Compilation of Rules and Regulations of the State of Georgia › Department 505 - PROFESSIONAL STANDARDS COMMISSION › Chapter 505-3 - EDUCATOR PREPARATION RULES › Rule 505-3-.69 - School Psychologist Program

Current through Rules and
			 Regulations filed through June 27, 2024
(1)
Purpose.
This rule states
			 field-specific content standards for approving programs that prepare
			 individuals to serve as school psychologists in grades P-12 and supplements
			 requirements in Rule
505-3-.01, REQUIREMENTS AND STANDARDS
			 FOR APPROVING EDUCATOR PREPARATION PROVIDERSAND EDUCATOR PREPARATION
			 PROGRAMS
.
(2)
Requirements.
(a) The minimum
			 preparation for a renewable professional certificate is at the educational
			 specialist's degree level in school psychology. A non-renewable certificate may
			 be issued in some circumstances as outlined in GaPSC Certification Rule
			 505-2-.146 SCHOOL
			 PSYCHOLOGY.
(b) To receive
			 approval, a GaPSC-approved educator preparation provider shall offer a
			 preparation program described in program planning forms, catalogs, and syllabi
			 designed to develop knowledge and practice competencies in each of the
			 following standards based on the Domains of Professional Practice outlined in
			 the 2010 National Association of School Psychologists (NASP)
Standards
			 for the Credentialing of School Psychologists
:
1.
Data-Based Decision Making and
			 Accountability
. The program shall prepare candidates who have
			 knowledge of varied methods of assessment and data-collection methods for
			 identifying strengths and needs, developing effective services and programs,
			 and measuring progress and outcomes. As part of a systematic and comprehensive
			 process of effective decision making and problem solving that permeates all
			 aspects of service delivery, school psychologists demonstrate skills to use
			 psychological and educational assessment and data collection strategies, and
			 technology resources, and apply results to design, implement, and evaluate
			 response to services and programs.
2.
Consultation and
			 Collaboration
. The program shall prepare candidates who have
			 knowledge of varied methods of consultation, collaboration, and communication
			 applicable to individuals, families, groups, and systems and used to promote
			 effective implementation of services. As part of a systematic and comprehensive
			 process of effective decision making and problem solving that permeates all
			 aspects of service delivery, school psychologists demonstrate skills to
			 consult, collaborate, and communicate with others during design,
			 implementation, and evaluation of services and programs.
3.
Interventions and
			 Instructional Support to Develop Academic Skills.
The program
			 shall prepare candidates who have knowledge of biological, cultural, and social
			 influences on academic skills; human learning, cognitive, and developmental
			 processes; and evidence-based curriculum and instructional strategies. School
			 psychologists, in collaboration with others, demonstrate skills to use
			 assessment and data collection methods and to implement and evaluate services
			 that support cognitive and academic skills.
4.
Interventions and Mental
			 Health Services to Develop Social and Life Skills.
The program
			 shall prepare candidates who have knowledge of biological, cultural,
			 developmental, and social influences on behavior and mental health; behavioral
			 and emotional impacts on learning and life skills; and evidenced-based
			 supported strategies to promote social-emotional functioning and mental health.
			 School psychologists, in collaboration with others, demonstrate skills to use
			 assessment and data collection methods and implement and evaluate services to
			 support socialization, learning, and mental health.
5.
School-Wide Practices to
			 Promote Learning.
The program shall prepare candidates who have
			 knowledge of school and systems structure, organization, and theory; general
			 and special education; and empirically supported school practices that promote
			 academic outcomes, learning, social development, and mental health. School
			 psychologists, in collaboration with others, demonstrate skills to develop and
			 implement practices and strategies to create and maintain effective and
			 supportive learning environments for children and others.
6.
Preventive and Responsive
			 Services.
The program shall prepare candidates who have knowledge
			 of principles and research related to resilience and risk factors in learning
			 and mental health, services in schools and communities to support multi-tiered
			 prevention, and empirically supported strategies for effective crisis response.
			 School psychologists, in collaboration with others, demonstrate skills to
			 promote services that enhance learning, mental health, safety, and physical
			 well-being through protective and adaptive factors and to implement effective
			 crisis preparation, response, and recovery.
7.
Family-School Collaboration
			 Services
. The program shall prepare candidates who have knowledge
			 of principles and research related to family systems, strengths, needs, and
			 culture; empirically supported strategies to support family influences on
			 children's learning, socialization, and mental health; and methods to develop
			 collaboration between families and schools. School psychologists, in
			 collaboration with others, demonstrate skills to design, implement, and
			 evaluate services that facilitate family and school partnerships and
			 interactions with community agencies for enhancement of academic and
			 social-behavioral outcomes for children.
8.
Development and Learning.
The program shall prepare candidates who have knowledge of
			 individual differences, abilities, disabilities, and other diverse
			 characteristics; principles and research related to diversity factors for
			 children, families, and schools, including factors related to culture, context,
			 individual, and role differences; and empirically supported strategies to
			 enhance services and address potential influences related to diversity. School
			 psychologists demonstrate skills to provide professional services that promote
			 effective functioning for individuals, families, and schools with diverse
			 characteristics, cultures, and backgrounds, and across multiple contexts with
			 recognition that an understanding and respect for diversity in development and
			 advocacy for social justice are foundations for all aspects of service
			 delivery.
9.
Research
			 and Program Evaluation.
The program shall prepare candidates who
			 have knowledge of research design, statistics, measurement, varied
			 data-collection and analysis techniques, and program evaluation methods
			 sufficient for understanding research and interpreting data in applied
			 settings. School psychologists demonstrate skills to evaluate and apply
			 research as a foundation for service delivery and, in collaboration with
			 others, use various techniques and technology resources for data collection,
			 measurement, analysis, and program evaluation to support effective practices at
			 the individual, group, and/or systems levels.
10.
Legal, Ethical, and
			 Professional Practice.
The program shall prepare candidates who
			 have knowledge of the history and foundations of school psychology; multiple
			 service models and methods; ethical, legal, and professional standards; and
			 other factors related to professional identity and effective practice as school
			 psychologists. School psychologists demonstrate skills to provide services
			 consistent with ethical, legal, and professional standards; engage in
			 responsive ethical and professional decision-making; collaborate with other
			 professionals; and apply professional work characteristics needed for effective
			 practice as school psychologists, including respect for human diversity and
			 social justice, communication skills, effective interpersonal skills,
			 responsibility, adaptability, initiative, dependability, and technology
			 skills.
(c) The program
			 shall require practica experiences that include close supervision by program
			 faculty and qualified practicum supervisors.
1. Practica experiences shall include
			 appropriate performance-based evaluation by program faculty and supervisors to
			 ensure that candidates are developing professional work characteristics and
			 specific professional skills consistent with the above standards.
2. Practica experiences may be completed in a
			 school or clinical setting providing a full range of psychological
			 services.
(d) The
			 program shall require completion of a comprehensive, supervised, and carefully
			 evaluated internship in a school or clinical setting.
1. For specialist level programs, the
			 internship shall consist of a minimum of 1200 clock hours (600 hours in a
			 school setting).
2. For doctoral
			 level programs, the internship shall consist of a minimum of 1500 clock hours
			 (600 hours in a school setting).