School Psychologist Site Supervisors

These modules are designed for educational professionals who are interested in mentoring school psychology candidates from UW-Stout. Our hope is that these modules will serve as a valuable resource, offering updates on School of Education criteria, policies, and procedures.

School Psychologist Site Supervisor Criteria

The Department of Public Instruction requires that site supervisors meet the following three criteria:

1. Be fully and appropriately certified/licensed as a school psychologist in their current state of employment.
2. Have three years of experience as a school psychologist.
3. Have completed training in the supervision of clinical students.

If you have satisfied these three requirements, please submit this completed verification form to Josh Bowe (contact information on side).

Chapter PI 34: Teacher Education Program Approval and Licenses

The Mission: 

A critical stage in the professional development of students in school psychology programs involves direct experience and mentoring in the field. These supervised opportunities allow students to both observe experienced professionals in the role and to begin applying theory to practice. It is this critical field experience component that bridges the development of the student to professional, ready to begin more independent practice.

The role of the site-based supervisor plays an important role in preparing future professionals in the fields of school psychology. At once model and mentor to practicum students/interns, the role and relationship you help to establish with the student will be key in shaping the experience they have while working together with you.

Part of the purpose of this module is to provide you, as a site-based supervisor, with information and food for thought as you develop your own game plan for how to approach the mentor/mentee relationship. The better prepared and thoughtful you are going into the experience, the better your own experience, as well as the student's, will be.

The Roles and Relationships Between Student, Site, and University:

Student Responsibilities

1. Enroll in required field-based coursework via individual program plan.
2. Meet with site-based supervisor as early as possible to establish a start date and initial expectations from the site.
3. Become oriented to your school/agency the first few days by means of observations, inquiries, and participation in various activities.
4. Comply with all of your district/institutional rules and regulations in a professional manner regarding:
   1. confidentiality/privileged communication,
   2. school/office hours,
   3. building codes,
   4. dress/grooming, and
   5. attendance/absence (absences and notifications should be coordinated with supervisor).
5. Comply with all Ethical Codes of Conduct and other relevant professional standards (e.g., NASP, APA, ASCA).
6. In coordination with site and university supervisors, develop an individual practicum/internship plan, as required by program requirements.
7. Plan and maintain a regular schedule in cooperation with your site supervisor/mentor, the staff, and the administration in your school district.
8. Plan activities, discuss problems and consult with your site supervisor/mentor on a regular basis.
9. Keep site supervisors/mentors, school administrators, and your university supervisor informed of problems or unique situations in a timely fashion.
10. Complete and submit all required logs and paperwork in a timely fashion each semester.
11. Complete all required practicum/internship hours and course requirements, as set forth by individual program requirements.

Site Supervisor Responsibilities

1. Be fully and appropriately certified/licensed as a school psychologist in their current state of employment.
2. Have three years of experience as a school psychologist.
3. Read and review the University provided practicum/field experience handbook. (see module 4 for UW-Stout field experience handbooks)
4. Mentor and facilitate the introduction of the practicum student/intern to the administrators and staff of the school district or agency.
5. Monitor and facilitate the practicum's knowledge of, and compliance with, all established district or agency rules and regulations.
6. Verify the experiences documented by the practicum student/intern.
7. Provide opportunities for practicum student/intern to observe and/or participate in professionally relevant experiences each week.
8. Encourage the practicum student/intern to attend and become active in local, state, and national school psychology associations.
9. Ensure that the student's assigned responsibilities are appropriate in scope and number for their skill development.
   1. Early practicum students (ex. Practicum I school psychology students) will participate in more shadowing and observation, to begin with, and build into more independent experiences as the semester progresses
   2. More advanced practicum students (ex. Practicum II school psychology students) and interns will engage in more independently oriented activities, with supervision and oversight from the site-based supervisor.
10. Evaluate the performance of the practicum student/intern on a semester basis (see specific handbook for more detailed evaluation information). These evaluations are to be shared with the practicum student/intern; and, when completed, submitted to the university supervisor.

University Supervisor Responsibilities

1. Recognize and respect the philosophy, objectives, and organizational pattern of the field site or employing agency of the practicum student/intern.
2. Provide information and be a resource to the practicum student/intern, the site supervisor, and the associated district/agency about practicum requirements.
3. Acquaint the site supervisor with the philosophy, objectives, and organization of the University of Wisconsin-Stout's School Psychology program.
4. Monitor the progress of the practicum student/intern via site visits and/or arranged meetings. University supervisor is also available to the site-based supervisor as an on-going resource for information and problem-solving.
5. Consult with the site-based supervisor and/or practicum student/intern as requested, concerning problems of professional practice.
6. Establish and maintain good relationships with the host school and employing district or agency.
7. Provide supervision, support, and evaluation of the practicum student/intern's performance, including participation in the Practicum Seminar meetings.

Developing a Supervisory Relationship and Setting Goals:

Establishing a positive and successful relationship between practicum student/intern and supervisor takes planning and forethought. The better prepared all participants are for the experience, the smoother and more successful it should go. The following suggestions are offered as food for thought as you prepare for the supervisory experience:

• Meet with your selected practicum student/intern prior to the official start date, in order to meet in person, familiarize each other with initial thoughts and expectations, establish start date, weekly schedule, etc.
• Talk about scheduling, and set out supervisory expectations about attendance and notification for absences, expectations for making up time, etc. Best practice suggests that clearly defined expectations from the start can go a long way in minimizing difficulties throughout the experience.
• Encourage practicum student/intern to begin as early in the term as possible and consider student for participation in any professional development opportunities that might be offered through the district (ie., August PD days, start of the year activities/training opportunities, etc.)
• Engage practicum student/intern in an open and honest discussion about their expectations and needs as they begin the field experience with you. Some students tend to be more eager and excited, while others may be nervous. Try to establish expectations and a culture of high expectations in a way that provides proper support to ease their nerves.
• Establish a standard schedule to the extent possible, around times to meet for supervision, participation in meetings (ie., "Wed. mornings are SAT meeting days), and/or other activities that might lend themselves to "set, scheduled" opportunities
• Work together with the practicum student/intern to develop a plan, in accordance with their individual field experience requirements, in order to familiarize yourself with their goals, and to facilitate opportunities as they are available in your unique site. Work with the student to understand the kinds of opportunities that are more or less likely to occur in your setting.
• Consider the kinds of activities, observations, and opportunities for participation that your practicum student/intern can engage in as they are with you each week. Work with them to problem solve and develop a plan for filling their time productively during "down times" or less structured times in their day (prime them on how to review records, or summarize CBM data, etc.) so that they are able to independently and appropriately find activities to engage in.
• Familiarize yourselves together, evaluation and paperwork requirements early in the experience, and schedule time for completion and review of mid- and end of term evaluations. Schedule a time to review practicum student/intern logs throughout the experience, in order to encourage them to keep a timely and accurate accounting of their time.

Field experience supervisors work with students to familiarize them with the following state standards, set forth by the Dept. of Public Instruction.

Pupil Services Standards

To receive a license in a pupil services category under s. PI 34.31, an applicant shall complete an approved program and demonstrate proficient performance in the knowledge, skills and dispositions under all of the following standards:

1. The pupil services professional understands the teacher standards under s. PI 34.02. (see below for WI teacher standards).
2. The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development.
3. The pupil services professional has the ability to use research, research methods and knowledge about issues and trends to improve practice in schools and classrooms.
4. The pupil services professional understands and represents professional ethics and social behaviors appropriate for school and community.
5. The pupil services professional understands the organization, development, management and content of collaborative and mutually supportive pupil services programs within educational settings.
6. The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral and physical issues and circumstances which may limit pupils' abilities to achieve positive learning outcomes through development, implementation and evaluation of system-wide interventions and strategies.
7. The pupil services professional interacts successfully with pupils, parents, professional educators, employers, and community support systems such as juvenile justice, public health, human services and adult education.

Wisconsin Teacher Standards

The ten teacher standards for teacher development and licensure are:

1. Pupil Development. The teacher understands how pupils grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. The teacher designs and implements developmentally appropriate and challenging learning experiences for pupils.
2. Learning Differences. The teacher uses his or her understanding of individual pupil differences and diverse cultures and communities to ensure inclusive learning environments that enable each pupil to meet high standards.
3. Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
4. Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of each discipline he or she teaches. The teacher creates learning experiences that make the discipline accessible and meaningful for pupils to assure mastery of the content.
5. Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage pupils in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
6. Assessment. The teacher understands and uses multiple methods of assessment to engage pupils in their own growth, to monitor pupil progress, and to guide the teacher’s and pupil’s decision making.
7. Planning for Instruction. The teacher plans instruction that supports every pupil in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, pedagogy, pupils, and pupils’ communities.
8. Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage pupils to develop a deep understanding of content areas and their connections, and to develop skills to apply knowledge in a meaningful way.
9. Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning. The teacher uses evidence to continuously evaluate the teacher’s practice, including the effects of the teacher’s choices and actions on pupils, their families, other educators, and the community. The teacher adapts the teacher’s practice to meet the needs of each pupil.
10. Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunity in order to take responsibility for pupil learning, to collaborate with pupils, their families, educators, and the community, and to advance the profession.

Pupil Services professionals are obligated to follow the standards set forth by their national affiliates.  School Psychology professionals are familiar with the Domains of Practice developed by the National Association of School Psychologists (NASP). Please review the standards below.

Practices That Permeate All Aspects of Service Delivery

Domain 1: Data-Based Decision Making and Accountability
The school psychologist uses varied models and methods of assessment as part of a systematic process to collect data and other information, translate assessment results into empirically based decisions about service delivery, and evaluate the outcomes of services.

Domain 2: Consultation and Collaboration
The school psychologist has knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to particular situations. The school psychologist collaborates and consults effectively with others in planning and decision-making processes at the individual, group, and systems levels.

Direct and Indirect Services for Students, Families and Schools

Student-Level Services

Domain 3: Academic Interventions and Instructional Supports
The school psychologist, in collaboration with others, develops appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs, implements intervention to achieve those goals, and evaluates the effectiveness of interventions.

Domain 4: Mental and Behavioral Health Services and Interventions
The school psychologist, in collaboration with others, develops appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs, implements interventions to achieve those goals, and evaluates the effectiveness of interventions.

System-Level Services

Domain 5: School-Wide Practices to Promote Learning
The school psychologist has knowledge of general education, special education, and other educational and related services and understands schools and other settings as systems. The school psychologist works with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others.

Domain 6: Services to Promote Safe and Supportive Schools
The school psychologist provides or contributes to prevention and intervention programs that promote the mental health and physical well-being of students.

Domain 7: Family, School, and Community Collaboration
The school psychologist works effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.

Foundations of School Psychological Service Delivery

Domain 8: Equitable Practices for Diverse Student Populations
The school psychologist demonstrates the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected based on individual characteristics, strengths, and needs.

Domain 9: Research and Evidence-Based Practice
The school psychologist evaluates research, translates research into practice, and understands research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for the improvement of services.

Domain 10: Legal, Ethical, and Professional Practice
The school psychologist has knowledge of the history and foundations of the profession, of various service models and methods, of public policy development applicable to services to infants, children and families, and of ethical, professional, and legal standards. The school psychologist practices in ways that are consistent with applicable standards, is involved in the profession, and has the knowledge and skills needed to acquire career-long professional development.

UW-Stout policies for supervision of school psychology students are contained in the handbooks below. Please review.

Handbooks:

Practicum I, updated Fall 2023
Practicum II, updated Spring 2024
Internship, updated 2023-24

Highlighted Policies and Procedures:

Absences

Practicum students/interns are expected to honor the schedule set in coordination their site-based supervisor and to adhere to that schedule consistently. Much like in the typical professional field, personal illness or emergency are generally accepted exceptions. Occasionally, students will have an opportunity to participate in a professionally relevant event, such as a conference, or job interview. All such events should be requested in advance with the site-based supervisor for approval, with a plan for making up the time developed if necessary.

Supervisors are encouraged to discuss the expected attendance policy with the practicum student/intern at the outset of the experience, and to develop a plan for notification of absences and planning make-up time, etc.

Professional Liability Insurance

Practicum students/intern are required as part of their required coursework to carry professional liability insurance, documentation of which is kept on file. If the site-based district or agency requires proof of liability insurance, supervisors are encouraged to discuss this with the practicum student/intern at the outset of the experience, to ask for proper documentation.

Termination or Removal of a Practicum Student/Intern

The University of Wisconsin-Stout recognizes the right of the cooperating school district and the university to terminate a student's professional placement without notice, if necessary. A practicum student/intern may be immediately removed when the continued participation in the experience is determined by the school district or university supervisor(s) to adversely affect the pupils served, the university student, the participating school or agency, or the University. If the practicum student/intern is not meeting the minimum requirements of the experience but not requiring immediate removal as determined by the field-based supervisor(s) and the university supervisor, the practicum student/intern may be consulted prior to a decision regarding termination. Whenever possible, the practicum student/intern will be provided an opportunity to remediate deficiencies prior to a termination decision. If possible, the School of Education's Director is to be consulted prior to a termination.

In the event that removal of a practicum student/intern is deemed warranted by the field placement, the following procedures are recommended:

• Consultation concerning the removal of a practicum student/intern takes place between the site supervisor and/or school principal. The university supervisor is notified of their decision.
• The university supervisor notifies the practicum student/intern of the impending removal from practicum/internship and the reason.
• The university supervisor notifies the School of Education's Director. The School of Education's Director provides written notification to the student and to the Coordinator of Field Experiences.
• A practicum student/intern who is terminated for cause receives a failing grade.

The removal of a practicum student, when initiated by the university placement, includes the following procedures.

• Consultation concerning the removal of a practicum student/intern takes place between the university supervisor, the coordinator of field-based experiences, and the site-based supervisor.

Cultural competency in a global society is well established as a valued skills for school psychologists. Often, schools define their need for cultural competency on the basis of the ethnic diversity of their student population, when in fact diversity is defined by a variety of factors (ethnicity, gender, sexual preference, SES, etc.). To that end, it is critical for supervisors to model cultural competency in their work with practicum students/interns. The following guidelines for culturally competent supervision come from the following citation:

Butler, K.S. (2003). Multicultural sensitivity and competence in the clinical supervision of school counselors and school psychologists: A context for providing competent services in a multicultural society. The Clinical Supervisor, 22(1), 125-140.

In their work with students and professional colleagues, culturally competent clinical supervisors actively display the possession of several qualities:

1. Culturally competent supervisors are flexible.

They have the ability to work with a wide range of supervisees and give each of them the culturally specific tools they need in order to succeed. Cultural flexibility may truly enhance the expertness of service, the attractiveness of the profession, and the trustworthiness of helping professionals, mainly because these practitioners are able to re-conceptualize the helping relationship in culturally relevant terms (Sue et al., 1998). Due to the fact supervisors perform a variety of functions throughout the supervisory process, they must continue to sustain flexibility and model this to supervisees. On any given day, supervisors are in the position to be instructors, mentors, supporters, and/or evaluators of their supervisees: a position that differs markedly from that of a therapist and the counseling relationship he or she cultivates with a client (Baird, 1999).

2. Culturally competent supervisors are critical thinkers.

They have the ability to understand and put into perspective the worldviews of their diverse supervisees. They are able to create a positive environment during supervision where there is an opportunity for supervisees to address and discuss these pertinent issues in an open and explicit manner (D'Andrea & Daniels, 1997).

3. Culturally competent supervisors have the ability to work across cultures.

They have developed a viable working knowledge of the historical backgrounds, cultural heritages, and life experiences of their supervisees. A culturally competent supervisor also possesses a considerable grasp of the supervisory process as it pertains to the needs of their supervisees. In supervision, educators have the ability to train their supervisees in many of the following areas. Supervisors train supervisees to be ethical at all times, they teach them how to explore delicate interracial issues, they investigate with them ways to maintain language competency when in the act of communicating or when trying to understand the diverse communication styles of their clients, they share with them techniques to employ when working with interpreters, they implore them to always utilize valid and reliable assessment tools, and supervisors share with them ways to incorporate cross-cultural conflict resolution techniques into counseling and supervisory relationships (Gopaul-McNicol, 2001; Paniagua, 1998). Above is not an all-inclusive list; the list only represents a few of many content areas supervisors must be competent in when supervising and preparing multiculturally competent practitioners.

4. Culturally competent supervisors are capable of managing their anxiety; they attack the fear of the unknown head-on.

Knowing that certain situations make them uncomfortable, they challenge themselves and overcome these possible obstructions to the counseling relationship (Constantine et al., 2001). Because of this knowledge, they are sensitive to these same issues as they develop in their supervisees. 

5. Culturally competent supervisors have a well-established sense of identity (Leong & Bhagwat, 2001) and are not prone to ego-tripping.

They do not have an air of superiority towards their supervisees. They are sincere in wanting to develop the best colleagues they can. There is no room for big egos when it comes to the helping professions.

6. Culturally competent supervisors are effective in their use of humor, humility, and patience in practice.

Humility allows the practitioners to avoid viewing differences as inferiorities (Hays, 2001). When all is said and done, culturally competent supervisors are lifelong learners who continuously strive to better themselves while increasing their understanding of the world.