Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.7 - Specializations: Supervisory and Administrative Programs › Rule 10.58.707 - SCHOOL PSYCHOLOGISTS

Current through Register Vol. 13, July 5, 2024
(1) The program
				requires that successful candidates:
(a)
				demonstrate an understanding of the integrated and comprehensive training
				philosophy/mission, goals, objectives, program of study, and supervised
				practice;
(b) demonstrate knowledge
				of these domains in the field of school psychology by:
(i) applying data-based decision making and
				accountability through varied models and methods of assessment and data
				collection for identifying strengths and needs; developing effective
				interventions, services, and programs, and measuring progress and outcomes
				within a multi-tiered system of supports;
(ii) using a problem-solving framework as the
				basis for all professional activities;
(iii) collecting data systematically from multiple sources as a
				foundation for decision making at the individual, group, and system levels, and
				considering ecological factors including, but not limited, to classroom,
				family, and community characteristics as a context for assessment and
				intervention;
(iv) applying varied
				models and strategies of consultation, collaboration, and communication
				applicable to individuals, families, groups, and systems, and methods to
				promote effective implementation of services;
(v)applying effective interventions and
				instructional support to develop academic skills through a thorough
				understanding of biological, cultural, and social influences on academic
				skills, human learning, cognitive, and developmental processes, and
				evidence-based curricula and instructional strategies;
(vi) applying interventions, as well as
				mental and behavioral health services to develop social and life skills to
				promote understanding of biological, cultural, developmental, and social
				influences on behavior and mental health, behavioral and emotional impacts on
				learning and life skills, and evidence-based strategies;
(vii) understanding individual differences,
				abilities, disabilities, and other individual student characteristics,
				principles, and research related to diversity factors for children, families,
				and schools, factors related to culture, including American Indians and tribes
				in Montana, context, and individual and role difference; evidence-based
				strategies and adaptive skills to enhance services and address potential
				influences related to diversity in development, learning, and behavioral
				health;
(viii) applying
				evidence-based schoolwide practices, implementation science, systems'
				structures, organization and theory, policy development, and climate to promote
				learning, positive behavior, and mental health;
(ix) applying principles and research related
				to well-being, resilience, and risk factors in learning and mental and
				behavioral health, supporting services in schools and communities, multi-tiered
				prevention, and evidence-based strategies to respond to crises and to create
				and maintain safe, effective, and supportive learning environments for students
				and school staff;
(x) applying
				principles and research related to family systems, strengths, needs, and
				culture; evidence-based strategies to support family influences on children's
				learning and mental health; and strategies to develop collaboration between
				families and schools;
(xi) applying
				evidence-based strategies to enhance services in both general and special
				education and to address potential influences by providing professional
				services that promote effective functioning for individuals, families, and
				schools;
(xii) applying research,
				design, statistics, measurement, varied data collection and analysis
				techniques, and program evaluation sufficient for understanding research and
				interpreting data in applied settings;
(xiii) applying the history and foundations
				of school psychology; multiple service models and methods; ethical, legal, and
				professional standards; and other factors related to professional identity of
				school psychologists' legal, ethical, and professional practice; and
(xiv) integrating information technology into
				school psychologist practice and utilizing various techniques and technology
				resources for data collection, measurement, and analysis to support effective
				practices at the individual, group, and system levels.