MSPP School Psychology Program

Internship Competency Evaluation

MSPP Intern: Erika Johnson Spring Field Supervisor: Judy Campbell Other person(s) providing input: Field Placement type: Internship Instructions: 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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Date: 11/30/12

Semester:

Fall

School/District: Hamden, Connecticut

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 has demonstrated these skills and qualities from her first day at Hamden High

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 is right on track in these areas. Circumstances to independently apply these skills have not been significant

Scholarship & Research Uses current psychological and educational literature to 1 inform practice
3

N/A

Collects data to evaluate effectiveness of service delivery, 1 including interventions and programs Overall competency rating Comments: 1

N/A

N/A

Erika is currently involved in collection of data to use to evaluate interventions and programs.

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

We have discussed a plan for Erika to gain a better understanding of curricula and learning principals,

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
4

N/A

N/A

and its possible causes (e.g., biological and environmental factors) Overall competency rating Comments: 1 2 3 4 N/A

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 1

N/A

N/A

N/A

2 2

3 3

4 4

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

Erika's assessment skills appear to be excellent and she is on track ot become professionally independent in this area but still ongoing supervision.

Counseling, Mental Health & Behavioral Intervention Demonstrates knowledge and applies skill in individual 1 counseling
5

N/A

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

2 2

3 3

4 4

N/A N/A

Erika has strong counseling skills. She possesses good insight and interpersonal skills. I have been impressed with her ability to identify issues, work towards addressing these issues with students and maintaining good boundaries.

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

Erika is currently consulting with a teacher in connection with a case study. She has demonstrated good skills as far as working with parents as well.

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

Any 3's are simply reflective of opportunity at this stage of the year.

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
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N/A

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

N/A

N/A

Erika is conscientous and always professional.

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 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

III. NARRATIVE SUMMARY

1. Interns overall progress this year: a) In practical skills: Erika came to HHS with strong practical and technical background. She has
many opportunities to practice these skills and continues to learn and grow just through experience.

b) Towards individual goals (as applicable): Erika is making progress towards her individual goals
which include working in and a high school setting (counseling, assessment, consultation,etc), working as part of a team (house team, PPS, SRBI {RTI}, understanding district teams etc), and 8

participating, as much as she can, in the development and implementation of SRBI at the secondary level.

2. Interns main strengths: Erika possesses the personal qualities that just can not be taught (innate
interpersonal skills, common sense, insight). She has made an excellent transition to HHS, is highly respected by her colleagues and students who work with her. Erika has good ideas that she appropraiately shares either on an individual or team basis. Erika's day to day skills range from emerging to independent and she is right on track in all areas.

3. Areas most in need of further development: Erika should just continue on the path she is on. Situations
are now arising where she can practice and focus on skills that she has not had a great deal of opportunity to do so to date. Specifically, continued focus on learning, curricula, SRBI, and what to do in those "tricky" situations that arise.

4. Recommendations for the intern's ongoing professional development: Continuation on her current
path/trend.

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 Campbell

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Date: 12/4/12

MSPP Intern:* Erika Johnson MSPP Supervisor: Date:

Date: 12/4/12

* 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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