Ga. Comp. R. & Regs. R. 505-3-.69 - School Psychologist Program
(1)
Purpose. This rule states field-specific content standards for
approving programs that prepare individuals to serve as school psychologists in
grades P-12 and supplements requirements in GaPSC Rule
505-3-.01, REQUIREMENTS AND STANDARDS
FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION
PROGRAMS.
(2)
Requirements.
(a) The minimum
preparation for a renewable professional certificate in school psychology is at
the educational specialist's degree level. A non-renewable certificate may be
issued in some circumstances as outlined in GaPSC Certification Rule
505-2-.146 SCHOOL
PSYCHOLOGY.
(b) To receive
approval, a GaPSC-approved educator preparation provider shall offer a
preparation program described in program planning forms, catalogs, and syllabi
designed to develop knowledge and practice competencies in each of the
following domains based on the Model for Comprehensive and Integrated School
Psychological Services (the NASP Practice Model) as outlined in The
Professional Standards of the National Association of School Psychologists
(2010, 2020):
1.
Data-Based
Decision Making.
(i) The program
shall prepare candidates who understand and utilize assessment methods for
identifying strengths and needs; for developing effective interventions,
services, and programs; and for measuring progress and outcomes within a
multi-tiered system of supports;
(ii) The program shall prepare candidates who
use a problem-solving framework as the basis for all professional activities;
and
(iii) The program shall prepare
candidates who systematically collect data from multiple sources as a
foundation for decision making at the individual, group, and systems levels,
and consider ecological factors (e.g., classroom, family, and community
characteristics) as a context for assessment and intervention.
2.
Consultation and
Collaboration.
(i) The program
shall prepare candidates who understand varied models and strategies of
consultation and collaboration applicable to individuals, families, groups, and
systems, as well as methods to promote effective implementation of services. As
part of a systematic and comprehensive process of effective decision making and
problem solving that permeates all aspects of service delivery, school
psychologists demonstrate skills to consult, collaborate, and communicate
effectively with others.
3.
Academic Interventions and
Instructional Supports.
(i) The
program shall prepare candidates who understand the biological, cultural, and
social influences on academic skills; human learning, cognitive, and
developmental processes; and evidence-based curricula and instructional
strategies; and
(ii) The program
shall prepare candidates who, in collaboration with others, use assessment and
data collection methods to implement and evaluate services that support
academic skill development in children.
4.
Mental and Behavioral Health
Services and Interventions.
(i)
The program shall prepare candidates who, understand the biological, cultural,
developmental, and social influences on mental and behavioral health;
behavioral and emotional impacts on learning; and evidence-based strategies to
promote social-emotional functioning; and
(ii) The program shall prepare candidates
who, in collaboration with others, design, implement, and evaluate services
that promote resilience and positive behavior, support socialization and
adaptive skills, and enhance mental and behavioral health.
5.
School-Wide Practices to
Promote Learning.
(i) The program
shall prepare candidates who understand systems' structures, organization, and
theory; general and special education programming; implementation science; and
evidence-based school-wide practices that promote learning, positive behavior,
and mental health; and
(ii) The
program shall prepare candidates who, in collaboration with others, develop and
implement practices and strategies to create and maintain safe, effective, and
supportive learning environments for students and school staff.
6.
Services to Promote
Safe and Supportive Schools.
(i)
The program shall prepare candidates who School psychologists understand
principles and research related to social-emotional well-being, resilience, and
risk factors in learning, mental and behavioral health, services in schools and
communities to support multi-tiered prevention and health promotion, and
evidence-based strategies for creating safe and supportive schools;
and
(ii) The program shall prepare
candidates who, in collaboration with others, promote preventive and responsive
services that enhance learning, mental and behavioral health, and psychological
and physical safety and implement effective crisis prevention, protection,
mitigation, response, and recovery.
7.
Family, School, and Community
Collaboration.
(i) The program
shall prepare candidates who understand principles and research related to
family systems, strengths, needs, and cultures; evidence-based strategies to
support positive family influences on children's learning and mental health;
and strategies to develop collaboration between families and schools;
and
(ii) The program shall prepare
candidates who, in collaboration with others, design, implement, and evaluate
services that respond to culture and context. They facilitate family and school
partnerships and interactions with community agencies to enhance academic and
social-behavioral outcomes for children.
8.
Fair Practices for Different
Student Populations.
(i) The
program shall prepare candidates who have knowledge of, and inherent respect
for, individual differences, abilities, disabilities, and varied student
characteristics and the effects they have on development and learning. They
also understand principles and research related to differences in children,
families, schools, and communities, including factors related to child
development, religion, culture and cultural identity, race, sexual orientation,
gender identity and expression, socioeconomic status, and other
variables;
(ii) The program shall
prepare candidates who implement evidence-based strategies to enhance services
in both general and special education and to address potential influences
related to student differences;
(iii) The program shall prepare candidates
who demonstrate skills to provide professional services that promote effective
functioning for individuals, families, and schools with varied characteristics,
cultures, and backgrounds through an ecological lens across multiple
contexts;
(iv) The program shall
prepare candidates who recognize that fair practices for varied student
populations, respect for differences in development and learning, and informed
action for social justice are foundational to effective service delivery;
and
(v) The program shall prepare
candidates who work to ensure that all children have the same access to general
and special educational opportunities, and that each student receives what they
need to benefit from these opportunities.
9.
Research and Evidence-Based
Practice.
(i) The program shall
prepare candidates who have knowledge of research design, statistics,
measurement, and varied data collection and analysis techniques sufficient for
understanding research, interpreting data, and evaluating programs in applied
settings; and
(ii) The program
shall prepare candidates who evaluate and apply research as a foundation for
service delivery and, in collaboration with others, use various techniques and
technology resources for data collection, measurement, and analysis to support
effective practices at the individual, group, and/or systems levels.
10.
Legal, Ethical,
and Professional Practice.
(i)
The program shall prepare candidates who have knowledge of the history and
foundations of school psychology; multiple service models and methods; ethical,
legal, and professional standards; and other factors related to professional
identity and effective practice as school psychologists; and
(ii) The program shall prepare candidates who
provide services consistent with ethical, legal, and professional standards;
engage in responsive ethical and professional decision making; collaborate with
other professionals; and apply professional work characteristics needed for
effective practice as school psychologists, including effective interpersonal
skills, responsibility, adaptability, initiative, dependability, technological
competence, advocacy skills, respect for human differences, and a commitment to
social justice and fairness.
(c) The program shall require completion of
supervised practica and internship experiences in settings relevant to program
objectives, (e.g., schools, clinics) and include appropriate performance-based
evaluations by program faculty and supervisors to ensure that candidates are
developing professional work characteristics and designated competencies
consistent with the above standards. These experiences shall foster the
development of competence in advocating for understanding of human differences
and social justice.
1. At minimum, activities
shall include opportunities to build professional competencies in:
(i) data-based decision making;
(ii) the design, implementation, and
evaluation of services that support cognitive and academic skills;
and
(iii) the design,
implementation and evaluation of services that support socialization,
behavioral and mental health, and emotional well-being.
(d) The program shall require
completion of a comprehensive and carefully evaluated internship that includes
field-based supervision by qualified internship supervisors.
1. For specialist-level programs, the
internship shall consist of a minimum of 1,200 clock hours, including a minimum
of 600 hours in a school setting.
2. For doctoral-level programs, the
internship shall consist of a minimum of 1,500 clock hours, including a minimum
of 600 hours in a school setting.
Notes
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