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Title: School Psychology Program education specialist (EdS) handbook
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Title: School Psychology Program education specialist (EdS) handbook
Physical Description: Book
Language: English
Creator: Department of Educational Psychology, College of Education, University of Florida
Publisher: Department of Educational Psychology, College of Education, University of Florida
Place of Publication: Gainesville, Fla.
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Source Institution: University of Florida
Holding Location: University of Florida
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Full Text





Department ofEducational Psychology
College of Education
1403 Norman Hall
P.O. Box 11704 7
Gainesville, Florida 32611
352-392-5929 (fax)

A "Nationally Recognized Program" approved by
NCATE & the National Association of School Psychologists (NASP)
4340 East West Highway, Suite 402
Bethesda, MD 20814
www. n asponline. org

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Program Philosophy and Goals 6
Competency Areas 8

UF Campus and Community 10
College of Education 11
Program Faculty 12

Application/Admission Requirements 13
Financial Support 14
School Psychology Graduate Student Association (SPGSA) 15
Joining Professional Organizations 16

Course Requirements for EdS Degree 17
Sequence of Study 18

Faculty Advisor & Selection of Supervisory Committee 20
Terminal Degree Change 21
Continuous Enrollment 22
Satisfactory Academic Progress 22
Grievance Procedures 22

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Assessment & Evaluation System 23
Annual Student Evaluation 24
Portfolio Contents 25
Guidelines for Portfolio Products 27
Portfolio Review Process 33
State & National School Psychology Examinations 33

University Perspective 34
Field Perspective 34
Host Concerns 35
Intern Concerns 36
Applying for Internships 37




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Welcome to the School Psychology Program (SPP) at the University of Florida! We are
delighted that you have chosen the University of Florida as the institution from which to obtain
an advanced graduate degree in School Psychology. For many of you, this will be your first
introduction to graduate studies. Before long, you will notice three main differences between
your undergraduate experience and your experience in graduate school.
First, you will notice that academics are taken much more seriously in graduate school.
Students generally discover that they are among peers with both high ability and a commitment
to academics. There is more course content to be mastered within a given time period, and more
individual study time is required in preparing adequately for course and practicum assignments.
In addition, there is an expectation that each student become involved in collaborative and
independent research.
Second, you will notice that graduate students receive individual attention and support
from departmental faculty and staff. A small number of students enter graduate school; hence the
student/faculty ratio is smaller. Faculty take a personal interest in their students' academic and
professional development. Graduate students are encouraged to meet with faculty members, get
to know them, and develop mentoring relationships and research partnerships. School
psychology students matriculate through the program with a closely knit cohort of their peers.
Students are encouraged to develop professional relationships and friendships both within and
across cohorts. In addition, there are numerous opportunities for faculty, staff, and graduate
students to socialize in more relaxed and informal settings.
Third, you will notice that organizational skills are crucial in graduate school. You will
understand the importance of carefully organizing your daily schedule in order to more
efficiently maximize your time. This is particularly true for applied professional training
programs such as the SPP. From a student's perspective, there may seem to be an endless stream
of important assignments and activities related to course work, practicum, assistantships, and
research. There are also deadlines of which to be aware; departmental and university forms to fill
out; and rules, regulations, and procedures of which to keep abreast. Students are expected to
remain informed of important information that affects their professional preparation and future
Our goal as SPP faculty and Educational Psychology support staff is to enable your time
with us to be as successful, rewarding, and productive as possible. Toward this end, we have
developed this program handbook that you will be continually referring to throughout your time
with us.


The Specialist Program Handbook is designed to provide students with information for
successful matriculation through their program of studies in the School Psychology Program at
the University of Florida. Please find included in the handbook policies and procedures set forth

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by the Program, the Department of Educational Psychology, and/or the University of Florida
Graduate School. Needed information that is not contained in this Handbook can be provided by
faculty advisors, the SPP Director, or may be obtained from one of the following sources:

University of Florida Graduate Catalog

University of Florida Graduate Student Handbook

You should become well acquainted with all relevant policies and procedures contained
in handbooks and catalogs provided by the Program and the University Graduate School. Please
save this SPP Handbook, as a source of reference throughout your graduate study. Keep in mind
that this document is intended as a supplement to regular consultation with the SPP Director and
a faculty advisor. The University of Florida SPP Handbook is updated and revised on a regular


The Department of Educational Psychology offers three major graduate programs:
Educational Psychology, Research Methodology, and School Psychology. All programs offer
programs leading to a Masters (MAE or MED) and/or Doctoral (PhD) degree, with the School
Psychology Program also offering the Education Specialist (EdS) degree.
Upon admission to the School Psychology Program (SPP), you are assigned a temporary
faculty advisor, who will work closely with you during your first year in the program. Your
faculty advisor is responsible for guiding your selection of courses, and along with the SPP
Director and Department staff, assisting you with the paper work and procedures necessary for
the administration of your graduate program. Make an effort to get to know your advisor and the
entire school psychology faculty, as soon as possible. It is expected that you will take the
initiative in seeking out your faculty advisor when necessary. Schedule meetings with your
advisor to discuss your transition to graduate school, program requirements, professional
interests, future career goals, and the selection of a faculty advisor who will serve as the chair of
your specialist supervisory committee. The SPP expects that your faculty advisor may change as
you get to know the faculty and select an advisor that you are both comfortable with and shares
your professional interests and goals.
Communication within the program occurs through various means and is designed to
enhance your understanding of course and practicum requirements, program policies, changes
that occur in the program, and issues such as licensure and certification that effect your future as
a school psychologist. A primary means of communication is use of the program list serve that is
operated by the School Psychology Graduate Student Association (SPGSA), and notices that are
sent by the Program Director to specific cohort groups. Each August, prior to the beginning of

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the fall semester, an "All Program" Meeting is held that all enrolled students are required to
attend. Additional program meetings are scheduled at the discretion of the Program Director.
Each student has a mailbox in the Department of Educational Psychology Office, and upon
entering UF as a graduate student you will also have an email address assigned. Students are
advised to check their mailboxes and email accounts on a regular basis. During your graduate
study it is important that we maintain an accurate address, telephone number, and email address
for you. These should be given to the Graduate Secretary in the Department of Educational
The SPP Committee meets on a monthly basis to plan program activities, discuss needs
and issues, review student progress, and engage in short-term and long-term planning. This
committee also discusses program policies and procedures in relation to the Department of
Educational Psychology, the College of Education, and the University of Florida Graduate
School. In addition to SPP faculty, student representatives are members of the committee.
Student representatives, elected by each cohort group, meet with the SPP Committee. Students
are urged to share ideas and issues with their student representatives in order to have input into
SPP decisions, changes, and future planning.


The School Psychology Program (SPP) at the University of Florida prepares school
psychologists as scientist-practitioners who, through their services, promote the psychological
and academic development of children and youth. Specialist training in the SPP consists of 80
graduate credit hours, including a year-long internship, and leads to the EdS degree. The SPP
specialist program is fully accredited by the Florida Department of Education and is approved as
a "Nationally Recognized" Program by the National Council for Accreditation of Teacher
Education (NCATE) through the National Association of School Psychologists (NASP).

School Psychology Program Philosophy and Goals

The mission of the University of Florida's School Psychology Program (SPP) is to
prepare school psychology practitioners whose activities promote the psychological and
educational development and well-being of children and youth. The program is grounded in a
scientist-practitioner model as reflected in its commitment to a synthesis between science and
practice throughout all academic and professional preparation opportunities. As scientists,
students develop a solid foundation of content knowledge in core areas of psychology,
education, research methods, and professional school psychology. SPP students effectively
utilize this body of evolving knowledge to prevent, assess, and intervene regarding psychological
and educational issues impacting children, families, and institutions; and to evaluate basic and
applied research. Program faculty strive to demonstrate that scholarly and applied practice roles
are not distinct, and instead are inextricably linked when considering the work of school
psychologists across a diverse range of practice settings.

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The SPP is committed to preparing future school psychologists to assume professional
leadership roles in university, school, and community settings. Across these settings, school
psychologists work to ensure positive educational outcomes for all children and youth, and
utilize their professional knowledge and skills to function as change agents. School
psychologists help others understand and attain their educational, legal, and individual rights and
work to promote change at various levels. To fulfill these critical roles, SPP students develop
competencies that sustain their ability to provide a comprehensive range of direct and indirect
psychological services to children, youth, their families and educators. This includes competency
to use a wide variety of assessment methods; to consult with families, educators and other
professionals; to design and implement direct and indirect interventions tailored to individual
and group needs; to develop prevention and other intervention programs that promote optimal
development; and to evaluate the effectiveness of interventions, programs, and other school
psychological services.
Professional preparation provided by the SPP is consistent with the program mission,
with particular emphasis on the following four characteristics:

Cognitive-Behavioral Orientation. While the SPP exposes students to a range of
psychological orientations that are evident in school psychology research, scholarship, and
professional practice, emphasis is placed on a cognitive-behavioral orientation. This orientation
recognizes the interrelationship of thoughts, feelings, and behavior and serves as a foundation for
much of the program coursework, practice experiences, and program competencies.

Schools as Organizations. The SPP emphasizes schools as a crucial context for
educational and psychological development. SPP students develop knowledge, skills, and
expertise in understanding children and youth within the schooling process. This is accomplished
through extensive practice in school and educational settings, with a goal of using professional
knowledge and skills to address needs of individual students and to enhance learning
environments and educational opportunities for all students.

Diversity and Individual Differences. The SPP promotes awareness and sensitivity to the
individual differences and diverse backgrounds of children, youth, families, and educators who
are recipients of school psychological services. Through program experiences and faculty
mentoring, students develop knowledge and appreciation for diversity and demonstrate respect
and the ability to work effectively with others regardless of race, ethnic origin, gender, ability,
economic background, or sexual orientation.

Data-basedDecision Making. An organizing theme for the SPP underscores the view of
school psychologists as professionals who rely on data-based decision making in all areas of
professional practice and development. Through a process of identifying needs, collecting
information, intervening and making decisions, and assessing outcomes, school psychologists
demonstrate their problem-solving skills and improve their ability to intervene effectively. The

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program cultivates this professional perspective through required program experiences, faculty
mentoring, supervision, and feedback. This framework is viewed as critical to the development
of a school psychologist's knowledge and skills while involved in graduate training and as a
guide to future professional development as SPP graduates work to expand and improve their
knowledge of scholarship and related professional practices.

Competency Areas

The SPP prepares specialist students for the profession of school psychology through a
coordinated sequence of coursework; practical experience in applied settings in the context of
practice and internship; opportunities to generate new knowledge through research and other
forms of scholarship; and personal and professional development through interacting closely
with professors, other SPP students, field supervisors, and former program graduates. As a result
of these experiences, at the completion of their program, students will demonstrate competency
in assessment, direct interventions, indirect interventions, research, and professional practice.

Professional Practice Competencies
Assessment Competencies
Direct Interventions Competencies
Indirect Interventions Competencies
Research Competencies

A. Professional Practice Competencies
Al. Demonstrates understanding of the major professional issues that influence the profession
and practice of psychology, including school psychology.
A2. Displays behaviors and attitudes consistent with state and federal laws, rules, and policies
that impact the profession and practice of psychology.
A3. Displays behaviors and attitudes consistent with the Ethical Principles of Psychologists and
Code of Conduct.
A4. Demonstrates effective communication and interpersonal skills when interacting with
children, families, educators, colleagues, and other professionals.
A5. Responds to supervisory feedback to promote personal and professional development.
A6. Demonstrates understanding of the organization and operation of schools, including systems
variables that promote positive learning and behavior in students.

B. Assessment Competencies
B Demonstrates applications of fundamental measurement concepts and psychometric issues
related to the use and interpretation of assessment results with individuals of varying
abilities and from diverse racial/ethnic and linguistic backgrounds.
B2. Demonstrates knowledge of major classification systems and criteria used to diagnose and
identify psychological and educational problems.

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B3. Demonstrates proficiency in administering, scoring, and interpreting a broad range of
methods for assessing cognitive, academic, and social-emotional functioning and
adaptive behavior and skills.
B4. Demonstrates proficiency in conceptualizing and conducting comprehensive assessments
that address referral questions and are consistent with state and local policy and with
legal and ethical guidelines.
B5. Demonstrates proficiency in communicating the results of assessments in written and oral
B6. Demonstrates proficiency in using assessment results to generate academic and behavioral
interventions in school, family, and community settings.

C. Direct Intervention Competencies
Cl. Demonstrates proficiency in interviewing children, parents, and teachers for the purposes of
information gathering, problem identification and analysis, and problem-solving.
C2. Demonstrates understanding of the reciprocal relationship between child characteristics and
environmental variables and their influence on assessment and direct intervention.
C3. Demonstrates proficiency in observing and recording behavior in classrooms and other
settings using a variety of observational methods.
C4. Demonstrates proficiency in using assessment results to generate, implement, and evaluate
direct interventions in ways that demonstrate awareness and sensitivity to individual
differences and diverse backgrounds.
C5. Demonstrates proficiency in applying various direct interventions, including cognitive-
behavioral, counseling, and applied behavioral methods.
C6. Applies a well-grounded theory and scholarship to justify the planning, implementation, and
evaluation of direct interventions.

D. Indirect Intervention Competencies
Dl. Demonstrates understanding of theory and application of prevention models for the
promotion of psychological wellness and educational development.
D2. Demonstrates understanding of organizational and system variables that promote positive
educational and psychological outcomes for all students.
D3. Demonstrates understanding of responses to crises as well as consultation models for
system-level crisis preparation and response.
D4. Demonstrates proficiency in developing and implementing a program for parents or
professionals that addresses the needs of children, youth, and/or their families.
D5. Demonstrates understanding of prominent consultation theories and approaches.
D6. Demonstrates effective consultation skills when working with parents, families, teachers,
and other professionals.
D7. Demonstrates proficiency in evaluating the outcomes of indirect interventions.

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E. Research Competencies
El. Demonstrates understanding of fundamental principles of statistics and research used in
and applied research.
E2. Demonstrates understanding of statistical methods for detecting bias in the assessment of
groups from diverse racial/ethnic and linguistic backgrounds.
E3. Demonstrates proficiency in evaluating basic and applied research in school psychology and
related areas.


The SPP draws upon four main resources to meet program goals: (a) the UF campus and
community, (b) the College of Education, (c) the SPP itself, and (d) students. These resources
provide students with the tools and experiences needed to obtain a solid graduate education and
specialized preparation for the practice of school psychology. Resources are blended to enhance
the general and specific objectives of school psychology students.

UF Campus and Community

The University of Florida is a public, land-grant research university, one of the most
comprehensive in the United States; it encompasses virtually all academic and professional
disciplines. It is the oldest and largest of Florida's ten universities and a member of the
Association of American Universities. Its faculty and staff are dedicated to the common pursuit
of the University's threefold mission: education, research, and service. Teaching-undergraduate
and graduate through the doctorate-is the fundamental purpose of the University. Research and
scholarship are integral to the education process and to expanding humankind's understanding of
the natural world, the mind, and the senses. Service is the University's obligation to share the
benefits of its knowledge for the public good.
These three interlocking elements span all of the University of Florida's academic
disciplines and multidisciplinary centers and represent the University's obligation to lead and
serve the needs of the nation, all of Florida's citizens, and the public and private educational
systems of Florida, by pursuing and disseminating new knowledge while building upon the past.
The University of Florida is committed to providing the knowledge, benefits, and services it
produces with quality and effectiveness. It aspires to further national and international
recognition for its initiatives and achievement in promoting human values and improving the
quality of life.
The University of Florida offers degrees in more fields than all but two universities in the
world. Students benefit from the numerous cultural and community resources typically generated
by a major university. Many of these resources are located on campus and are easily accessible.
Of special interest to students in school psychology are the related professional programs located
on campus, such as Clinical Health Psychology, which is located in the College of Health

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Sciences/Shands Medical Center, and Counseling Psychology and Experimental Analysis of
Behavior, both of which are located in the Department of Psychology. Other desirable features of
the University of Florida include the Brain Institute, the Center for Latin American Studies,
Black Studies, and a host of other multi-disciplinary institutes. Recently, Gainesville was voted
by Money Magazine as one of the most livable cities in the nation.
UF Libraries. The Libraries of the University of Florida form the largest information
resource system in the state of Florida. While the collections are extensive, they may be
supplemented by drawing upon a variety of library services offered through cooperative library
programs. These provide UF's users access to the resources of many other libraries. The libraries
of the University of Florida consist of eight libraries. Six are in the system known as the George
A. Smathers Libraries of the University of Florida and two (Health Sciences and Legal
Information) are attached to their respective administrative units. All of the libraries serve all of
the university's faculty and students, but each has a special mission to be the primary support of
specific colleges and degree programs. Because of the interdisciplinary nature of research,
scholars may find collections built in one library to serve a specific discipline or constituency to
be of great importance to their own research in another discipline. It most likely will be
necessary to use more than one library to discover all resources available at the University that
are pertinent to a particular research interest. The libraries have built a number of nationally
significant research collections primarily in support of graduate research programs.

College of Education

The mission of the College of Education is to prepare exemplary professional
practitioners and scholars; to generate, use, and disseminate knowledge about teaching, learning,
and human development; and to collaborate with others to solve critical educational and human
problems in a diverse global community.
College Departments. The College of Education provides resources to students in the
SPP in a number of ways. The College includes departments of Counselor Education,
Educational Leadership and Policy, Special Education, and Educational Psychology, which
houses the SPP, and the School of Teaching and Learning. The College of Education is
nationally recognized for its programs in bilingual education, early childhood education,
counselor education, special education, and other areas of interest to school psychology students.
Other resources within the College include the Lastinger Center for Learning and the Alliance
Project, which involve research and professional development partnerships with high poverty
schools in Gainesville, Jacksonville, Orlando, and Miami-Dade County.
P.K. Yonge Developmental Research School. The P.K. Yonge Developmental Research
School, established in 1934 as a unit within the College of Education, serves as a vehicle for
research, demonstration, and evaluation regarding teaching and learning. The school's primary
research goal is to enhance instruction in reading, mathematics, science, and foreign languages
using state-of-the-art educational technology. The student body demographically reflects the
state of Florida including students in kindergarten through 12th grade from a wide range of

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ethnic, racial, and socioeconomic backgrounds. School psychology faculty and graduate students
provide school psychological services and conduct research projects involving P.K. Yonge
students and teachers.

School Psychology Program

Resources within the SPP include the school psychology faculty, the resources shared by
the host department, and the extensive network of field placements located throughout Florida.
Resources within the Department include the use of computers, a psychological test library, and
a large faculty with a wide variety of research interests. The SPP has developed an extensive
array of practicum experiences in public schools, hospitals, adolescent/child psychiatric units,
alternative educational settings, child care facilities, P.K. Yonge Developmental Research
School, the Multidisciplinary Diagnostic and Training Program, and other sites on and off

School Psychology Program Faculty. The School Psychology faculty consists of Drs.
Diana Joyce, John Kranzler, Thomas Oakland, Tina Smith-Bonahue, and Nancy Waldron.

Dr. Diana Joyce is an Assistant Scholar in School Psychology and serves as Practicum
Coordinator of the SPP. She received her Ph.D. in School Psychology from the University of
Florida in 2000. Her primary areas of scholarly interest include conduct/behavioral disorders,
temperament, and social-emotional issues. Dr Joyce is a licensed Psychologist and School
Psychologist and supervises practice across four county school systems and nine clinical sites.
She serves on advisory committees and teaches practicum seminars, social-emotional
assessment, and developmental psychopathology.

Dr. John Kranzler is Professor of Educational Psychology and serves as Director of the
SPP. He received his Ph.D. in School Psychology from the University of California, Berkeley in
1990. His major areas of scholarly interest include the structure and development of intelligence,
psychoeducational assessment, and school psychology issues. Dr. Kranzler serves on advisory
committees and teaches Psychoeducational Assessment I, Issues and Problems in School
Psychology, Nature, Nurture and Individual Differences, and Educational Measurement and

Dr. Thomas Oakland is Professor of Educational Psychology. Dr. Oakland received his
Ph.D. in Educational Psychology from Indiana University in 1967. Dr. Oakland was a member of
the school psychology faculty at the University of Texas at Austin, a Fulbright Scholar, and
worked in more than 30 countries. His major areas of scholarly interest include the
psychoeducational assessment of children, international psychology, and children's
temperament. Dr. Oakland serves on advisory committees, teaches Ethics & Law,
Psychoeducational Assessment III, Seminar in School Psychology, and supervises SPP interns.

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Dr. Tina Smith-Bonahue is Associate Professor of Educational Psychology. She
received her Ph.D. in School Psychology from the University of North Carolina at Chapel Hill in
1994. Her major areas of scholarly interest include early childhood development, family
interventions, early childhood psychoeducational assessment, and psychological interventions.
Dr. Smith serves on advisory committees and teaches School Psychology Interventions, and
Measurement and Evaluation in Early Childhood.

Dr. Nancy Waldron is Associate Professor of Educational Psychology. She received her
Ph.D. in School Psychology from Indiana University in 1985 and was a faculty member with the
School Psychology Program before coming to UF in 1999. Dr. Waldron's teaching and research
interests include academic assessment and interventions, school consultation, and the inclusion
of students with disabilities in general education. Dr. Waldron serves on advisory committees
and teaches courses in Academic Assessment and Intervention, School Consultation, Inclusion,
and Cultural Diversity.

School Psychology Program Affiliate Faculty. The SPP has benefited from the
contributions of outstanding adjunct faculty that regularly teach courses and supervise practice.
These individuals have brought their professional experiences into the classroom to benefit
student learning and professional development. Drs. Eric Storch and Marcia Wiesel-Leary hold
Affiliate faculty status with the SPP. Dr. Storch is an Assistant Professor of Clinical Psychology
in Psychiatry at the University of Florida, with additional academic appointments in the
Departments of Pediatrics and Psychology. Dr. Marcia Leary is a school psychologist with the
Alachua County Schools in Gainesville. In 2006, she was named Florida School Psychologist of
the Year by the Florida Association of School Psychologists.


Students are the most valuable resource of the SPP. They shape the SPP and are shaped
by it in the reciprocal process of graduate education. Requirements for admission, opportunities
for financial support and information about the graduate student association and joining
professional organizations are described below.

Application/Admission Requirements

The minimum requirements for admission to the EdS track in the SPP include a GPA of
3.00 and a score of 1000 on the GRE. Occasionally, exceptional students meeting one but not
both of these minimum requirements are admitted.
Formal review of applications by the SPP begins in December for admission the
following fall semester (that begins in August). Completed applications are due to the SPP by
December 15th, applicants are encouraged to submit application materials to the UF Graduate
School by December 15th to ensure review, as a limited number of applicants are admitted each

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year. In a typical year, 12-14 students (EdS and PhD combined) are admitted to the program.
Approximately half of the students in each entering class are pursuing a specialist degree.
Admission to the SPP is competitive. In recent years, less than one-fifth of those applying to the
SPP have been admitted.
Individuals with undergraduate majors in psychology or education are considered to be
best qualified for admission to the SPP. Relevant professional and life experiences are also
considered positively in the application process. The course of study assumes the knowledge of
psychology that one would acquire in most undergraduate psychology programs. Students are
expected to be familiar with developmental psychology, learning theory, abnormal/personality
theory, and statistics/experimental design. Applicants who do not have a background in
psychology are expected to take these courses prior to admission to the SPP or early in the
course of graduate study. Coursework taken to meet such prerequisites is not counted towards
the graduate degree. Undergraduate courses taken prior to or during a student's course of study
do not satisfy graduation requirements.
The University ofFlorida does not discriminate on the basis of age, race, color, national
or ethnic origin, religious preference, disability, or sex, in the administration of educational
policies, admissions, financial aid, employment, or any other University program or activity.

Financial Support

Because the SPP is a full-time program, many students are in need of financial support.
There are three main sources of financial support for SPP students: scholarships, assistantships
(research and teaching), and related work on and off campus. Alumni Graduate Fellows
represent the highest graduate student award available at the University. Funded at nationally
competitive levels, these highly prestigious awards support students in all programs and
departments of the University awarding a PhD. The first class of the "Alumni 100" Graduate
Fellows began in the fall of 1999. The University has steadily increased the number of
fellowships available each year. The Alumni Graduate Fellowships focus on identifying and
supporting students who seek the Ph.D. degree or selected terminal master's degrees (e.g., the
MFA). To ensure that Alumni Fellows receive every opportunity to succeed, the Alumni
Graduate Fellowships provide a full four years of support for qualifying students.
Graduate School Fellowships are named in honor of Dr. Linton E. Grinter, who was Dean
of the Graduate School, 1952-1969. Each year $630,000 is awarded to students in the form of
Grinter Fellowships. The intent of the Grinter Fellowship is to facilitate the recruitment of truly
exceptional graduate students to the University of Florida. Currently enrolled UF graduate
students are not eligible, except in the particular case in which they will be entering a PhD. (or
other terminal degree) program for the first time. Ordinarily, the Grinter is limited to PhD.
students. Exceptions are made for those areas in the University that have a terminal degree
different from the PhD. (e.g. Master of Fine Arts, Architecture, Building Construction, and
Landscape Architecture). Grinter Fellowships are not assistantships. No duties may be required
of the student (except those duties associated with an assistantship held concurrently). Grinter

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Fellowship stipends are normally in the $2,000-$4,000 range. Continuation of the Grinter
beyond the first year (up to a total of three years) is contingent upon satisfactory student
progress. Additionally, the McKnight Doctoral Fellowships are available for African-American
students enrolled in doctoral programs.
In addition to these sources of support, teaching and research assistantships often are
available. Doctoral students and those with excellent academic records generally are considered
first for these positions. Most assistantships are available for serving as instructors for
undergraduate classes within the Department of Educational Psychology, as well as other
departments within the College. SPP students compete with other graduate students in the
Department of Educational Psychology for departmental assistantships. In order to be eligible for
teaching assistantships, SPP students must have already taken a course (or courses) in the subject
area for which they will serve as a teaching assistant. This can be accomplished within the first
or second years in the program. SPP students can increase their chances for being selected for
teaching assistantships if they display exemplary work in these courses. Students are encouraged
to meet with the Department of Educational Psychology department chair to ask about the proper
procedure for applying for teaching assistantships.
Research assistantships are available to students from a number of sources. Individual
faculty members often receive grant monies that can support a research assistant. Individual
faculty with grants often approach students who demonstrate a consistent record of solid
academic performance, dependability, and a strong work ethic. These assistantships frequently
support students for more than 1 year. In addition to an hourly wage, tuition waivers for in-state
matriculation fees accompany many assistantships. Non-Florida Tuition Waivers are available to
eligible out-of-state students with assistantships. For more information on these sources of
financial assistance, contact the Office of Student Services (G416 Norman Hall) or the chair of
the Department of Educational Psychology.

School Psychology Graduate Student Association

The School Psychology Graduate Student Association (SPGSA) is formally recognized by the
Department of Educational Psychology and the University of Florida as a forum for students' academic
issues and professional development. All students enrolled in the UF-SPP are automatic members of
SPGSA. All students are requested to pay a minimal annual membership fee to off-set the expenses of
the SPGSA. Formal duties are the responsibility of a representative group consisting of two (2) students
from each year of the program. These students serve on a volunteer basis for one year, after which time
two additional members will rotate into these positions. Student representatives are selected by their
respective student cohort (i.e., the first-year representatives are selected by the first-year student cohort,
etc.). Responsibilities of SPGSA members are intended and designed to accomplish the following four
* Facilitate greater communication and social interaction among students across years in the UF

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* Establish a behavioral norm among students of academic and professional involvement in school
psychology activities.
* Assist faculty in evaluating the effectiveness of the UF SPP in meeting the resources and needs
of graduate students.
* Establish a clearinghouse for information and opportunities that will prepare students for the
demands of pre- and postgraduate professional work.

Within the SPGSA student representative body, an Executive Board is elected to conduct
administrative duties. The Executive Board consists of the following offices:

* President-Based on input from the entire body of the SPGSA, establishes the agenda for monthly
meetings. The President orchestrates and presides over the meetings.
* Vice-President-The Vice-President supervises special projects and presides over ad-hoc meetings.
* Secretary-The Secretary is responsible for the taking and distribution of minutes from SPGSA
* APA Representative-The APA Representative reports to the SPGSA on current issues and trends
within the APA (American Psychological Association).
* Treasurer-The Treasurer alerts the SPGSA to any funding available through Student Government
and maintains the SPGSA bank account.

The President of the Executive Board is required to attend all SPP faculty meetings. SPP faculty
are not members of the association, and the SPP Director is designated by the university as the faculty
advisor to the group.

Joining Professional Organizations

Professionals are expected to demonstrate their commitment to their profession by
joining and becoming active in professional associations. School Psychologists often hold
membership in one or more state, national, and international associations. Many school
psychologists in Florida hold membership in the Florida Association of School Psychology. In
addition, many are members of the APA's Division of School Psychology (Division 16) and the
NASP. School psychologists interested in the international dimensions of their profession hold
membership in the International School Psychology Association (ISPA). Students in the SPP
also are also members of the School Psychology Graduate Student Association (SPGSA) at UF.
All students are required to maintain a membership in APA, NASP, or both throughout the
duration of their studies.
Students are encouraged to apply for student membership in one or more of these
associations and to attend and make presentations at their annual meetings. Program faculty have
or currently hold offices in each of these associations. Membership application forms for these
associations can be obtained from the SPP Test Library or by contacting program faculty.

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The full-time course of study in the SPP is designed to integrate field experience and
academic study. Through continuous enrollment in practice and internship, rigorous course
work, and supervision of field placements, students continuously apply knowledge and skills in
field settings and generate practical and relevant questions on issues needing further study.
Because of this interwoven sequence of study, part-time study is very difficult. Moreover, non-
degree status in the SPP is not allowed.
All students must meet the standards advanced by the Graduate School, College, and
Department, as well as the SPP. All SPP requirements are congruent with standards from these
other bodies (e.g., NCATE, NASP). Among the most important standards are those governing
the formation and composition of committees, final examinations, and program plans. Students
should discuss these issues with their advisor early in their graduate career.
The UF Graduate School standards and rules are extensive and binding for all SPP
students. Therefore, students must familiarize themselves with the rules in the Graduate Catalog
and in the SPP Program Handbook. This handbook cannot and does not claim to summarize all
relevant rules and regulations. Students are strongly encouraged to consult the UF Graduate
Catalog, the Graduate Student Handbook, and their faculty advisor for additional information.
Students occasionally enter the program with previous course work or experiences that
may allow or require alteration of the typical program. Such changes must be negotiated in
advance with the student's advisor and other relevant individuals, such as the department chair,
director of graduate studies, and relevant faculty, regarding the acceptability of the proposed
changes. A Planned Program of Study must be written and approved to finalize any proposed
change. This is a formal contract of the course of study and should be filed no later than the
second semester of graduate study.

Course Requirements for the EdS Degree in School Psychology

DEP 6099 Survey of Developmental Psychology 3
OR EDF 6113 Educational Psychology: Human Development

EDF 6215 Learning Theory 3
OR EXP 6099 Survey of Cognition and Perception 3

SOP 6099 Survey of Social Psychology 3
OR EDF 6938 Social Psychology of Education

SPS 6195 Developmental Psychopathology

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TSL 6700 Issues in ESOL 3
SPS 6193 Academic Assessment & Interventions for Diverse Learners 3

EDF 6403 Quantitative Foundations of Educational Research 6
OR EDF 6400 Quantitative Foundations of Educational Research: Overview 3
EDF 6402 Quantitative Foundations of Educational Research: Inferential
Statistics 3

EDF 6910 Supervised Research 3

SPS 6052 Issues and Problems in School Psychology 3
SPS 6815 Ethics & Law in Psychology 3
SPS 7931 Internship Seminar in School Psychology 2

SPS 6191 Psychoeducational Assessment I: Cognitive 3
SPS 6192 Psychoeducational Assessment II: Social/Emotional 3
SPS 6197 Psychoeducational Assessment III: Learning Disabilities

SPS 6410 Interventions I: Applied Behavior Analysis 3
SPS 6707 Interventions II: Cognitive Behavioral Approaches 3
SPS 6708 Interventions III: Counseling & Systems Level Interventions 3
SPS 7205 School Consultation 3

SPS 6941 Practicum in School Psychology 6
SPS 6942 School Psychology Practicum II 6
SPS 7949 Internship in School Psychology 12

Sequence of Study

SPP courses reflect an integrated and sequential program of study, thus they must be
taken in a specific sequence. Practice form an integral and essential component of professional
training. Because practice in the SPP provide opportunities for students to practice, under
supervision, the application of knowledge and specific skills taught in a particular course,

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specific practicum must be taken each semester in the program. Students are advised to carefully
select courses required by the SPP, but not taught by the SPP faculty (e.g., statistics and research
methods, foundations courses). The SPP courses are listed below by semester. A minimum of 12
graduate hours is required by the Graduate School for full-time enrollment during the fall and
spring semesters for students not on appointment. Specialist students are awarded an EdS degree
upon completion of all program requirements. A Masters degree is not awarded to students
completing the specialist program. Please note that non-SPP course offerings may be subject to

Students in the EdS track must enroll for 3 credit hours of practicum (SPS 6941) during the fall
and spring semesters of their first 2 years in the School Psychology Program. All students
accruing supervised practicum hours during the summer must enroll for at least 1 credit hour of
practicum. All students who are working in practical settings with primary intention of
completing portfolio requirements also must enroll for at least 1 credit hour of practicum during
the semester in which they are placed. The number of credit hours that must be taken will depend
upon the nature of the practicum experience and requisite supervision and will be determined by
the Practicum Coordinator. All practicum and other applied placements require a minimum of
one day per week in the applied setting.

First Year Credits
Fall Semester
SPS 6052 Issues and Problems in School Psychology 3
SPS 6410 Direct Interventions I: Applied Behavior Analysis 3
SPS 6193 Academic Assessment & Interventions for Diverse Learners 3
SPS 6941 Practicum in School Psychology 3

Spring Semester
SPS 6191 Psychoeducational Assessment I: Cognitive 3
SPS 6941 Practicum in School Psychology 3
EDF 6403 Quantitative Foundations of Educational Research 6
Selected course in Social Psychology 3

Summer Semester
SPS 6195 Developmental Psychopathology 3
Selected course in Educational or Psychological Foundations 3
Selected course in the area of Educational Foundations 3

Second Year
Fall Semester
SPS 6192 Psychoeducational Assessment II: Social/Emotional 3
SPS 6707 Direct Interventions II: Cognitive-Behavioral Approaches 3

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SPS 6942 School Psychology Practicum II 3
SPS 6815 Ethics & Law in Psychology 3

Spring Semester
SPS 6197 Psychoeducational Assessment III: Learning Disabilities 3
SPS 6708 Direct Interventions III: Counseling & Systems Level Interventions 3
SPS 7205 School Consultation 3
SPS 6942 School Psychology Practicum II 3

Summer Semester
Selected course in Human Development or Learning
Supervised Research 3

Third Year
Fall Semester
SPS 7949 Internship in School Psychology 6
SPS 7931 Internship Seminar in School Psychology

Spring Semester
SPS 7949 Internship in School Psychology 6
SPS 7931 Internship Seminar in School Psychology 1

Note: Careful selection of non-SPP courses will allow students to complete the program in the
prescribed time. Keep in mind that SPP courses are offered only once per year and must be
taken in the prescribed sequence.


Faculty Advisor & Selection of Supervisory Committee

By the end of the first year of study, students should select a faculty advisor and chair of
their specialist supervisory committee. The duties of the chair and supervisory committee are to
provide advice, check on progress, supervise the preparation of the dissertation, and conduct the
final examination. For the EdS degree, the supervisory committee must consist of two faculty
members of the SPP. In addition, the chair must be a member of the UF graduate faculty.
Selecting a chair is an important decision made in the early stages of program. Students
work most closely with their chair in developing an area of professional interest, completing
portfolio requirements, and discussing internship options. The chair provides expertise in the
student's area of interest, specific feedback on work, and support. Before inviting a SPP faculty
member to chair the supervisory committee, students should carefully consider two major issues:

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(a) how well they would work in collaboration with the faculty member, and (b) how much
expertise he or she has in their area of professional interest. This information can be obtained by
meeting individually with prospective faculty members, by reading their published work, and by
talking with other faculty members and with students who have worked under the guidance of
prospective chairs. After gathering this information, students are advised to meet with the faculty
members) they are considering. They should ask questions that will help them decide whether
he or she would be a good chair for their graduate program, particularly with regard to
expectations and roles. Establishing clear, direct communication with a chair is very important.
Students should not necessarily expect a faculty member to agree to chair their committee,
especially if they do not have a clear area of professional interest.
After obtaining a commitment from a faculty member to chair the committee, students
then discuss prospective committee members with him or her before issuing invitations. The
chair may have specific recommendations for the committee. In addition, it is important for
students to know the time frame of the project. Faculty members may go on leave of absence or
on sabbatical. Some faculty members may choose not to be available while on sabbatical or
during the summer months and thus may be unwilling to meet with students or to attend
meetings and provide feedback on written work. Replacing a committee member can be difficult,
especially in the later stages of a degree program. Students are not allowed to replace committee
members in the semester in which they intend to graduate.

Terminal Degree Change

Students admitted to the EdS program occasionally decide that they would like to pursue
doctoral studies. When this occurs, SPP faculty will consider their application to the doctoral
program similar to the regular admissions process. An application for a change in terminal
degree should occur during the fall semester of their second year in the program. Students should
write a letter to the SPP Director indicating their intention to change their terminal degree from
the EdS to the PhD. They also should reactivate their admission file by contacting the Graduate
Secretary in the Department of Educational Psychology. Students must submit a revised
statement of purpose and may add any additional information (e.g., updated letters of
recommendation) to their admissions file as they deem appropriate. In addition to information
contained in the application file, the following information gathered during the student's tenure
in the Program will be considered: (a) progress during the first year of the SPP will be
considered as evidence of academic potential (i.e., UF Graduate GPA of 3.70 or higher, with no
grades of "I" or "U" on transcript); (b) progress toward completion of the Publication Quality
Empirical Research Study or Master's thesis (e.g., approved proposal, etc.) and other research
activities (e.g., independent research, participation in research projects, and/or research
assistantships) will be considered as evidence of research potential; and (c) annual student
evaluations will be considered as evidence of academic potential, research potential, and
communication and interpersonal abilities.

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Continuous Enrollment

The SPP and the UF Graduate School require continuous enrollment until the completion
of the EdS degree. If a student fails to enroll in appropriate course work for two successive
semesters they will be dismissed from the program. Reapplication through the regular admission
process, where the student is treated as a new applicant, is then required for readmission.
However, a student may request a leave of absence for a period lasting no longer than one year.
These requests, submitted in writing to the Program Director, must be approved by the SPP
faculty. Requests are usually granted if the student is in good standing and has good and
sufficient reasons for the leave of absence.

Satisfactory Academic Progress

The only passing grades for graduate students in the SPP are A, B+, B, C+, C, and S. In
5000-level courses and above, C+ and C grades count toward a graduate degree if an equal
number of credit hours in courses numbered 5000 or higher have been earned with grades of B+
and A. Grades points are not designated for S and U grades; these grades are not used in
calculating the GPA. Grades of S (Satisfactory) and U (Unsatisfactory) are the only grades
awarded in courses numbered 6910 (Supervised Research), 6941 (School Psychology
Practicum), 6973 (Individual Project), 7979 (Advanced Research), and 7980 (Doctoral
Research). Additional courses for which S and U grades apply are noted in the departmental
offerings. Students must receive a grade of S in all courses graded S/U before they will be
allowed to begin the internship. Grades of I (Incomplete) must be removed no later than the end
of the semester following the semester in which the grade of I was assigned. Grades of "I" carry
no quality points and lower the overall GPA. ALL GRADES OF I, X, D, E, or U MUST BE
OF A GRADUATE DEGREE. In addition to satisfactory progress in academic coursework,
students must meet expectations in each area of training competency (see pp. 8-10). Overall
progress in each competency area will be evaluated during the annual student review at the end
of each academic year.
Any graduate student may be denied further registration in the University or in a graduate
program such as the SPP should scholastic performance or progress toward completion of the
planned program become unsatisfactory to the SPP, Department, College, or Dean of the
Graduate School. Failure to maintain a B average (3.00) in all graduate coursework is, by
definition, unsatisfactory. Students failing to maintain a B average (3.00) in graduate coursework
required by the SPP for two consecutive semesters will not be allowed to continue in the SPP.

Grievance Procedures

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If a student in the SPP believes that he or she has been subject to improper demands or
procedures, the matter may be brought to the attention of the Program Director by filing a
grievance. A grievance should only be filed after first trying to resolve the situation with the
individuals) involved. A grievance is defined as, "dissatisfaction occurring when a student
thinks that any condition affecting him or her is unjust or inequitable or creates unnecessary
hardship. Areas in which student grievances may arise include scientific misconduct, sexual
harassment, discrimination, employment-related concerns, and academic matters" (UF
Handbook for Graduate Students, page 48). Upon receipt of the written grievance, a meeting will
be scheduled with the Program Director to discuss the nature of the complaint. The student and
the program director may elect to have one or more individuals present at the meeting.
During the meeting information will be gathered regarding the nature of the complaint.
After the problem has been identified, alternative actions will be explored for the purpose of
resolving the complaint. If successful, parties involved in the complaint will be informed of the
outcomes of the meeting and steps taken to monitor actions plans until completion.
If the student is not satisfied with the outcome of the meeting with the Program Director,
he or she may appeal any decision or proposed action to the Chair of the Department of
Educational Psychology. The Program Director will forward all information relevant to the
grievance onto the Department Chair. At this point, the grievance procedures of the University of
Florida will be followed as specified in the UF Handbook for Graduate Students (page 48-50).


Assessment & Evaluation System

The UF School Psychology Program (SPP) utilizes a comprehensive, multi-method,
multi-source process to assess candidate learning and professional development to ensure that all
candidates acquire and integrate the knowledge and skills needed to be effective school
psychologists prior to graduation. The following sections describe major assessment components
of the program. Program faculty reserve the right to alter the exact components of each method
to correspond with program goals and requirements, as well as requirements from accreditation
bodies. Candidates will be given sufficient notice of any changes to properly prepare and
complete each component.
The major components of the SPP Assessment and Evaluation System are presented and
described below.

Year I and Year II

Course-embedded assessments conducted in courses and practicum and may include exams,
papers, reports, presentations, videotapes, simulations, and case studies

Practicum Performance Appraisal evaluation forms completed by field-based supervisors and
faculty to assess knowledge and professional competencies, professional behaviors, and

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interpersonal characteristics.

Working Portfolio an on-going collection of evidence to document candidate progress in
meeting program goals and competencies completed during the first two years in the school
psychology program.

Annual Student Evaluation a summary of candidate progress in the program that includes
completion of evaluation forms by faculty, assistantship supervisors, practicum field-based
supervisors, and a candidate self-evaluation.

Year III

Intern Performance Appraisal an evaluation completed by field-based supervisors to assess
knowledge and professional competencies, professional behaviors, and interpersonal
Professional Portfolio a collection of evidence to document attainment of program goals and
competencies and demonstrate preparation for entry-level professional practice in school
psychology. The professional portfolio is completed during the internship year in the specialist

Qualifying Examination written and oral examination of candidate competency in areas
consistent with program goals and objectives. The completed Professional Portfolio will
constitute the written examination. The oral examination will be conducted by the candidate's
supervisory committee and will involve a review of components of the Professional Portfolio.

Certification Examination obtain a passing score on all sections of the Florida Teacher
Certification Examination (FTCE) including General Knowledge, Professional Education, and
Subject Area in School Psychology; and the ETS-Praxis II Subject Area Exam in School

Annual Student Evaluation

At the end of each academic year, students receive an annual evaluation of their
professional development and progress. Information for this evaluation is collected from a
diverse range of individuals. Information considered in the annual review process includes:

* Academic Performance forms completed by all SPP faculty who have had substantial contact
with the student over the course of the year. This results in 3-5 completed evaluations for
each student.
* An Annual Student Progress form completed by an Employer/Supervisor typically connected
to a student's teaching or research assistantship. If this supervisor happens to be a school

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psychology faculty member, students will be encouraged to solicit one evaluation from a
course instructor, research mentor, or employer outside of the Program.
* Practicum Evaluation Forms completed for the fall and spring semesters by an on-site
supervising psychologist.
* Review of graduate transcripts to provide information about overall GPA and courses
competed in the past year.
* Completion of a self-evaluation using the academic performance, employment, and
practicum evaluation forms. Students also submit an annual activity report that summarizes
coursework, practicum experiences, research experiences, and dates for completion of
program requirements.

The SPP faculty meet as a group to review the evaluation forms and discuss each
student's progress. The Director of the SPP, in conjunction with the student's advisor, then
completes a written summary of the discussion. A formal letter of evaluation is completed by the
SPP Director and forwarded to each student. Faculty members meet individually with their
advises to discuss the faculty's evaluations, along with the student's self-evaluation. The
purpose of this meeting is to discuss academic and professional progress as well as future plans
and goals. The meeting also is intended to provide students with an opportunity to provide
feedback to faculty regarding the evaluation and the SPP in general. The signature of the student
is required to indicate receipt of the letter. If the student wants to contest any portion of the
evaluation letter they have the option of submit a written statement to the Program Director
identifying any disagreement or concerns they have with the evaluation. The annual evaluation
letter and any student dissent statement are kept in the student's program file.

Portfolio Contents

A portfolio is a systematic and organized collection of evidence concerning a candidate's
knowledge and professional competencies. The portfolio is used to demonstrate that candidates
possess the specific professional competencies that are expected in the UF School Psychology
Program. The content of the portfolio will include samples of work that have been completed
throughout the program, as well as work created specifically for the portfolio. The process of
putting together the portfolio has been divided into two phases, working and professional. The
Working Portfolio is created during the first two years in the program and generally reflects
products from course work and practicum. The Professional Portfolio includes the content of the
Working Portfolio, as well as additional products that are developed during the second and third
years in the program. Portfolio defenses are scheduled during the spring semester of the
internship year (typically in February). Therefore, candidates in the specialist program will be
completing the Professional Portfolio during the internship year.

Current Vita A revised, up-to-date curriculum vita that includes education, professional
positions, practicum experiences, professional memberships, awards or recognition, conference

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presentations, and publications.

Statement of Professional Goals A current and updated statement of professional goals which
details a) short-term and long-term career/professional goals and plans after completion of the
degree program, and b) the candidate's specific goals and plans for the remainder of the

Attendance at Professional Conferences/Workshops Documentation of attendance at
professional conferences, in-services, workshops, and other professional meetings.

Four Psychological Evaluations with Reflection Paper -Four examples of psychological reports
that address a range of academic and behavioral concerns. Psychological reports should include a
reason for referral, background information, range of assessment procedures appropriate to the
referral concern, discussion of assessment data, and recommendations. Each report must be
accompanied by a reflection paper that discusses the comprehensiveness of the evaluation and
connections to the professional literature and research.

Working Portfolio

Professional Portfolio

Two examples of psychological reports that represent evaluations
completed during course work, practicum, or other professional
experiences. One evaluation must address an academic concern,
and one an emotional/behavioral concern.

Two examples of psychological reports that represent evaluations
completed during advanced practicum or internship. One
evaluation must address an academic concern, and one an
emotional/behavioral concern.

Five Intervention Case Studies with Reflection Paper- Five examples of intervention case studies
that demonstrate a range of intervention competencies including behavioral intervention,
counseling, and consultation. Each case study must address the following areas: background and
context of the problem, a description and analysis of the problem, goals for intervention, a
specific description of the intervention, collaboration efforts with school, family, and/or
community-based individuals, outcome data and a discussion of the results of the intervention.
Each case study must be accompanied by a reflection paper that demonstrates how the
intervention reflects a selected theoretical orientation, as well as connections to the professional
literature and research.

Working Portfolio

Three examples of intervention case studies that were completed
during course work, practicum, or other professional experiences.
The completed case studies must include a behavioral intervention,
a counseling intervention, and a consultation. At least one of the

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three case studies must address an academic concern.

Professional Portfolio Two examples of intervention case studies that were completed
during advanced practicum or internship. The completed case
studies must include a direct (counseling or behavioral
intervention) and an indirect (consultation at the individual or
systems-level) intervention. Case studies should demonstrate that
the interventions) resulted in measurable, positive impact on
children, youth, and/or families.

Research Proposal A research proposal completed as part of a course requirement that
proposes an empirically-based research study in an area of interest. The proposal should include
a literature review, statement of the research problem, and proposed research design.

Response to an Ethical/Legal Dilemma A short paper that discusses the resolution of an
ethical/legal dilemma. Candidates may propose a specific legal or ethical dilemma they have
encountered in practicum and/or internship or select from a list of dilemmas developed by the
program faculty. Candidates will apply specific principles from the Principles for Professional
Ethics (NASP, 2000) and Ethical Principles of Psychologists and Code of Conduct (APA, 2002).

In-service Training Program or Workshop Substantive contribution in the development and
presentation of an in-service workshop or program to an educational, community agency, or
family/parent organization or group. Evidence provided should include a detailed outline of the
presentation, specific objectives and expected outcomes, and samples of handouts and materials
used during the presentation.

Annotated Bibliography and Research Critiques Compile an annotated bibliography in a
specific area of professional interest. From the bibliography, select two empirically-based
research articles and complete a research critique.

Guidelines for Completion of Portfolio Products

To assist candidates in the preparation of the portfolio, specific guidelines are provided
regarding the organization of the portfolio, as well as specific products that require more detailed
instructions. These guidelines should serve as a starting point for candidates and faculty
advisors as they work collaboratively to develop a portfolio that appropriately reflects the
competencies of the UF SPP and the individual knowledge, skills, and experiences of the

General Organization of the Portfolio

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A portfolio that is submitted to faculty for review should follow these general guidelines
with regard to appearance and presentation:

Organize portfolio in a three-ring binder of appropriate size for the volume of products
Select a binder that has a professional appearance
Include identifying information on the front and spine of the binder
Include a Table of Contents
Use clear plastic inserts or other appropriate system to display products
Divide sections in the binder by using tabs that are labeled and extend beyond inserts
Layout/ presentation quality of each product should be clear and easy to read
Products should be free of spelling/grammatical errors and instructor comments
All identifying information regarding clients should be removed from each product
In consultation with your faculty advisor select the best exemplars of your work

Intervention Case Study
The purpose of the Intervention Case Study is to demonstrate that candidates possess the
knowledge and professional skills to collaborate with families, school, and community-based
professionals in designing, implementing, and evaluating interventions that effectively respond
to the educational and mental health needs of children and youth. The candidate is able to
integrate knowledge and skills in delivering a comprehensive range of services that result in
measurable positive outcomes for children and youth.
The case study must focus on a direct (behavioral intervention, counseling) or indirect
(consultation) intervention that the candidate was responsible for developing, implementing, and
evaluating. Case studies may involve academic and/or behavioral/social concerns and may
reflect interventions conducted in a home, school, or community setting. Candidates should
consult with a faculty advisor to determine the cases that are best suited for inclusion in the
It is expected that case studies included in the Professional Portfolio demonstrate
measurable, positive outcomes for children, youth, or families who are the recipients of
intervention services.
The case study should be 8 to 10 pages in length and address the following areas:

1. Background and Context of the Problem
Problem is identified in observable, measurable terms
Present and expected level of performance is described
Baseline data is provided

2. Description and Analysis of the Problem
Assessment procedures are described
Hypotheses are discussed
Specific goals for the intervention are presented

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3. Intervention Design & Implementation
Description of the intervention
Description of phases/steps in implementation of intervention
Discussion of factors that effected the design and implementation of the intervention
Discussion of collaboration efforts with family, school and/or community-based
Include a sample of all relevant intervention materials

4. Evaluation and Outcome of the Intervention
Provide outcome data and discussion of results
Include a graphic presentation of data
Discussion of progress toward established goals
Discussion of future needs for intervention/support

Reflection Papers
Each psychological evaluation and intervention case study included in the portfolio must
be accompanied by a 5 page single-spaced reflection paper. The purpose of each paper is to
consider the actions and decisions made during the assessment and/or intervention process. The
papers should demonstrate an understanding of a theoretical orientation and reliance on
empirically-based research and the professional literature. Additionally, each candidate should
demonstrate their ability to critique their own professional decisions and practices and thus
demonstrate continuing professional growth and development.

Psychological Evaluations For each evaluation included in the portfolio address the
following issues and questions in the reflection paper.
1. Based on the referral question, what was the purpose of this evaluation (diagnosis,
program planning, intervention development, eligibility determination)?
2. How did the referral question guide the assessment process? To what extent did the
techniques selected adequately address the referral question and child's needs? What
would you do differently in terms of selection of techniques?
3. What legal and/or ethical considerations affected the selection of the measures and
techniques used in the evaluation? For example issues related to special education
services and supports and/or issues related to the reliability and validity.
4. Discuss theoretical or empirical bases used in the interpretation of findings. To what
extent are the conclusions in the report supported on these bases?
5. Discuss the link between assessment and possible interventions. To what extent does
this report provide evidence for the development and evaluation of intervention
strategies? If you find the report inadequate in this regard, how would you change the
assessment process to improve the link between assessment and intervention?

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Intervention Case Studies For each case study included in the portfolio address the
following issues and questions in the reflection paper.
1. Identify and discuss the primary theoretical orientation or model that was selected to
guide the intervention process. Provide a rationale for the selected theoretical
orientation or model. How did the selected orientation or model affect the methods,
decisions, and outcomes of this intervention?
2. Identify the type of intervention used as either direct (behavioral intervention,
counseling) or indirect (consultation) and explain the rationale for this selection.
What are the benefits and limitations of the selected type of intervention given the
primary concerns in the case? Upon reflection, would you choose a different type of
intervention for a case like this in the future? Why or why not?
3. Discuss the empirical bases for the selected intervention. What other interventions did
you consider? Provide a rationale for why the selected intervention was appropriate
or not based on the assessment data, the needs of the client, and the professional
4. To what extent did the intervention result in "measurable positive changes for the
client?" Was the change sufficient? What are the primary factors that contributed to
this positive or negative change?

Research Proposal
The research proposal may be completed as part of a course requirement that involves the
development of an empirically based research study in an area of interest. The proposal should
include a literature review, statement of the issues addressed by the research, and proposed
research design. The proposal should be approximately 20 pages double spaced and in a style
consistent with the APA Publication Manual (5th edition). Candidates should consider the
following guidelines when completing the research proposal:

Basic components of paper are title page, abstract, literature review, methods section, and
evaluation section.
Based on the identified topic or area of research, select and synthesize the relevant
literature surrounding that topic, establish guiding research questions, and propose a
specific research study. Identify how your proposed research question clearly fits with
existing literature.
The Literature Review should consider current research related to the identified topic.
Approximately 20 references should be used that are drawn from a range of scientific
journals. A clear statement of the research problem must be included.
The Methods section should identify the specific procedures and details needed to
conduct the proposed experimental investigation including participants, setting,
materials, dependent variable(s), data collection and reliability of methods, experimental
design, data analysis, and procedures that identify step-by-step how the research will be
carried out.

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*The evaluation section should identify how you will determine the effectiveness of your
proposed study. Identify the findings you expect to obtain and how that finding will
advance the services, the field, and professional literature.

Response to an Ethical/Legal Dilemma
Candidates will write a 5 to 6 page, single-spaced paper, consistent with APA 5th Edition
format, that discusses an issue that has important legal and ethical dimensions and is important to
the practice of school psychology. Candidates may propose a specific legal or ethical dilemma
they have encountered in practicum and/or internship, or select from a list of ethical dilemmas
available from the school psychology faculty. The selection of the specific issue or dilemma
should be done in consultation with a faculty advisor.
Candidates will demonstrate knowledge of the APA ethics code and the NASP principles
of professional ethics, together with relevant state and federal judicial opinions, statutes, codes,
rules, and policies.
The paper will be evaluated on the extent it addresses the following:
the issues are defined clearly
the potential legal and ethical issues are identified
relevant state and federal judicial opinions, statutes, codes, rules, and policies are
identified and discussed
relevant sections of the ethics code are identified and discussed
a suitable program of action that addresses the issue is discussed
methods to prevent the future occurrence of this issue are identified and discussed
knowledge of a problem-solving model applicable to legal and ethical issues is

Annotated Bibliography & Research Critiques
Compile an annotated bibliography in a specific area of professional interest (e.g., applied
behavior analysis, early intervention, inclusion, academic supports, adaptive behavior, ethics in
school psychology, cognitive evaluation). From the bibliography, select two empirically based
research articles and complete research critiques based on the following guidelines.

1. Guidelines for annotated bibliography:

Confer with your advisor to approve the topic area selected for compiling the annotated
bibliography as well as the general direction and scope the bibliography should take.
Identify and annotate 20 articles in one area of research. The majority should be
empirically based. However some articles that discuss or review/summarize the area of
research are acceptable to include.
In general, the bibliography should include those articles that are significant and relevant
to the topic selected, provide an overview of the topic, and details about the topic, as well
as historical and current/future perspectives.

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* An annotated bibliography includes a list of citations to books, articles, and other
documents. Each citation is followed by a brief (e.g., 150 words) descriptive and
evaluative paragraph. The purpose of the annotation is to inform the reader of the
relevance, accuracy, and quality of the sources cited. Annotations are descriptive and
critical; they clarify the author's point of view and information included in the text. This
is not an abstract. Abstracts provide descriptive summaries that often are found at the
beginning of scholarly journal articles or in periodical indexes.
* First, locate and record citations to books, periodicals, and other documents that may
contain useful information. Briefly examine and review the actual text. Then choose
those that provide a variety of perspectives on your topic.
* The majority of the articles selected should be recent articles (within the last 10 years),
with only a limited number of key or seminal articles dating back beyond 10 years,
* Cite the book, article, or document using the APA 5th edition style.
* Write a concise annotation that summarizes the central theme and scope of the book or
article. Include one or more sentences that:
o describe the content (focus) of the text
o describe the usefulness of the text
o discuss any limitations that the text may display, e.g. age/grade level included in
sample, language issues, etc.
o describe the intended audience
o evaluate the methods (research) used
o evaluate reliability reported
o discuss conclusions
o describe your reaction to the text


Voeltz, L.M (1980). Children's attitudes toward handicapped peers. American Journal of
Mental Deficiency, 84, 455-464.

As services for severely handicapped children become increasingly available within
neighborhood public schools, children's attitudes toward handicapped peers in integrated
settings warrant attention. Factor analysis of attitude survey responses of 2,392 children
revealed four factors underlying attitudes toward handicapped peers: social-contact
willingness, deviance consequation, and two actual contact dimensions. Upper elementary-
age children, girls, and children in schools with most contact with severely handicapped
peers expressed the most accepting attitudes. Results of this study suggest the modifiability
of children's attitudes and the need to develop interventions to facilitate social acceptance of
individual differences in integrated school settings.

2. Guidelines for Research Critique:

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Obtain approval from your advisor to critique two of the 20 references included in your
annotated bibliography.
The selected articles must be empirically-based.
For each empirical article selected, summarize in 3 to 4 pages the (a) purpose of the
research, (b) methods, (c) type of design used, (d) results, (e) summary of implications,
and (f) strengths and weaknesses of the research (not just the author's ideas but also your
own opinion of the article).

Portfolio Review Process

The portfolio review process is designed to meet the following goals:

* To provide candidates with a systematic and instructional opportunity to 1) assess their own
competencies and progress in the program, 2) demonstrate competencies consistent with
program goals and expected outcomes and 3) reflect on areas in need of further preparation
and training.

* To provide a mechanism for faculty to evaluate candidate progress in the program and
determine readiness for internship and initial professional practice in school psychology.

* To meet university and program requirements for completion of a Final Examination to
demonstrate completion of program requirements and competencies.

The acquisition of portfolio products will be monitored each semester through practicum.
Portfolio reviews will be conducted for all candidates in the school psychology program each
spring as part of the annual student evaluation process. Reviews of the Working Portfolio will be
completed by the candidate's faculty advisor. A formal review of the completed Professional
Portfolio will occur during the spring semester of the internship year. This final review of the
portfolio will be conducted by the candidate's supervisory committee and will serve as the Final
Examination for the EdS degree. A review of the entire contents of the portfolio will be
completed by each supervisory committee member, followed by an oral examination conducted
by the entire committee. To pass the Final Examination and be recommended for graduation,
students must pass both the written and oral portions of the exam.

State & National School Psychology Examinations

Successful completion of state and national school psychology examinations are required
by the SPP, the UF College of Education, and the State of Florida in order to obtain a degree in
school psychology. All students in state-approved educator preparation programs at the

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University of Florida must pass all pertinent sections of the Florida Teacher Certification
Examination (FTCE). To obtain a degree in School Psychology there are three sections of the
FCTE to complete: General Knowledge, Professional Education, Subject Area Exam in School
Psychology. Students must receive a passing score on all sections of the FCTE, as established by
state guidelines, prior to graduation. This requirement applies to all students graduating from the
UF SPP, even if you intern or intend to seek a position outside of the state of Florida.
Additionally, the SPP requires that all students pass the PRAXIS II exam in School
Psychology that is administered by the Educational Testing Service (ETS). The passing score for
the exam is 660; which is consistent with the standards set by the National School Psychology
Certification Board to become a Nationally Certified School Psychologist (NCSP) and the State
of Florida to become a Licensed School Psychologist.
A suggested examination timeline is included to assist students in completing all college
and program required exams in advance of graduation. Additional questions about examinations
and licensure requirements can be directed the SPP program director or the UF College of
Education Student Services Office in G416 Norman Hall.


University Perspective

Internships are the culmination of a student's professional training. A successful
internship is an interactive, dynamic experience in which the intern applies knowledge and skills
gleaned from coursework to real settings. Successful internships develop abilities (i.e., the
appropriate application of knowledge and skill) for problem identification, hypothesis
generation, intervention, and determination of outcomes. Internships should not merely consist
of exposure to the "real world" or be a source of inexpensive labor for hosting sites. The most
important part of the internship is the growth and development of the intern.
Internships are taken at the end of the student's program of professional preparation.
Students must complete all required coursework prior to the beginning of the internship. Courses
with grades of I, X, D, E, or U are considered incomplete. The final selection of an internship
site is made through consultation with a faculty advisor, the program director, and the university
supervisor of interns. Six hours of credit per semester is awarded for the internship, but no more
than 12 hours of internship credit may be counted toward the minimum units required for the
EdS degree in the SPP.

Field Perspective

Internships consist of a full-time experience in a public school for the course of one year.
Guidelines and requirements put forward by the National Association of School Psychologists
are followed by the program. Generally, this means that EdS interns must work a minimum of

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1200 clock hours, with at least 600 clock hours in a school setting. Half-time placements over a
two-year period, work during summer months in a school setting, and other deviations from a
full-time, school-year internship are made only when the characteristics of the student (e.g.,
previous professional experiences) and of the placement (e.g., year-round school) argue in favor
of meaningful changes.
The SPP encourages students, with the assistance of faculty, to investigate a wide range
of internship possibilities at least 1 year before the internship begins. Every effort is made to
honor student preferences for the location of the internship. Occasionally, however, it is in the
best interest of the students to be placed in internship sites that are not the top choice. All
internship placements must be approved by the school psychology faculty prior to initiation of
the internship. Ultimately, the final decision as to an internship site for each student rests with
the UF school psychology faculty.
Occasionally, students desire to complete the internship at a location out of the state of
Florida. This is permitted under three conditions: (1) the internship meets both NASP and SPP
standards, (2) the interns are provided with university-based supervision, and (3) the internship is
approved by UF school psychology faculty.

Host concerns

Hosting sites are expected to provide a minimum of two hours of supervision per week
per intern. This supervision should be regularly-scheduled, formal "set aside" time for
supervision, reflection, and development of appropriate competencies. This is not meant to be a
time when the intern is taught routines, district policies, etc. The later activities should take place
on a daily basis during the internship time. Host supervisors must be credentialed and have a
minimum of three years of experience in their current place of employment. Host supervisors
may not supervise more than two interns at a time.
All internships are governed by a written contract. It is the responsibility of the university
internship coordinator to explain the contract and negotiate its approval with site supervisors.
Other plans, contracts, etc. required by the host district must be reviewed by the university
internship coordinator in order to approve the internship placement. In order to insure all parties
are informed of internship activities, it is expected that all parties (intern, host, and university)
will receive copies of all documents, letters, etc., pertaining to the internship.

Host supervisors are expected to provide the following:
1. Two hours per week of supervision (one hour may be shared with the university when
logistics permit);
2. A salary commensurate with the duties and actions of the intern;
3. Material resources needed to perform the duties associated with the internship (e.g.,
office space, telephone, secretarial support, test materials);
4. Support for developmental activities of the intern (e.g., funds with availability for in-
service activities and professional conventions);

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5. Written contractual agreement specifying these features (i.e., period of appointment and
terms of compensation (if applicable), schedule of appointment/calendar, provision for
professional development, expense reimbursement, appropriate work environment,
release time for supervision, and commitment to internships as a training experience);
6. Bi-annual evaluation by the site supervisor of the intern's progress (using forms created
by the university).

In return for these services, hosts receive from the UF:
1. The skills, abilities, and human resources of the intern;
2. A tuition waiver for any Florida public university campus for each semester that they
serve as a supervisor;
3. Input and contact from university trainers that naturally stems from the activities
associated with supervision of an intern.

Important: Students in the SPP must accept personal responsibility for any injuries they may
sustain while performing any required practicum and internship placements. Neither the school,
school district, nor the University of Florida provides workers' compensation for students while
they are engaged in field experience, practice, or internships required by the SPP. Therefore, we
strongly encourage all students to maintain health insurance to cover any injury they might
sustain while participating in a required field placement in an educational setting. Should a
student be injured while in a required field setting, he or she will not be covered by workers'
compensation insurance.

Intern concerns

Interns are responsible for identifying an internship site, negotiating the terms of the
internship, and meeting the demands of the internship as represented in the internship plan and
other formal agreements among the university, host, and intern. Although this is a significant
responsibility for interns, they are assisted in this process by the SPP faculty member providing
university-based supervision of interns and the SPP Director. In a sense, the identification and
negotiation process is a supported, supervised "dry run" for the search for employment that
follows the internship. Note: Interns must educate themselves regarding University, Program,
and host site requirements and meet these requirements.
Most interns have little difficulty meeting the diverse and at times competing demands of
the university and site host, but an active, vigilant, and informed stance regarding these issues is
the best insurance against problems with missed deadlines, misunderstandings, and other
unnecessary difficulties.
The internship plan must be individually negotiated to reflect the needs of each
individual intern and the intern's host. However, internship plans must have certain features if
they are to meet the training needs of the university.

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General guidelines for plans include the following:
1. An expected breakdown of intern activities, including:
a. 75-80% (30-35 hrs./wk) in required job activities;
b. 10-15% (4-6 hrs/wk) for university responsibilities, such as time off to travel to
UF for internship meetings and seminars
c. 5-10% (2-4 hrs./wk) in professional development activities, such as supervision,
in-service activities, professional workshops, etc.
2. A delineation of work hours (times to begin, end, and working days).
3. A graded course of activities to move the intern from a passive learner to an active school
psychologist with full responsibilities for at least one school or segment of a "full load."
4. Clear acknowledgment that the intern, university, and site host will honor and are bound
by NASP/NCATE standards for internship and professional conduct.

The SPP provides contracts that interns must use to develop internship plans. Signatures
are required from appropriate parties to insure all individuals understand and agree to the
internship plan.

University supervision

The SPP provides supervision of internships via direct contact with interns in individual
and group settings, indirect supervision of interns through field supervisors, and regular contacts
(by phone and visits) with site hosts. The university supervisor must, at a minimum, insure at
least one direct visit with a host supervisor per semester in order to supplement the indirect
contact provided by quarterly supervision forms. More frequent contact may be necessary or
desirable, and host-initiated contact is always welcomed. The University supervisor may not
supervise more than 10 interns at any one time.

Applying for Internships

The internship experience represents the culmination of the student's applied professional
preparation in the SPP. Specialist students obtain internships in public school settings. The
following are responses to the most commonly asked questions concerning the internship
application process.

When should I begin thinking seriously about applying for internships?
Many students worry about where they will intern, almost from the beginning of their
first semester in the program. This is partly due to a natural habit of conscientious planning for
the future, tinged with unwarranted fears that an internship will be unavailable if early plans are
not made. Most internships begin in August. The internship application process follows a natural
progression in school psychology programs, and there is no need to worry about this earlier than
is necessary. A description of the internship application procedure follows.

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For specialist students who are considering an internship in a public school system, the
process typically begins in December or January for selection of an internship site to begin the
following academic year. School districts in Florida have recently moved to coordinating the
interview and selection dates for school psychology interns across the state. Applicants to
school-based internships are encouraged to make initial contacts with preferred districts in
December, submit application material in January, and complete interviews in January and
February. Notification of selected interns typically occurs in March.

How would I know what internships are available?
Some school districts mail official announcements of internship openings to school
psychology programs well in advance of the starting date for the internship. The SPP Director
and Internship Coordinator disseminate these announcements as soon as they are received on the
program listserve, or post them on the program bulletin board in the Educational Psychology
Department. Some psychological service directors will advertise openings by informally
contacting the SPP by phone. Again, this information is disseminated to potential interns as soon
as it is received.
Some students prefer to contact school districts or other internship sites directly to
inquire about internship positions and request application materials. This practice is
commonplace and is expected by contact persons at internship sites. The program has a directory
of phone numbers for psychological service directors in school districts across all Florida
counties; this information is generally available on the website for the Florida Association of
School Psychologists.

How will I pay for my tuition during the internship year?
The Florida legislature has made it possible for students in school psychology programs
to have their tuition fees waived for internship credit hours during all semesters of their
internship year, provided that the internship is (a) in a public school system in the state of
Florida and (b) supervised by a school psychologist certified by the Department of Education.
This policy does not extend to internships in other sites in Florida or to internships in other
states. It also does not extend to credits for courses beyond SPS 7949 (6 credit hours) and the
associated internship seminar, SPS 7931 (1 credit hour). In the summer before the internship
year, the SPP Director submits names of interns and their social security numbers to the
department program assistant, who in turn submits this list to the financial services office (S 113
Criser Hall). The financial services office processes the fee waivers.

Do internships pay?
There is much latitude in what internship sites offer financially. Some sites cannot offer
any financial compensation. However, this does not present a hardship to some students who
elect to live with (and are financially supported by) family while working in these settings. Other
settings offer payment based on an hourly rate or based on the number of psychoeducational
evaluations that are completed by the intern (e.g., case-by-case basis). Most settings will offer

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stipends ranging from $8,000 to $15,000 for no less than a 10 month per year contract. Some
districts include fringe benefits with this stipend (e.g., travel reimbursement, sick days,
health/dental insurance), while others do not.

What happens before, during, and after an interview?
Students are required to first obtain approval from the SPP faculty before submitting
application materials to a prospective internship site. Students may not request an interview from
sites that are not approved by the SPP faculty. Prior to submitting application materials, students
must complete the "Request to Apply for Internship" Form which can be obtained from the
Graduate Secretary in the Educational Psychology Office. This form asks for information about
completion of program requirements, as well as the list of preferred internship sites. To
encourage discussions between students and faculty about the selection of appropriate internship
sites, the form must be signed by the student's faculty advisor, SPP Director, and the university
coordinator of internship. Once this form is signed, and the list of potential internship sites is
approved by all individuals, the student can proceed to submit application materials and schedule

Before the Interview. Most internship sites require students to submit any or all of the
following information: (1) a cover letter, (2) completed application (available from the site), (3)
two to three letters of recommendation, (4) a resume, (5) samples of written reports, and (6)
transcripts of undergraduate/graduate coursework.
Good cover letters include a clear statement expressing interest in completing an
internship at that site. This letter should include a brief description of your specific interests,
goals, and expectations for the internship. Ask your advisor or other students to review what you
have written before mailing it. Some sites mail a batch of applications to school psychology
program directors. These applications are then disseminated to interested students. Other sites
may mail applications only upon request. The school psychology faculty are usually the persons
from whom students request recommendation letters. Faculty usually mail these letters directly
to the internship site.
In our experience, prospective sites are most interested in the evaluation procedures
students are proficient in, the types of prior experiences the student has had in practice, and the
kinds of special competencies that students may possess. Students should save their best reports
written in assessment classes, make any necessary corrections by retyping them (if necessary),
delete or fictionalize names to protect the student's anonymity, and prepare them in an attractive
binder or clear plastic cover. Specific products from the student's Professional Portfolio will also
be appropriate for this purpose. Official copies of transcripts should be requested from the
appropriate institution, and not Xerox copies.

During the interview. Thoughts of interviewing for an internship may cause some
students to feel anxious, insecure, and incompetent. Employers recognize that the internship is a
learning experience, and they do not expect you to be a "fully formed" professional. Keep in

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mind that the internship site needs an intern just as badly as you need an internship. Be warm,
personable, emphasize your strengths, and display a positive attitude as to your willingness to
develop any weaknesses you have. Since they should have reviewed your application materials
already, their primary interest is in getting to know you as a person and seeing if there will be a
good "fit" between your needs/interests, their needs, and what they have to offer.
You must be on-time for the interview. Both men and women should wear a comfortable
suit that is conservative and professionally appropriate. Carry an attractive portfolio or brief case
in which you can store (1) a pencil, pen, and notepad on which to write; (2) additional copies of
your vita and written reports; (3) other information you received about the internship site, and
(4) other materials that may be given to you by the interviewers.
In order to be mentally prepared for the interview, it is helpful to anticipate typical
questions that may be asked of you:
a. What is the theoretical orientation of your graduate program? (Usually asked by sites that are
unfamiliar with the UF SPP).
b. Describe your practicum experiences.
c. What kinds of experiences are you looking for in this internship?
d. You may be asked "scenario" questions (e.g., how would you consult with a teacher who is
having a problem with a young student who is throwing tantrums? How would you evaluate a
student suspected of having ADHD?).
e. How would you describe your strengths and weaknesses?
f. Are you interviewing at any other sites?
g. What questions do you have about the internship?

After the interview. Thank the interviewers for the opportunity to interview at their site.
Do not be afraid to ask the interviewers when they will be making their decision. Make sure that
they have your address and phone number where you can be reached.
If the site selects you as an intern, the following procedures are followed. First, the SPP
faculty must approve the internship. Students should not verbally accept an internship until after
they have consulted with Internship Coordinator. Second, the program sends a written contract to
the internship site that specifies the length and conditions of employment, general
responsibilities, supervision requirements, and other matters (if applicable). A copy of this
contract is given to you, and the other copy is kept by the SPP. Third, many internship sites have
their own employment contracts that may be signed in addition to the UFSPP contract. Students
should consult with the University Internship Coordinator if questions arise about any terms of
employment for the internship. Internships should be approved and internship contracts signed
by all involved parties by the end of the spring semester as SPP faculty are not required to be
on campus during the summer. Failure to obtain an acceptable internship by the end of spring
may delay the start of an internship.

Who ultimately decides where I do my internship?
The SPP has a strong commitment to pairing students with internship sites in which they

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will be happy, productive, and supported in developing their professional skills and talents. It is
our experience that factors which make internship locations desirable for students are a function
of (1) opportunities for professional growth, (2) a suitable match between a student's qualities
and those of the internship site, (3) opportunities to fulfill personal and social needs, (4)
constraints imposed by family responsibilities, and (5) financial considerations. Assuming that a
site accepts you for an internship, every effort is made by the SPP to pair students with their first
choices for internship sites.
However, internship sites differ widely with respect to the quality of supervision and the
availability of opportunities to develop important skills. In most cases, students' first choices of
an internship site will coincide with a high quality internship experience. In situations in which
this is not the case, it is necessary for the SPP faculty to require students to complete internships
in locations that may not be their first choices. Students are encouraged to discuss with SPP
faculty the specific characteristics that high quality internship sites must possess. In summary,
while students are allowed wide latitude in selecting possible internship sites, the final approval
for placement ultimately rests with the SPP faculty. All internships must be approved in advance
by the internship coordinator and the SPP Director.

What if I want to do an internship in a school district in another state?
Each year, a small number of students complete specialist internships outside the state of
Florida. Since school-based internship sites are plentiful within Florida, the SPP encourages
interns to select a site within the state. Nevertheless, we recognize that there may be
circumstances that necessitate an out-of-state school-based internship for some students.
The SPP will approve an out-of-state school-based internship only under the following
conditions: (1) The circumstances for moving out of state reflect a necessity, and not merely a
preference; (2) the host school district agrees to the terms, conditions, and training philosophy of
NASP and the SPP (as determined by the program director), and (3) the student will have
opportunities for university-based supervision (in addition to the site-based supervision) from a
school psychology training program in that state. All three conditions must be met in order for an
out-of-state school-based internship to be approved.

How is my performance evaluated in an internship?
The SPP evaluates student performance in their internship by both formal and informal
methods. Toward the end of the fall semester (e.g., November), the internship instructor will
mail an evaluation form to the student's site supervisor. The site supervisor will complete the
evaluation, share the results with you, and have you sign the evaluation. The evaluation will then
be mailed back to the SPP. This same procedure will be followed again toward the end of the
spring semester (e.g., April). This information, along with other information, will be used to
assign a letter grade for SPS 7949 in both semesters.
Students also are required to travel to UF to meet with their university-based supervisor
on designated days throughout the internship year in order to complete requirements for SPS
7941 (out-of-state interns will participate in this experience in their state). Attendance and

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participation in these meetings will be used to assign a grade for SPS 7941.
Informally, the on-site supervisor and SPP faculty may communicate evaluation
information by phone (in addition to the formal evaluation described above). This information
also will be considered in assigning grades to SPS 7949 and SPS 7941.


A degree in school psychology is an integral part of obtaining credentials in the field of
psychology and can provide many career opportunities. Credentials can be divided into two
categories (certification, license) with each having different requirements and privileges.
Certification involves an application process that requires fingerprinting, criminal records
review, verification of employment, passing entry exams, and demonstration of state
professional competencies. Some states also offer additional certification as a Clinical Educator
to meet requirements for supervision of interns and colleagues. This certification requires
completion of a state mandated training program and a competency measure. National
certification as a school psychologist can be obtained through the National Association of School
Psychologists. This certification provides recognition for professional standards and achievement
and requires an application process, verification of supervision, and a passing score on a national
exam (ETS-Praxis II in School Psychology). As a graduate of a NASP approved school
psychology program, applicants complete a streamlined application process.
Licensure can be obtained as a school psychologist with an EdS degree in school
psychology, verification of supervised experience (often 2-3 years), and successfully passing a
state mandated exam. Licensure is required for private practice as a school psychologist and can
permit insurance billing, and billable supervision. In addition, some employers grant greater
opportunity for advancement and supervision responsibilities with licensure.
Some employers provide income supplements to persons with advanced credentials (i.e.,
certifications/licensure), especially if the clinician has additional responsibilities (e.g.,
supervision). Obtaining additional credentials can afford greater competitive advantage when
seeking employment, more diverse career opportunities (e.g., school /clinical settings, private
practice), and increased expertise. A detailed review of the credentialing process is noted in the
Appendix based on the State of Florida requirements. Please note that this process is subject to
change and may vary from state to state.

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General Timeline
School Psychology EdS Degree

1. Complete all required coursework during the first two years in the program.

2. Select a faculty advisor to chair your supervisory committee by the end of spring
semester of your first year.
a. Supervisory committee must consist of 2 school psychology faculty members.
b. See Linda Parsons to fill out the form to officially designate your committee. This
committee can change if needed.
c. Working portfolio will be reviewed by your advisor at the end of years one and

3. Complete Planned Program of study form (see Linda Parsons) by the beginning of the
second year.

4. In consultation with your faculty advisor, begin work on your Annotated Bibliography
and Research Critiques for the portfolio in the summer after your first year.

5. Submit a "Request to Apply for Internship" form to the program director and internship
coordinator prior to submitting internship applications (fall or spring of year two).

6. Apply for internship end of fall/beginning of spring semester of year two.

7. For individuals interested in the doctoral program, apply for a "Change of Terminal
Degree" at the beginning of the fall semester of your second year.
a. Application letter requesting to change from EdS to PhD as the terminal degree,
as well as a revised Goals Statement and updated references must be delivered to
the program director.

8. Begin internship in the fall of your third year.

a. Professional portfolio to be completed and submitted to your supervisory
committee by February 1st.
b. Complete the EdS final oral qualifying examination by meeting with your
supervisory committee by the end of February. Specific dates for oral
examinations will be scheduled by the program director.

9. Graduate spring or summer semester of third year.

Specialist Handbook 08/09
Page 44

Meet regularly with your faculty advisor
to develop an individual degree plan.

Specialist Handbook 08/09
Page 45


Specialist Handbook 08/09
Page 46

Specialist Handbook 08/09
Page 47

Specialist Handbook 08/09
Page 48

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