Program faculty is ultimately responsible to the students and families our graduates serve. Therefore, the Program is committed to ensuring that only qualified candidates who meet professional standards of conduct and training will enter the profession. To that end faculty reviews candidate progress on an ongoing basis. The purpose of monitoring candidate progress is to provide a continuous evaluation of candidate development and performance, professional behavior, and the ability to provide school psychological services, as well as supply candidates with feedback related to their professional behavior.
Each semester faculty reviews transcripts for each candidate at a faculty meeting. Faculty discusses candidates who are experiencing academic difficulties, problems with professional behavior, or difficulties with professional practice. If there is sufficient concern, the candidate receives notice directing the candidate to discuss faculty’s concerns with his or her faculty advisor. The purpose of this meeting is to clarify candidate progress, problem solve, and formulate recommendations for candidate development. The candidate and advisor create a document that includes a clear description of the behavior(s) that require change, a plan to create that change, and criteria for measuring the change. The faculty advisor keeps track of candidate progress and reports on that progress at subsequent faculty meetings.
Faculty members are bound by the ethical codes of the American Psychological Association and the National Association of School Psychologists to ensure that graduates entering the field meet high standards. The Program is committed to ensuring that only qualified candidates meeting professional standards of conduct and training enter the profession. Such consideration requires us to look beyond academic work and consider personal characteristics critical to being a successful school psychologist. In selecting candidates for our program, we attend closely to these requirements. Throughout students three or four years in the program, we continue to monitor professional competencies. Competencies include but are not limited to the following.
- The student conducts self in a manner that is consistent with APA and NASP ethical codes.
- The student actively listens and participates in class discussions.
- The student is responsible with respect to punctuality, attendance, completion of assignments, and accountability to peers and staff.
- The student demonstrates appropriate self-control (such as anger and impulse control) in interpersonal relationships with faculty, peers, and clients.
- The student demonstrates honesty, fairness, and respect for others.
- The student demonstrates awareness of her/his own belief systems, values, needs, and limitations and effect of these on her/his work interactions with others.
- The student demonstrates the ability to receive, integrate, and use feedback appropriately.
- The student exhibits appropriate levels of self-assurance, confidence, and trust in own ability commensurate with level of training.
- The student seeks to resolve conflicts by addressing the issue(s) informally and respectfully with the individual(s) involved in the conflict.
- The student does not make verbal or written statements, which are false, misleading, or deceptive.
- The student respects the fundamental rights, dignity, and worth of others.
- The student respects the rights of individuals to privacy, confidentiality, and choice regarding self-determination and autonomy.
- The student respects individual differences, including those stemming from age, gender, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status.
Occasionally, faculty determines that a student’s professional competencies do not serve the best interests of the community and/or fail to meet expectations of professional behaviors required of school psychologists. When this happens, the student is required to meet with faculty to devise a plan to correct the situation. In most cases, the student adjusts his or her behavior and the situation is resolved. However, in cases where a student does not correct the behavior and, thus, is not qualified for admission to the school psychology profession because of factors other than academic standing, faculty may terminate a student's enrollment or decline to award a degree or credential.