Students involved in practicum activities maintain weekly activity logs that detail the various types of experiences obtained and the time spent in these various activities. For example, students record time spent in observation, preparation, researching instruments, direct contact with clients/students, group supervision, individual supervision, report writing, etc. Examples of the log forms are provided in the Practicum Manual in Appendix B. However, students should maintain an electronic version of the log form (or one very similar) within their electronic portfolio. The electronic log should be updated and submitted on a weekly basis to the practicum coordinator via Blackboard. Students are also required to electronically submit semester summary logs and a year-end summary log to the practicum coordinator via Blackboard. The electronic log and portfolio should be available for review at any time by the student’s supervisor and the practicum coordinator. Therefore, practicum students need to
provide their supervisor and the practicum coordinator with an updated web address so they have access to the student’s electronic portfolio. Students should also sign in to the school once they arrive each time and should follow all procedures as designated by each school or other practicum location.
SUPERVISION
Practicum students who are assigned cases in the Psychoeducational, Diagnostic, and Intervention Clinic will have a clinic supervisor who, in conjunction with the clinic director, will monitor and approve all activities in the PDIC. Learners are asked to review their schedules and experiences with the practicum coordinator on a regular basis throughout the semester. Second year doctoral level practicum students receive supervision from a licensed school psychologist and/or licensed psychologist on the School Psychology Core (typically either Dr. Hernandez Finch or Dr. Vaux-Nevins). Ed.S. students in their second year will have a supervisor assigned based on their school placement. Students and supervisors maintain an ongoing dialogue to help resolve conflicts as they arise. Differences that cannot be resolved by the dyad are to be discussed with the practicum coordinator, who may need to serve as a mediator. A conflict directly involving the practicum coordinator may be mediated by a program co-director or the school psychology core.
Rationale and Assumptions Regarding Supervision
1. Learners are responsible and will attain competence at different rates.
2. The most effective learning takes place within the context of an accepting environment and a relationship of mutual respect and trust between teacher and learner.
3. Modeling is a key factor in learning. Supervisory staff endeavors to model behaviors that have been identified in the literature as facilitative of learning.
4. Ongoing evaluation is crucial in any teaching/learning endeavor. It is recognized that the learners must have input into the process to maximize its effectiveness.
5. The philosophy of supervision is endorsed based on a constructivist view of the learner as being an active participant in his/her own learning. However, the first responsibility of supervisor and supervisee alike is to the client. Some activities that may take a different form if considered from a strictly pedagogical standpoint may have to be surrendered in the best interest of the client(s).
Evaluation should lead directly to planning future goals. Supervisor evaluations are required on a twice a semester basis. Supervisors also engage in self-evaluation and solicit feedback from learners and consultation from professional peers. Finally, learners and supervisors frequently seek out and provide peer evaluation and consultation. Appendix A holds the evaluation form for this purpose and the grading rubrics can be found in Appendix D. If
performance is unsatisfactory based on evaluations by supervisors and/or the practicum coordinator, a remediation plan will be implemented if initial attempts to ameliorate performance fail.
Evaluation of a student's performance will be based on such factors as: competence in assessment and problem solving, quality of written reports, skill in intake and feedback, skill in interviewing and consultation strategies, timely completion of procedures, and effective communication skills, especially those required for maintenance of effective working relationships.
Evaluation of a student’s performance is based on multiple competencies that are delineated on the Evaluation Form, grading rubrics, and course syllabus found in Appendix A and Appendix D respectively.
GRADING
Students receive a grade of EC (continuing activities) in EDPSY 689 or EDPSY 688 until all practicum requirements have been fulfilled, the electronic portfolio has been reviewed, and the exit interview conducted. The following grading standards are expected:
Grade Description
C or lower Minimum competency, requirements may or may not be completed. Also, proficiency has not yet been reached in many areas; therefore, the student will be required to retake all or portions of practicum.
B Basically competent, some areas need further work, needs close internship supervision, especially at first.
A Very competent. All requirements completed at a superior level, it is expected that internship supervision can be directed at perfecting skills.
Appendix A
BALL STATE UNIVERSITY
REVIEW AND EVALUATION OF PRACTICUM STUDENT’S PERFORMANCE
Practicum Student___________________ Midterm Final (circle one)
Supervisor_________________________ Date_____________________
Please rate your practicum student on the following performance scale in each of the following areas. Circle the level which best indicates the student’s skills in that particular competency. You may also wish to comment on the ratings in the spaces provided. Level of Mastery: 5—Excellent, 4—Above Average, 3—Satisfactory,
2—Developing, 1—Unsatisfactory, 0—Haven’t Observed/ Inadequate Opportunity to Develop.
Standard 1—Databased decision-making and accountability. Able to define problem areas, strengths, and needs of client (individual, group, system) through assessment procedures and show how effective the problem-solving process was in addressing the issue.
Practicum student selects and uses appropriate method of data collection for the question being considered. Assesses competently and accurately:
Norm-referenced assessment 0 1 2 3 4 5 Criterion-referenced assessment 0 1 2 3 4 5 Curriculum-based assessment 0 1 2 3 4 5
Interviewing 0 1 2 3 4 5
Observations of school and testing environment 0 1 2 3 4 5 Inspection of records and developmental history 0 1 2 3 4 5 Evaluates results of instruments used appropriately 0 1 2 3 4 5
Practicum student understands the problem-solving context and integrates data to form hypotheses about
client needs.
Uses data in an integrated way to establish client needs. 0 1 2 3 4 5 Integrates results in report form and ties results to feasible
recommendations 0 1 2 3 4 5
Follows-up with clients to demonstrate the outcomes of
intervention and educational planning 0 1 2 3 4 5 Understands and/or uses assessment to determine group or
system-level needs (needs assessment) 0 1 2 3 4 5
Comments:
Standard 2. Interpersonal Communication, Collaboration, and Consultation. Capable of listening to and