MSPP School Psychology Program

Internship Competency Evaluation

MSPP Intern: Erika Johnson
26)

Date: 4/26/13 Semester:

Fall

Spring

(due April

Field Supervisor: Judy Campbell Other person(s) providing input: Field Placement type: Internship Instructions:

School/District: Hamden, CT

The field supervisor completes this form and submits it to MSPP twice during the school yearat the end of Fall semester and the end of Spring semester. Field supervisors are advised to also use this form as a guide when providing informal formative feedback to the intern at a meeting held for this purpose in the middle of each semester. The ratings of the intern should be based on your actual observations, as well as reports received from other school staff, administrators, parents, and others. Please rate each item by circling the number that best describes the students competencies at this time using the scale below. If you have insufficient basis to rate an objective, please circle N/A. Note that the scale below, which is used throughout Section I, describes expectations related to successive stages of the students training. Expected level of proficiency is a rating of 4 by the end of Internship (Year 3). The overall domain rating can be assigned globally, that is, the field supervisor is not expected to calculate the mean rating of the objectives in that domain. If more than half the objectives in a domain are rated N/A, do not assign an overall domain rating. 1 Minimal Competence minimal or no competence noted; student can only function as an assistant to the supervising psychologist in this area. 2 Early Competence student is beginning to function without direct supervision (e.g. without being directly observed or engaging in co-led activities); but requires on-going supervision. 3 Advanced Training Competence competence is at an advanced training level, but not yet at the professional level; student requires on-going supervision. 4 Beginning Professional Competence student demonstrates well-developed competence that reflects capability for independent functioning, with supervision to facilitate ongoing professional development. N/A Not Applicable No data, or insufficient data to rate at this time Internship mid-year evaluation (December): Circle both 3 and 4 if a third year intern is on course to reach Level 4 by the end of the year
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Please note that Section II (Professional Behavior; Relationships) does not use the above scale.

I. MSPP SCHOOL PSYCHOLOGY COMPETENCY AREAS

Competency Diversity & Individual Differences Exhibits sensitivity and respect for cultural, linguistic, 1 cognitive, physical, gender, and socio-economic differences Understands how cultural and individual differences may 1 impact client behavior and performance Works to increase cultural competence and sensitivity 1 within the school setting Overall competency rating Comments:
Erika consistently exhibits a high level of sensitivity to individual and cultural differences and needs.

Performance Rating

N/A

N/A

N/A

N/A

Ethical, Legal & Professional Issues Engages in appropriate actions when confronted with ethically problematic situations

N/A

Seeks resources (e.g. legal and ethical standards, district 1 and state guidelines and policies) when faced with novel and challenging issues Understands and respects confidentiality issues Pursues professional development opportunities Overall competency rating Comments: 1 1 1

N/A

2 2 2

3 3 3

4 4 4

N/A N/A N/A

Erika has excellent selfadvocacy skills and is comfortable seeking out information from the appropriate people when she is unsure as to what to do.

Scholarship & Research Uses current psychological and educational literature to 1 inform practice Collects data to evaluate effectiveness of service delivery, 1 including interventions and programs Overall competency rating Comments: 1

N/A

N/A

N/A

Erika started her internship at Hamden High School with strong skills in this area. They have been honed over time.

Educational Foundations & Interventions Demonstrates and applies knowledge of how instructional 1 and contextual factors in the classroom (e.g., teacher expectations, evaluation methods, and delivery of instruction) impact student performance Demonstrates and applies knowledge of the educational 1 curriculum and how gaps in a students prior knowledge impacts their performance Demonstrates and applies knowledge of learning 1 principles (e.g., reinforcement, distributed practice and repetition) and how these can be used to support students Demonstrates and applies knowledge of the Response to 1 Intervention (RTI) model Develops and delivers effective instructional and academic intervention plans Overall competency rating Comments: 1

N/A

N/A

N/A

N/A

N/A

N/A

Erika has sought out and developed opportunities to increase her knowledge in this area. Although HHS is in the early early stages of RtI implementation, she has actively participated in and contributed to district-wide and 4

school committees addressing RtI at the secondary level. In addition, she has spent time interacting with classes and teachers to better understand the curricula and the application of learning priniciples.

Psychological & Developmental Foundations Demonstrates and applies knowledge of developmental 1 theories and principles; provides developmentally appropriate recommendations and interventions Demonstrates and applies knowledge of psychopathology 1 and its possible causes (e.g., biological and environmental factors) Overall competency rating Comments: 1

N/A

N/A

N/A

Erika possesses a strong foundation in this area.

Assessment & Measurement Selects assessment methods that address referral concerns

2 2

3 3

4 4

N/A N/A

Accurately applies measurement principles (e.g., 1 reliability and validity) in the use and interpretation of assessment instruments Collects assessment data from multiple sources 1

2 2

3 3

4 4

N/A N/A

Accurately administers and scores cognitive and/or special 1 abilities assessment data Accurately administers and scores social-emotional and/or 1 behavioral assessment data Accurately administers and scores achievement and/or 1 curriculum-based assessment data Effectively interprets and integrates assessment data in a 1 comprehensive and cohesive report Links assessment results to appropriate recommendations
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N/A

N/A

N/A

N/A

Effectively communicates assessment results verbally to 1 parents, guardians and school personnel and at IEP meetings. Overall competency rating Comments: 1

N/A

N/A

Erika has always been conscientious in her assessment practice. Over the course of the year she has sought out and used new assessment instruments. Erika shares assessment results in school, as well as out of district, PPTs. PPT chairpeople from our central office have commented positively about Erika's work.

Counseling, Mental Health & Behavioral Intervention Demonstrates knowledge and applies skill in individual 1 counseling Demonstrates knowledge and applies skill in group 1 counseling Demonstrates knowledge and applies skill in behavior 1 management techniques Selects interventions that effectively address client 1 concerns Demonstrates skill in supporting students in crisis Overall competency rating Comments: 1 1

N/A

N/A

N/A

N/A

2 2

3 3

4 4

N/A N/A

Erika has independently handled crises, seeking appropriate help when needed. She has excellent rapport with students and staff. As a result, students and staff seek her out for help. She has run groups, developed behavior plans, and counseled individual students. 6

Consultation Demonstrates understanding of the role of the consultant as contrasted with other professional roles Demonstrates collaborative and reflective communication skills during consultation sessions Applies the problem-solving process in practice (problem identification and analysis, intervention implementation, and evaluation) Works effectively with parents to support individual student goals Overall competency rating Comments:

N/A

N/A

N/A

N/A

N/A

As in her other areas of practice, Erika is right where she should be in this domain. She is independent and conscientious.

System Intervention Demonstrates an understanding of the school climate and culture

N/A

Participates in the development and/or implementation of 1 school-wide and classroom level programs and interventions, including PBIS, RTI, and social-emotional learning Participates in the development of programs and services 1 that strengthen connections between school, home, and community Overall competency rating Comments: 1

N/A

N/A

N/A

Erika possesses an innate understanding of complexities and nuances of people and behavior. She picks up on cues and, as a result, is able to participate successfully in system interventions and 7

programs.

II. PROFESSIONAL BEHAVIOR & RELATIONSHIPS

Please note the change in rating scale. Professional Behavior 1: Needs Improvement 2: Adequate 3: Good 4:Excellent 1 1 1 1 1 1 2 2 2 2 2 2 2 3 3 3 3 3 3 3 4 4 4 4 4 4 4 N/A N/A N/A N/A N/A N/A N/A

Presents appropriate appearance and demeanor Adapts to the demands of the setting Is punctual and reliable Follows instructions; follows through on tasks Completes work in a timely manner; meets deadlines Is open to feedback and responds appropriately

Shows evidence of ongoing reflection and awareness of 1 impact of personal values and beliefs Seeks supervision to address novel and challenging issues 1

2 2

3 3

4 4

N/A N/A

Prepares for supervision and uses supervision time 1 productively Overall competency rating Comments: 1

N/A

Erika is a conscientious worker. She is consistently professional, yet at the same time is relaxed and approachable. Her work habits are impeccable.

Relationships

1: Needs Improvement 2: Adequate 3: Good 4:Excellent 2 3 4 N/A

Displays appropriate interpersonal skills, including 1 nonverbal behaviors, with students, parents, teachers, and other school personnel
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Exhibits effective communication and listening skills with 1 students, parents, teachers, and other school personnel Establishes collaborative working relationships and is 1 appreciated by school personnel Demonstrates respect for others Demonstrates compassion for others Resolves conflict situations in a professional manner Overall competency rating Comments: 1 1 1 1

N/A

N/A

2 2 2 2

3 3 3 3

4 4 4 4

N/A N/A N/A N/A

Erika consistently demonstrates these behaviors.

III. NARRATIVE SUMMARY

1. Interns overall progress this year: a) In practical skills:
Erika came to Hamden High School with already strong personal qualities and a solid skill set. She has used this year to hone those skills so they are, today, more developed. I know she will use her experience in the future to build upon the skills she has an develop as the profession evolves.

b) Towards individual goals (as applicable):

1. Skills necessary for serving high school students: Boundaries, academic/college planning, transition services and goals, transition testing, adolescent behavior and responses (e.g., risky behaviors, disrespect, authority issues). Erika has consulted with our transition coordinator, attended Friday transition groups, and attended a field trip to a local community college. She has been pro-active in speaking with students about behavior and pro-social skills as to what will be expected in comparision to what the student exhibits at that time. 2. SRBI process: Erika actively participated in district and school based planning meetings. She attended school climate profesisonal development, designed interventions for ED students, and designed and collaborated in the implementation of pre-PPT interventions. In addition, she read and used material in her practice from her self-study of "RtI Success in Secondary Schools" by Jim Wright. 3. Team membership: Erika acitively participated as a member of ther Whitney House Team and school/district SRBI teams. In addition, she has attended and participated in the current NEASC accredidation process by contributing to the development of social rubrics that will be considered for 9

school NEASC accredidation. Additionally, Erika presented assessment (standardized and observational) findings at Hamden High School, as well as out of district PPT meetings. Finally, Erika continues to faciliate and coordinate PPT meetings.

2. Interns main strengths: Erika has a strong work ethic, is smart, knowledgable, approachable, and
possesses common sense. Her skills, as they relate to the practice of school psychology, are excellent.

3. Areas most in need of further development: Erika is right where she needs to be. As for everyone,
experience is the best teacher.

4. Recommendations for the intern's ongoing professional development: Erika has a good sense of her
needs and areas she would like to improve. I would recommend that she continue to take advantage of any opportunity where she would like to grow. As indicated above, there are no particular areas that I feel are in need of development. I feel that as Erika experiences challenges personally and professionally, she will take those opportunities to develop a plan and learn from them.

5. Other comments:

6. Do you recommend that credit be granted for the intern's field placement work this semester? Please base your recommendation on progress towards curricular and learning goals, competency levels, and any contractual agreements with the intern. (a) Yes (b) Yes, with reservations (c) No

Please explain if you checked (b) or (c):

Primary Supervisor: Judith A. Campbell

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Date: 4/26/13

MSPP Intern:* Erika Johnson MSPP Supervisor: Date:

Date: 4/26/13

* The interns signature indicates that this evaluation has been discussed with the student. It does not indicate the students agreement with the evaluation in part or in whole. Please mail or email completed form to: Field Placement Director, School Psychology Program MSPP One Wells Avenue Newton, MA 02459 fp_school@mspp.edu

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