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
Not sure if we should keep this here or present it later?

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

10. How it happened, Part 2 Opportunity Precedent Persistence Informant(s)
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!