevidence-basedinterventionswithfidelity Demonstratestheabilitytoselectinterventionsfordifferentproblemsandpopulationsrelatedtothepracticesetting.

Interventionsandinstructionalsupporttodevelopacademicskills Demonstratesknowledgeandskilltodevelop,implementandevaluateinterventionsandinstructionalsupporttodevelopacademicskillsforindividuals

Demonstratesknowledgeandskilltodevelop,implementandevaluateinterventionsandinstructionalsupporttodevelopacademicskillsatthegrouplevel.

Interventionsandmentalhealthservicestodevelopsocialandlifeskills

Demonstratesknowledgeandskillsinapplyingindividualandgroupcounselingskills Demonstratesknowledgeandskillsinimplementingevidence-basedsocialskillsinterventionsforindividualsandgroups.

Demonstratestheabilitytodevelopafunction-basedbehaviorinterventionplan

Demonstratestheabilitytoapplyindividualcrisisinterventionskillstosupportstudentneeds

School-widepracticestopromotelearning Demonstratesknowledgeandskilltodevelop,implementandevaluateinterventionsandinstructionalsupporttodevelopacademicskillsataschool-widelevel.

Demonstratesknowledgeabouthowtofacilitatepoliciesandpracticesthatcreateandmaintainsafe,supportive,andeffectivelearningenvironments

Engagesincollaborationwithothersrelatedtodecisionsaboutsystems

Demonstratesknowledgeandskillsinsystems-widepreventionandcrisisintervention Demonstratesanunderstandingofappropriateboundarieswithinasystemandtimestoadvocateonbehalfofstudents,families,orclients.

Abilitytoidentifystepsforinterventioninacrisisevent

Abilitytoidentifyeffectivepreventionprogramsforaconcernrelevanttoeducation

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Supervision

Demonstratesknowledgeofsupervisionmodelsandpractices Knowsandapplieseffectivesupervisionstrategiestodirectandindirectservicesinaccordancewiththeirowndevelopmentalleveltopromotesupervisees’effectivepractices.

Demonstratesanawarenessofbestpracticesindevelopingasupervisionplan Demonstratesanawarenessofpersonalstrengthsandneedsfordevelopmentindeliveryofsupervision

ConsultationandInterprofessional/InterdisciplinarySkills Contributestomultidisciplinaryteamsthatusedata-baseddecisionmakingtoplan,implement,andevaluateindividual,group,andschool-widepreventionandinterventionprogramming

Consultswithandcooperateswithotherdisciplinesinserviceofclients

Engagesineffectivecollaborationwithfamilies Demonstratesknowledgeoffamilysystems,includingfamilystrengthsandinfluencesonstudentdevelopment,learningandbehavior.

Demonstratesknowledgeofconsultationmodelsandpractices. Appliesappropriateconsultationmodelsandstrategiestofacilitatedirectandindirectservicesandprofessionaldevelopment

Engagesineffectivedirectorsimulatedconsultationwithindividualsandtheirfamilies,otherhealthcareprofessionals,interprofessionalgroups,orsystemsrelatedtohealthcareandbehavior.

Demonstratesknowledgeandrespectfortherolesandperspectivesofotherprofessions.

Demonstratescapabilitytoshiftfunctionsandbehaviortomeetreferralneedsduringconsultation

Collaborateseffectivelywithotherprovidersorsystemsofcarewhenimplementinginterventions Respectfulofthebeliefsandvaluesofcolleaguesevenwheninconsistentwithpersonalbeliefsandvalues

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Areasofgreateststrength:

Areasthatneedimprovement(doesnotnecessarilyimplyunacceptableorinadequateperformance):

RecommendedGrade(endofyearonly):AfinalgradeofSindicatesthattheinternhasmettheminimumlevelofcompetenceforindependentpractice S N Satisfactory Non-satisfactoryComments:StudentComments: