IUP Graduate Handbook - School Psychology Programs

IUP Graduate Handbook

School Psychology Programs

Department of Psychology

Handbook Updated August 2022

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

School Psychology Programs

Department of Psychology

Uhler Hall, Room 101

1020 Oakland Avenue

Indiana, PA 15705

https://www.iup.edu/psychology/

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

iii

Table of Contents

Introduction .................................................................................................................................................. 1

Indiana University of Pennsylvania ............................................................................................................... 1

IUP’s Civility Statement ................................................................................................................................. 1

Affirmative Action ......................................................................................................................................... 1

Title IX Reporting Requirement .................................................................................................................... 1

Student Conduct and Student Rights ............................................................................................................ 1

Department of Psychology ............................................................................................................................ 2

Admission ...................................................................................................................................................... 2

Financial Assistance ...................................................................................................................................... 3

Graduate Assistantships ............................................................................................................................ 3

Academic Advisement................................................................................................................................... 3

Campus Resources & Student Support ......................................................................................................... 4

IUP Email ....................................................................................................................................................... 5

Graduate Student Assembly ......................................................................................................................... 5

Programs and Degrees .................................................................................................................................. 5

School Psychology EdS Program ............................................................................................................... 5

School Psychology PhD Program............................................................................................................... 5

Certificates and/or Certification and/or Licensure ................................................................................... 6

Course Descriptions .................................................................................................................................. 6

Evaluation of Students .................................................................................................................................. 8

Comprehensive Examination (EdS Program) .......................................................................................... 12

Candidacy Examination (PhD Program) .................................................................................................. 12

Program Level Examination Appeals....................................................................................................... 13

Reexamination Policy .............................................................................................................................. 14

Dissertation ................................................................................................................................................. 23

Degree Completion ..................................................................................................................................... 28

Evaluation Outcome for Dissertation ......................................................................................................... 29

University Policies and Procedures ............................................................................................................. 30

Research ...................................................................................................................................................... 30

Signature Page ............................................................................................................................................ 31

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

Introduction

Welcome

This handbook provides information about the graduate programs in School Psychology at Indiana

University of Pennsylvania. In addition to this handbook, students are urged to access the following

documents for a complete understanding of all various degree and certification requirements:

• IUP Graduate Student Catalog

• IUP Thesis/Dissertation Manual

Program graduates are eligible for certification as school psychologists in Pennsylvania, as well as

national certification through the National Association of School Psychologists (NASP).

Indiana University of Pennsylvania

Founded in 1875, IUP is a vibrant, comprehensive, research-based, teaching-focused, student-centered

learning community. IUP combines the academic opportunities of a large university with the highly

personalized and intimate learning-centered environment of a small college. Almost 10,000

undergraduate and graduate students are enrolled in our accredited and nationally recognized

programs, enjoying traditional and nontraditional classroom experiences, engaging in research and

service activities with their faculty mentors, becoming lifelong learners, preparing for rewarding careers

and productive lives, and developing leadership skills for effective citizenship.

IUP’s Civility Statement

As a university of different peoples and perspectives, IUP aspires to promote the growth of all people in

their academic, professional, social, and personal lives. Students, faculty, and staff join together to

create a community where people exchange ideas, listen to one another with consideration and respect,

and are committed to fostering civility through university structures, policies, and procedures. We, as

members of the university, strive to achieve the following individual commitments:

To strengthen the university for academic success, I will act honestly, take responsibility for my

behavior and continuous learning, and respect the freedom of others to express their views.

To foster an environment for personal growth, I will honor and take care of my body, mind, and

character. I will be helpful to others and respect their rights. I will discourage intolerance, hatred, and

injustice, and promote constructive resolution of conflict.

To contribute to the future, I will strive for the betterment of the community, myself, my university, the

nation, and the world.

Affirmative Action

https://www.iup.edu/registrar/catalog/index.html

Title IX Reporting Requirement

https://catalog.iup.edu/index.php

Student Conduct and Student Rights

https://www.iup.edu/studentsupportandstandards/policies/index.html

https://www.iup.edu/registrar/catalog/index.html

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

Department of Psychology

The School Psychology Programs reside in the Department of Psychology at Indiana University of

Pennsylvania and were developed for advanced preparation and training of school psychologists who

work with school and family-related problems of children. School psychology is seen as a specialty

within the profession of psychology and focuses on the psycho-educational abilities and development of

children in the context of their individual cultural, educational, and familial experiences.

The school psychologist's role includes the prevention, assessment, and remediation of child and

adolescent learning and behavior problems through direct and indirect services. Thorough knowledge of

child and family development, typical and exceptional behavior, cultural influences on behavior, sound

educational practice, and a wide range of diagnostic, remedial, and consultative skills are seen as

essential for carrying out this role. In addition, the PhD Program will prepare students for advanced

careers in leadership within a school district or at a university.

In this scientist-practitioner oriented program, training is provided in the context of a continuously

changing research base and the evolving role expectations for school psychologists both nationally and

within the Commonwealth of Pennsylvania.

Mission Statement and Program Objectives

The School Psychology programs at Indiana University of Pennsylvania is designed to ensure that the

professional school psychologist who completes the program will have an advanced knowledge base

(especially in the area of research), practitioner skills, and professional qualities necessary to provide

services to children and their families and leadership in the schools and community.

In order to provide these services, the school psychologist must achieve and demonstrate doctoral-level

competence and meet program objectives in the following areas aligned with the NASP domains:

• Data-Based Decision-Making

• Consultation and Collaboration

• Academic Interventions and Instructional Supports

• Mental and Behavioral Health Services and Interventions

• School-Wide Practices to Promote Learning

• Services to Promote Safe and Supportive Schools

• Family, School, and Community Collaboration

• Equitable Practices for Diverse Student Populations

• Research and Evidence-Based Practice

• Legal, Ethical, and Professional Practice

Admission

The School Psychology Programs accept applications year-round. For the PhD Program, an MEd in

Educational Psychology and a PhD in School Psychology can be earned in as little as five years. An MEd in

Educational Psychology is earned after successfully completing 36 credits of the required courses (see

course sequence), and the PhD requires 99 credits beyond those of the master’s degree.

For the EdS Program, an MEd in Educational Psychology and an EdS in School Psychology can be earned

in as little as three years. An MEd in Educational Psychology is earned after successfully completing 36

credits of the required courses (see course sequence), and the EdS requires 30 credits beyond those of

the Master’s degree.

Submitting completed applications before January 15 is encouraged to ensure a spot in the program for

the following fall semester. Individuals seeking admission to the program must complete the Graduate

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

Admissions application. The following application materials are also required: two letters of

recommendation, transcripts, Graduate Record Examination (GRE) for the General Test, goal statement,

and application fees. After these materials have been received, applications will be reviewed, and

qualified applicants will be selected for interviews with the School Psychology Admissions Committee.

Admission to the programs is based on evaluation of the application materials, and work history,

professional goals, and personal characteristics as determined during the interview.

All programs lead to a certificate issued by the Pennsylvania Department of Education which require

that candidates present Pennsylvania Criminal Record (Act 34) and Child Abuse Clearances (Act 151) as

well as Act 114 (FBI Fingerprinting Record) prior to any placement in a school setting or intermediate

unit. Candidates for these programs should be aware that some districts or intermediate units may not

accept student placements if any criminal record is reflected on these background checks. Candidates

with a criminal record, even summary offenses are asked to disclose this history to their program upon

entry to the program to facilitate placement. Some serious offenses, typically involving child welfare,

preclude state certification. Proof of candidate clearances must be presented to the Educational and

School Psychology Department annually.

Additional information concerning the application process can be found online by visiting:

Graduate

Admissions: www.iup.edu/admissions/graduate/

For more information regarding Admission Classification and Provisional Admission for International

Graduate Application, view the Graduate Catalog: https://www.iup.edu/registrar/catalog/index.html

Financial Assistance

Graduate Assistantships

IUP offers graduate assistantships to selected full-time graduate students. Duties vary across graduate

assistantship positions. Assistantships are viewed as an encouragement or reward for academic

excellence rather than a means to relieve financial need. Assistantships are offered for 20-hour, 10-

hour, and 8-hour work weeks. All graduate assistantship awards must include both a stipend and a

tuition dollar award. Therefore, students who are awarded graduate assistantships receive two different

methods of payment - one for the stipend award and one for the tuition dollar award. Because stipend

levels for assistantships may change from year to year, potential applicants should check with the

Graduate School for current information.

o https://www.iup.edu/admissions/graduate/financialaid/index.html

o Office of Financial Aid: www.iup.edu/financialaid/

o Program/Department Awards – optional

Academic Advisement

The School Psychology program directors manage academic advisement. Both the advisor and the

student share the responsibility of actively participating in the process of academic advisement.

Students may find the following tips helpful as they work through the advising process:

• Explore your academic, career, and personal goals by devising a list of short- and long-term

goals. Then track your progress on a regular basis.

•

Become knowledgeable of and adhere to academic policies, procedures, and requirements.

•

Utilize available resources, including those that are web-based, to monitor your academic

progress.

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

• Be aware of graduation requirements for your major; familiarize yourself with the Graduate

Catalog.

•

Initiate contact with your faculty advisor early in the semester.

•

Come prepared to your advising sessions with a potential schedule for the upcoming semester.

•

Actively participate in the advising session by asking for clarification on points you don’t fully

understand.

•

Access and use MyIUP for academic updates, scheduling, and information gathering.

•

Read your IUP e-mail and other important communication tools provided by IUP and/or your

faculty advisor.

•

Know the Academic Calendar. Do not miss deadlines—know when to register and when to

drop/add each semester.

•

Schedule courses consistent with those required for your program of study in order to meet

graduation requirements.

•

Accept responsibility for all academic decisions you make; your faculty advisor will present you

with options.

How to Work with Your Advisor

• Learn how to read your DegreeWorks Profile in MyIUP and how to use the “what if” option.

• Consider course options before you meet your advisor.

•

Become familiar with important advising dates during the semester, such as when scheduling

begins, drop/add, and withdrawals deadlines.

•

Learn how to use the GPA calculator in MyIUP.

•

Make an appointment with your advisor early in the semester.

•

Prepare a list of questions and topics to discuss with your advisor each time you meet.

•

Read advising e-mails sent to you throughout the semester.

Campus Resources & Student Support

The School of Graduate Studies and Research: www.iup.edu/graduatestudies/

Graduate Catalog: https://www.iup.edu/registrar/catalog/index.html

Office of Student Billing: https://www.iup.edu/student-billing/

Office of the Registrar: www.iup.edu/registrar/

Disability Support Services: www.iup.edu/disabilitysupport/

Office of Social Equity: www.iup.edu/socialequity/

IUP Campus Library: www.iup.edu/library/

MyIUP: www.iup.edu/myiup/

IT Support Center: www.iup.edu/itsupportcenter/

Veterans and Service Members: www.iup.edu/veterans/resource-center/

IUP Writing Center: www.iup.edu/writingcenter/

IUP Career and Professional Development Center: www.iup.edu/career/

IUP Parking Services and Visitor Center: www.iup.edu/parking/

University Policy: www.iup.edu/police/ |724-357-2141

Crisis Intervention 24/7 Hotline: 1-877-333-2470

Student Registration: www.iup.edu/registrar/students/registration-resources/index.html

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

IUP Email

IUP offers an email account to all active students. Your IUP email address is the primary means by with

the university will contact you with official information and you should use for all IUP official

communications. It is your responsibility to check your IUP email regularly. Visit

https://www.iup.edu/itsupportcenter/get-support/e-mail-and-calendar/general/

to learn more about

setting up this account. For more information regarding University Policy on email communications,

view the Graduate Catalog:

https://www.iup.edu/registrar/catalog/index.html

Graduate Student Assembly

The Graduate Student Assembly (GSA) represents the graduate student body’s interests at IUP and

within the Indiana community. The GSA makes recommendations related University-wide and graduate-

specific policies and in areas of concern in the cultural, intellectual, and social life of the part- and full-

time graduate student. Visit www.iup.edu/graduatestudies/gsa

for more information.

Programs and Degrees

School Psychology EdS Program

The EdS Degree in School Psychology is designed for those who plan to pursue certification in school

psychology and provide students with specific clinical skills necessary to function as school

psychologists. The program includes a minimum of 66 credits, culminating in the Master’s of Education

(MEd) degree after two years and an Educational Specialist (EdS) degree after three years. All students

complete coursework in educational and general psychology; individual differences; cognitive, affective,

and social bases of behavior; behavioral studies; research; counseling; assessment; intervention,

consultation, exceptionalities; law/ethics; and the use of psychological skills in multicultural settings.

Specific course requirements can be found in the Program of Study section of the graduate catalog and

are available on the department website (www.iup.edu/psychology

). The specialist program includes a

number of practica experiences and an internship that includes a minimum of 1,200 hours, at least half

of which must occur in a school setting.

Students must maintain a grade point average of at least 3.25 and a grade of B or better in all

department courses. Department courses are identified by their assigned prefix code of EDSP in the title.

Continuous enrollment of a minimum of 9 credits per semester and 6 credits per summer session is

required for the EdS degree unless waived by the Coordinator of the Specialist Program and the School

Psychology Committee.

School Psychology PhD Program

IUP’s PhD program in School Psychology was created to help prepare you for a fulfilling career in the

field. Work as a lead school psychologist in a school district. Advance to supervisory positions in school

psychology or pupil services. Become a faculty member in a university school psychology program. IUP’s

PhD program in School Psychology accepts applications year-round, allowing you to study full-time on

your way to earning an MEd in Educational Psychology and a PhD in School Psychology in as little as five

years.

The program consists of 99 credits and requires students to attend fulltime. Of the 99 credits required,

85 are required courses that do not include the internship or dissertation credits. In order to maintain

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

good standing and be granted candidacy for IUP’s School Psychology doctoral degree, candidates must

maintain a grade point average (GPA) of at least 3.5 in doctoral courses. This exceeds the minimum GPA

of 3.25 required by the IUP School of Graduate Studies and Research (SGSR).

Certificates and/or Certification and/or Licensure

Students who complete the school psychology programs are eligible to apply for educational specialist

certificate in school psychology through the Pennsylvania Department of Education (PDE). Students are

also eligible to apply for the Nationally Certified School Psychologist credential through the National

Association of School Psychologists (NASP; see http://www.nasponline.org/standards-and-

certification/national-certification/why-become-an-ncsp).

Course Descriptions

EDSP 705 Multicultural Issues in Schools and Communities 3CR

Designed to assist students in developing the concept of culture and examine its influence on

psychological development, interpersonal interactions, and functioning within the contexts of family,

school, and community. The course includes topics regarding how persons are acculturated and how

being a member of a minority culture affects participation in societal structures. An explication of how

bias and prejudice against persons of minority status develop and impact societal institutions (e.g.,

schooling) will be provided. Special emphasis will be given to issues related to the needs of English-

language learners (ELLs).

EDSP 711 Introduction to School Psychology 3CR

The professional responsibilities of the school psychologist are explored in relation to ethical and legal

aspects, state and federal litigation and legislation, dynamics and organization of regular and special

education, issues in multicultural and exceptional child education, and provision of assessment,

placement, and intervention services in the public schools. Prerequisite: Permission of instructor.

EDSP 717 Evaluating the Effectiveness of Program Interventions 3CR

This course provides an overview of the application of the issues, theories, models and techniques of

evaluations, measuring variables, analyzing data, reporting findings, and using results for evaluating and

improving intervention programs.

EDSP 745 Counseling for School Psychologists 3CR

This course This course introduces students to the knowledge, techniques, skills, and processes basic to

initiating, conducting, and terminating an effective counseling relationship with emphasis on the school

setting. The course will expose students to a wide variety of conceptual models, but the focus will be on

problems typically beginning in childhood and/or adolescence.

EDSP 746 Academic Interventions 3CR

This course provides an in-depth examination of developmental, cognitive, and interactionist learning

theories as they apply to classroom instruction. Emphasis is placed on direct application of theory to the

improvement of classroom instruction and the relationship of learning and motivation.

EDSP 747 Psychology of Human Development 3CR

Students will explore child development from conception through adolescence. The course includes a

survey of growth, adaptation, and developmental patterns with implication for academic, emotional,

and social learning. Cognitive, emotional, social, and physical development, are explored, emphasizing

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

the interactive effects of the person’s environment, developmental level, and psychological state. The

course will be organized in a topical manner and includes basic concepts of theories of child

development, applied directions of child development, biological foundations of development, prenatal

development, physical growth, as well as cognitive and language development.

EDSP 748 Fundamentals of Behavior Change 3CR

Examines behaviors encountered in a variety of settings, including homes, schools, workplaces, and

community settings, from the perspective of a functional analysis of behavior. Foundational principles of

applied behavior analysis and behavior change procedures will be the basis of the course. Students will

develop competencies related to analyzing prosocial and problematic behavior and implementing

behavior plans appropriate for individuals and groups within multiple contexts via a case study project.

EDSP 755 Practicum in School Psychology 1-3CR

Provides school psychology students with an opportunity to apply and further develop professional

competencies acquired through coursework and training. Students are directly supervised in practicum

experiences as they apply these skills in the university clinic, schools, mental health facilities, and other

appropriate settings, thus preparing them for the independent practice of psychology in various

settings.

EDSP 760 Group Counseling for School Psychologists 3CR

This course focuses on group counseling techniques for school psychologists. Group counseling theory,

process, and evidence-based interventions will be discussed within the context of the law and ethics of

the profession of school psychology.

EDSP 789 Advanced Psychometric Theory 3CR

The purpose of this course is to help students obtain knowledge and understanding of the components

of psychometric theory and to develop analysis, synthesis, and evaluation skills which will allow them to

deal with existing instruments, refine existing measurement instruments, and develop new instruments.

EDSP 812 Cognitive Assessment 3CR

Provides school psychology students with the knowledge and skills needed to administer, score, and

interpret selected individually administered tests of intelligence.

EDSP 813 Academic Assessment 3CR

Provides school psychology students with the knowledge and skills needed to administer, score, and

interpret selected individually administered tests of academic skills.

EDSP 814 Advanced Assessment for Low Incidence Disabilities 3CR

Provides the school psychology student with the knowledge and skills needed to administer, score, and

interpret selected individually-administered tests of cognitive, academic, adaptive, and developmental

functioning in populations with low incidence disabilities (e.g., Developmental Delays, Autism Spectrum

Disorders, Speech or Language Impairment, Intellectual Disabilities, Visual Impairment, Physical

Impairment, Traumatic Brain Injury). Students will become familiar with multi-cultural issues related to

the assessment and diagnosis of low incidence populations.

EDSP 818 Consultation in Applied Settings 3CR

Reviews the basic principles of the consultative process as applied to working in applied settings.

Students will be expected to demonstrate skill in consultative interviewing regarding client problems;

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

problem identification; the use of assessment data; and intervention design, implementation, and

evaluation in schools and other applied settings. Theory, research, and practice as related to consulting

in individual and group settings will be addressed.

EDSP 849 Advanced Practicum in School Psychology and Supervision 3CR

This course involves a series of opportunities for students to practice clinical and supervisory skills in a

highly structured university clinic setting. Based on the level of training and experience, students are

required to demonstrate distinct skills related to (1) organization and dynamics of the educational

process; (2) assessment for intervention; (3) direct and indirect intervention methods; and (4)

supervision of the clinical practice of other school psychologists. Students enrolling in EDSP 849 will

enroll twice for a total of 6 semester hours, while doctoral students enrolling in EDSP 949 will enroll for

3 semester hours. Students must earn a grade of B or better in order to advance in the program.

EDSP 852 School Psychology Internship for Certification Students 3CR

EDSP 852 involves a supervised field experience in a public school setting for a minimum of two

consecutive semesters, three credits each semester, which are typically taken immediately after the

student’s last term of coursework. Students must accumulate a minimum of 1200 clock hours during

their internship experience. Throughout this experience, students will have the opportunity to apply

their understanding and skills in the general practices of school psychology, which has been developed

throughout their courses in the program.

EDSP 863 Assessment of Personality and Behavior 3CR

This course provides an introduction to personality and behavioral assessment techniques.

Evaluation of Students

The Key Assessment Rating System (KARS) and Alignment with NASP Domains

The Key Assessment Rating System (KARS) is a component of the School Psychology programs that

provides a systematic means for linking the College of Health and Human Services’ conceptual

framework and the National Association of School Psychologists (NASP) program standards to specific

objectives in all doctoral program courses for the purpose of evaluating both student progress and

program outcomes. Each doctoral course has been mapped to one or more NASP domains addressed in

that course. Specific course objectives are linked to corresponding assignments and rubrics (key

assessments) reflecting the NASP domain(s) to be addressed, how these domains are assessed, and the

student/program outcomes. These outcomes are utilized by the program as attainment data. In other

words, these outcomes indicate whether students in IUP’s program attain the skills and competencies

they are being taught in each course within the program.

Attainment data are derived from instructor’s ratings of candidates’ competencies on the course

identified key assessments using a four-point rating scale of Unacceptable, Acceptable, Target, and

Advanced (see Table 1). A score of at least 2 (Acceptable) is required of all students on all key

assessments to consider a skill/competency attained. Student performance on course specific

assignments/key assessments evaluate student performance in all 10 NASP domains. Data from the key

assessments are collected and aggregated with an eye toward providing evidence of our students’

achievement and to help make informed, collaborative decisions toward continuous improvement of

our programs.

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

Each School Psychology course has one or more Key Assessment Rating Outcomes associated with it

that align to one or more objectives of the course, as well as one or more of the NASP Domains. The

purpose of these outcome ratings is to monitor student progress throughout the PhD program, check

for individual candidate growth, and facilitate continuous improvement of the School Psychology

programs. For more information on the KARS system of mapping courses to outcomes, please refer to

the Key Assessment Rating System (KARS) Manual for all programs.

For information regarding School of Graduate Studies and Research policies on grading, view the

Graduate Catalog: https://www.iup.edu/registrar/catalog/index.html

Table 1. Key Assessment Rating System (KARS)

(4) Advanced

(3) Target

(2) Acceptable

(1) Unacceptable

Performance > 96%

Performance = 95-

90%

Performance = 89-

80%`

Performance < 79%

Annual Student Reviews

All students are reviewed by the program faculty yearly. Typically reviews occur in the Spring. Academic,

knowledge and skills standards, professional behavior standards, and professional responsibility

standards are reviewed. For more on these standards, please see below. If performance is less than

satisfactory in any of the academic, knowledge and skills standards, professional behavior standards, or

professional responsibility standards, feedback will be provided to the student immediately following

the evaluation process (or earlier if it is warranted) and a performance enhancement plan will be

developed (see below).

Academic, Knowledge and Skills Standards

Courses taken in the School Psychology programs are intended to educate students in the school

psychology training and practice NASP domains. Faculty grading in courses related to these domains

represent the individual faculty member's evaluation of the student in that domain. Knowledge and skill

attainment is assessed using the key assessments for each doctoral course, which are aligned to a

specific NASP domain.

Professional Behavior Standards

In addition to mastery of these areas of formal course content, students are also expected to

demonstrate professional, ethical, and interpersonal behaviors in keeping with the professional

standards of school psychology. The rubric in Table 3 is used by the faculty in the School Psychology PhD

Program to evaluate the professional behaviors demonstrated by students with whom they are

currently working or have in class. The following exemplars illustrate professional dispositions that are

considered critical for adequate progress and performance in the program:

Ethics

• Demonstration of knowledge/application of NASP Ethical Guidelines.

• Demonstration of knowledge/application of other statutes regulating professional practice.

• Demonstration of concern for client welfare.

• Demonstration of appropriate client-school psychologist relationships.

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

Professional Deportment

• Appropriate manifestation of professional identity, as demonstrated by attire and behavior

judged by practica, internship, and other field-based partners to be appropriate for educational

settings.

• Appropriate involvement in professional development activities (e.g., professional associations).

• Appropriate interaction with peers, colleagues, staff, trainees, etc.

• Awareness of impact on colleagues (faculty and students).

• Completion of assigned tasks in a timely fashion and in an acceptable format.

Sensitivity to Client Issues

• Acknowledgment and effective interactions with:

• children

• parents

• teachers

• school administrators

• other school staff (e.g., social workers, counselors, therapists, etc.)

• Sensitivity to the needs, resources and priorities for individuals from different cultural

backgrounds (including differences in SES, sex, age, disability, sexual orientation, race,

etc.)

Use of Supervision

• Demonstrates appropriate preparation.

• Accepts responsibility for learning.

• Is open to feedback/suggestions.

• Applies learning to practice.

• Is willing to self-disclose and/or explore a personal issue which affects professional functioning.

• Employs appropriate self-reliance.

• Exhibits appropriate self-critique.

Other Training Issues

• Effective management of personal stress.

• Lack of professional interference because of own adjustment problems and/or emotional

responses, as reflected by ability to maintain appropriate level of concentration, focus, and

commitment to graduate study and professional demeanor in academic, social, and field-based

settings.

• Formulation of realistic professional goals for self.

• Appropriate self-initiated professional development (e.g., self-initiated study).

Professional Responsibility Standards

Finally, students are expected to pursue and maintain a level of professional responsibility during their

time in IUP’s School Psychology programs with the expectation that the student will sustain (and

hopefully grow) their level of professional responsibility as school psychologists in the field. As such,

students are expected to become student members of the National Association of School Psychologists

(NASP) and the Association of School Psychologists of Pennsylvania (ASPP). These memberships are an

assignment/requirement of the EDSP 711: Introduction to School Psychology course.

Also, students are encouraged to begin working on research with one or more faculty members in the

department as soon as possible from entrance into the program. Faculty in the department maintain

active research agendas in various areas of school psychological practice (e.g., school violence and

prevention; ADHD assessment, school based mental health; SWPBIS, early childhood SEL) and are

consistently seeking student participation in these active research projects. Students working with

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

faculty members for a period of time may even have the opportunity to suggest their own research

project related to the faculty member’s agenda. While students are working with faculty researchers,

they often are given the chance to co-present with faculty or be a lead presenter at local, regional,

and/or national conferences, or possibly even collaborate on a newsletter and/or peer-reviewed article

linked to the research area. These opportunities help to prepare students for future careers as school

psychologists, school district administrators, and/or faculty in school psychology training programs.

Additionally, IUP’s program has a student organization titled School Psychology Association Network

(SPAN), which is completely managed and operated by the students under the supervision of a Faculty

Advisor. SPAN permits students to develop leadership skills by taking on roles such as president, vice

president, or committee chairperson, as well as give back to the local community through community

service projects over the course of the calendar year. SPAN also engages in fundraising efforts to

support member attendance at conferences and other professional development workshops, bring

guest speakers to campus and raise awareness of the field of school psychology, and promote school

psychology awareness week within the college and across the university.

It is through these activities that students develop the professional responsibility expected and

respected in the school psychology profession.

Performance Enhancement Plan

Students who are identified by faculty members as demonstrating weakness in the areas of clinical

competencies, personal maturity and interpersonal skills, or academic aptitude and coursework (see

Table 3 for a details) will be asked to meet with their faculty advisor. Unless the presenting problem is

severe enough to require immediate withdrawal from the program, a performance enhancement plan

will be developed at this meeting. This plan will be based on the weakness identified and will be

mutually agreed upon by the advisor, other faculty members (if appropriate), and the student. Success

of the plan will be evaluated no less than six weeks after the plan is implemented and feedback given to

the student. If the plan has not been successful, the student's performance will again be submitted to

the faculty as a group for further decision-making and recommendations.

If the deficiencies are not remediated and/or overcome, the student's participation in the program may

be terminated. A recommendation for termination may occur at any time during the student's program

by a two-thirds vote of the School Psychology faculty, based on a recommendation from the student's

advisor or dissertation committee. The student may make a request, in writing, for a hearing before the

School Psychology Committee prior or subsequent to the recommendation for termination decision.

Students are advised to be fully aware of procedures and requirements of the School of Graduate

Studies and Research (SGSR) in addition to the Department of Educational and School Psychology (EDSP)

regarding grading, continuation in a program, disciplinary regulations, and academic honesty.

Praxis II Examinations

IUP’s School Psychology programs and the Commonwealth of Pennsylvania require that students earn

passing scores on the Praxis II Specialty Area Test/School Psychology. IUP’s School Psychology PhD

Program’s passing score for the Praxis II is the same as that of NASP and the Commonwealth of

Pennsylvania (score of 155). The Praxis II examination may be taken at any time after the student

completes the second year of coursework. Students must take the Praxis II examination until a passing

score is achieved. The test code is: 5403.

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

Additional Evaluations for EdS Students:

Comprehensive examinations

Spring of second year

Internship Field Supervisor Evaluations

After each semester of internship

Internship Electronic Portfolio Assignment

Conclusion of each semester of internship

Praxis Examination

After second year of coursework in certification

program; during internship

Comprehensive Examination (EdS Program)

Prior to completing the specialist level internship, as students near the completion of their practicum

experiences and coursework (typically late May of their second year), students complete a two-day

comprehensive examination designed to assess their mastery of knowledge in areas relevant to the

practice of school psychology. These areas include: Data-based Decision Making and Accountability;

Socialization and Student Diversity; Professional School Psychology; Learning and Consultation; Research

and Program Evaluation; and Counseling, Prevention, Crisis Intervention, and Mental Health. Each

examination is graded as pass, pass with reservation, or fail. Faculty grading these examinations provide

feedback to students approximately two weeks after the examination is completed.

Students pass the examination when all area examinations receive a passing grade. Any examination in

which a pass with reservation is earned must be remediated through an individual plan with the faculty

member responsible for that area. Students must re-take any individual examination in which they

receive a failure rating. Failure in any three areas, or any combination of four pass with reservations or

fails, will be considered a failure of the entire comprehensive examination. Successful completion of the

examination is a prerequisite for beginning the specialist internship. All deficiencies of any type must be

resolved before the student begins internship. Students who do not pass the comprehensive

examination after two attempts will be referred to the School Psychology committee, which will

consider various actions including additional coursework, termination from the program, etc.

Additional Evaluations for PhD Students:

Candidacy Exam

Late spring/Early summer of Second Year

(usually end of May)

Praxis Exam

At student’s discretion

(after second or third year of coursework; must

achieve passing score)

Comprehensive Exam

During summer of Year 4

(prior to internship or dissertation)

Internship Electronic Portfolio Assignment

After each semester of internship products

completed are rated. All 10 products must be

completed and rated by the end of the internship.

Candidacy Examination (PhD Program)

At the beginning of a PhD student’s summer in Year 3 of coursework, students complete a two-day

candidacy examination designed to assess their knowledge in areas relevant to the practice of school

psychology. Doctoral students take these exams with the certification students. The areas to be

assessed include: Data-Based Decision Making; Socialization and Student Diversity; Professional School

Psychology; Learning and Consultation; Research and Program Evaluation; and Counseling, Prevention,

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

Crisis Intervention, and Mental Health. Each examination is graded as “pass,” “pass with reservation,” or

“fail.” Faculty grading these examinations provide feedback to students approximately two weeks after

the examination is completed. Students pass the examination when all areas of the exam receive a

passing grade. Any examination in which a “pass with reservation” is earned must be remediated

through an individual plan with the faculty member responsible for that area. Students must re-take any

individual examination in which they receive a failure rating.

Failure in any three (3) areas, or any combination of four (4) “pass with reservation” or “fail” ratings, will

be considered a failure of the entire examination. All deficiencies of any type must be made up before

the student begins internship or dissertation (whichever course the student chooses to enroll in first).

Students who do not pass the examination after two attempts will be referred to the School Psychology

Committee, which will consider various actions including additional coursework, termination from the

program, etc. Further guidelines about these examinations may be found on the department website

(www.iup.edu/schoolpsychology).

Comprehensive Examination (PhD Program)

PhD students are required to take their doctoral comprehensive examination during the Summer

semester of their Fourth Year, which is after all their coursework is complete and before they begin their

internship or dissertation credits (whichever they select to take first). This examination consists of a

two-day written examination that covers the following areas: Assessment and Intervention, Research,

and Organizational-Systems Consultation. Thus, three questions are posed to students. Students’

responses are evaluated using rubrics specific to each question. Each rubric results in a rating of Pass,

Pass with Reservation, or Fail. Students must resolve any question in which Pass with Reservation was

earned. Students must re-take any question in which Fail was earned. If a student Fails a question twice,

the department’s School Psychology Committee will provide a determination regarding the student’s

status in the doctoral program. The committee may decide an improvement plan is needed or that the

student may no longer enroll in courses and is terminated from the program.

Students are notified within three weeks following the doctoral comprehensive examinations regarding

the committee's evaluation of their responses. Students who do not pass these doctoral comprehensive

examinations after two attempts will be referred to the School Psychology Committee, which will

consider various actions including additional coursework, termination from the program, etc.

Program Level Examination Appeals

Appeals for Program Level Exams such as, candidacy, comprehensive, or qualifying examinations, are

made to the dean of the School of Graduate Studies and Research (SGSR) based on policy and/or

procedural violations. The appeal can be based only on policy and/or procedural violations, and not

simply on the outcome of the examination. Procedural violations would be cases in which the

program/department failed to follow program/department and/or University policies and/or

procedures relating to the administration and/or evaluation of the exam.

The appeal must be made in writing to the dean of the School of Graduate Studies and Research.

Documentation of the policy(ies)/procedures in question must be provided, along with a detailed

description of the alleged violation(s). All evidence supporting the alleged violation should also be

provided. The student must submit the written appeal to the dean of the SGSR within 30 days of receipt

of the outcome of the examination. Upon receipt of the written appeal to the dean of the SGSR, the

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

dean will conduct an investigation of the allegation, review the documentation and render a final

decision which completes the appeal process. The final decision rendered by the dean of the SGSR may

not be appealed.

If it is found that policy/and/or procedure has been violated, the dean of the SGSR will instruct the

program/department to allow the student to retake the exam, fully adhering to policy and procedures.

In the event of a finding in support of the student allegation, the reexamination may not be counted as

one of the attempts permitted under the University or Department’s Reexamination Policy.

Reexamination Policy

No student is permitted a “third” examination without a recommendation to that effect from the degree

program’s sponsoring department per their adopted written procedures and the approval of the School

of Graduate Studies and Research dean (or designee). Exceptions to this policy for programs can be

made only with the approval of the School of Graduate Studies and Research. In the event a student

does not successfully complete the comprehensive re-examination according to program requirements

and the failure results in program dismissal, the program must notify the School of Graduate Studies and

Research (SGSR) of the dismissal in writing. The SGSR will send an official notification of the dismissal to

the student.

Additional PDE Requirements

For those wishing to practice school psychology in Pennsylvania, they should consider the following

additional criteria required by the Pennsylvania Department of Education (PDE; 2009):

Pennsylvania considers the education of its children to be among the highest priorities of state

government and has dedicated many resources toward that end. Educators prepare for their

responsibilities in the schools of the Commonwealth by the completion of (1) state-approved teacher

education programs including a student teaching or intern experience, (2) Praxis II assessments, and (3)

application materials documenting that all certificate requirements have been met. Those requirements

have been raised significantly in recent years.

Pennsylvania Child Protections Services Law and IUP’s background investigation checking policy requires

that all students and faculty are required to maintain the following clearances:

• Act 34 - Pennsylvania State Police Criminal Records Check (SP4-164)

• Act 151 - Pennsylvania Department of Human Services Child Abuse History Clearance Check (CY-

113) to determine if the person is named as a perpetrator of an indicated or founded child

abuse report, and

• Act 114 - Federal (FBI) Fingerprint Criminal History Record Information check

Students and faculty are also required to adhere to mandated reporting requirements for

suspected child abuse outlined in 49 Pa. Code § 42.42. The procedures for reporting are as

follows:

(Reporting procedure. Reports of suspected child abuse shall be made by telephone and by written

report. (1) Oral reports. Oral reports of suspected child abuse shall be made immediately by telephone

to ChildLine, (800) 932-0313.(2) Written reports. Written reports shall be made within 48 hours after the

oral report is made by telephone. Written reports shall be made on forms available from a county

children and youth social service agency. (d) Written reports. Written reports shall be made in the

manner and on forms prescribed by the Department of Public Welfare. The following information shall

be included in the written reports, if available: (1) The names and addresses of the child and the parents

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or other person responsible for the care of the child, if known.(2) Where the suspected abuse occurred.

(3) The age and sex of the subjects of the report. (4) The nature and extent of the suspected child abuse

including any evidence of prior abuse to the child or siblings of the child. (5) The name and relationship

of the persons responsible for causing the suspected abuse, if known, and any evidence of prior abuse

by those persons. (6) Family composition. (7) The source of the report. (8) The person making the report

and where that person can be reached. (9) The actions taken by the reporting source, including the

taking of photographs and X- rays, removal or keeping of the child or notifying the medical examiner or

coroner. (10) Other information which the Department of Public Welfare may require by regulation.

School psychology interns are required to abide by the National Association of School Psychologists'

"Principles for Professional Ethics" or the current equivalent per NASP. Moreover, PDE also maintains

professional codes of conduct (22 Pa. Code § 235.1-235.11) to which all students including practica and

internship students are expected to adhere:

Section 4. Practices (a) Professional practices are behaviors and attitudes that are based on a set of

values that the professional education community believes and accepts. These values are evidenced by

the professional educator's conduct toward students and colleagues, and the educator's employer and

community. When teacher candidates become professional educators in this Commonwealth, they are

expected to abide by this section. Professional educators are expected to abide by the following:

(1) Professional educators shall abide by the Public School Code of 1949 (24 P. S. § § 1- 101 - 27-2702),

other school laws of the Commonwealth, sections 1201(a)(1), (2) and (4) and (b)(1), (2) and (4) of the

Public Employee Relations Act (43 P. S. § § 1101.1201(a)(1), (2) and (4) and (b)(1), (2) and (4)) and this

chapter. (2) Professional educators shall be prepared, and legally certified, in their areas of assignment.

Educators may not be assigned or willingly accept assignments they are not certified to fulfill. Educators

may be assigned to or accept assignments outside their certification area on a temporary, short-term,

emergency basis. Examples: a teacher certified in English filling in a class period for a physical education

teacher who has that day become ill; a substitute teacher certified in elementary education employed as

a librarian for several days until the district can locate and employ a permanent substitute teacher

certified in library science. (3) Professional educators shall maintain high levels of competence

throughout their careers. (4) Professional educators shall exhibit consistent and equitable treatment of

students, fellow educators and parents. They shall respect the civil rights of all and not discriminate on

the basis of race, national or ethnic origin, culture, religion, sex or sexual orientation, marital status, age,

political beliefs, socioeconomic status, disabling condition or vocational interest. This list of bases or

discrimination is not all-inclusive. (5) Professional educators shall accept the value of diversity in

educational practice. Diversity requires educators to have a range of methodologies and to request the

necessary tools for effective teaching and learning. (6) Professional educators shall impart to their

students’ principles of good citizenship and societal responsibility.(7) Professional educators shall exhibit

acceptable and professional language and communication skills. Their verbal and written

communications with parents, students and staff shall reflect sensitivity to the fundamental human

rights of dignity, privacy and respect. (8) Professional educators shall be open-minded, knowledgeable

and use appropriate judgment and communication skills when responding to an issue within the

educational environment. (9) Professional educators shall keep in confidence information obtained in

confidence in the course of professional service unless required to be disclosed by law or by clear and

compelling professional necessity as determined by the professional educator. (10) Professional

educators shall exert reasonable effort to protect the student from conditions which interfere with

learning or are harmful to the student's health and safety.

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Section 5. Conduct

Individual professional conduct reflects upon the practices, values, integrity and reputation of the

profession. Violation of § § 235.6-235.11 may constitute an independent basis for private or public

reprimand, and may be used as supporting evidence in cases of certification suspension and revocation.

Section 6. Legal obligations

(a)The professional educator may not engage in conduct prohibited by the act of December 12, 1973 (P.

L. 397, No. 141) (24 P. S. § § 12-1251-12-1268), known as the Teacher Certification Law.

(b)The professional educator may not engage in conduct prohibited by:

(1) The Public School Code of 1949 (24 P. S. § § 1-101-27-2702) and other laws relating to the schools or

the education of children.

(2) The applicable laws of the Commonwealth establishing ethics of public officials and public

employees, including the act of October 4, 1978 (P. L. 883, No. 170) (65 P. S. § § 401-413), known as the

Public Official and Employee Ethics Law.

considered an independent basis for discipline.

Section 7. Certification

The professional educator may not:

(1) Accept employment, when not properly certificated, in a position for which certification is required.

(2) Assist entry into or continuance in the education profession of an unqualified person.

(3) Employ, or recommend for employment, a person who is not certificated appropriately for the

position.

Section 8. Civil Rights

The professional educator may not:

(1) Discriminate on the basis of race, National or ethnic origin, culture, religion, sex or sexual orientation,

marital status, age, political beliefs, socioeconomic status; disabling condition or vocational interest

against a student or fellow professional. This list of bases of discrimination is not all-inclusive. This

discrimination shall be found to exist by an agency of proper jurisdiction to be considered an

independent basis for discipline. (2) Interfere with a student's or colleague's exercise of political and civil

rights and responsibilities.

Section 9. Improper personal or financial gain

(1) Accept gratuities, gifts or favors that might impair or appear to impair professional judgment.

(2) Exploit a professional relationship for personal gain or advantage.

Section 10. Relationships with students

The professional educator may not:

(1) Knowingly and intentionally distort or misrepresent evaluations of students.

(2) Knowingly and intentionally misrepresent subject matter or curriculum.

(3) Sexually harass or engage in sexual relationships with students.

(4) Knowingly and intentionally withhold evidence from the proper authorities about violations of the

legal obligations as defined within this section.

Section 11. Professional relationships

The professional educator may not:

(1) Knowingly and intentionally deny or impede a colleague in the exercise or enjoyment of a

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

professional right or privilege in being an educator.

(2) Knowingly and intentionally distort evaluations of colleagues.

(3) Sexually harass a fellow employee.

(4) Use coercive means or promise special treatment to influence professional decisions of colleagues.

(5) Threaten, coerce or discriminate against a colleague who in good faith reports or discloses to a

governing agency actual or suspected violations of law, agency regulations or standards.

Practica

See Practica Handbook

Internship

All School Psychology students are required to complete a full-time internship experience that

meets (or exceeds) 1200 hours (EdS) or 1600 hours (PhD; which exceeds the NASP requirement

of 1500 hours) all of which are completed in a school-based setting. As a part of this required

experience, students must submit ten products as part of an electronic portfolio to

demonstrate their development of competencies across the NASP Standards. Additional

information about these products can be found below in the section describing the internship

electronic portfolio.

Signed Agreement

The designated IUP official and an agency functionary who has signatory authority from the internship

site must sign an official IUP Internship Agreement. If the internship host agency requires its own

agreement or wishes to alter the IUP agreement, procedures for approval of these changes must be

followed before signatures can be affixed. Internship agreements are typically in effect for five years. It

is permissible for a signed agreement to be in effect for more than one IUP student within the period of

coverage. This agreement represents a legal contract between the university and the school district; it

does not determine the specific activities completed during the internship year. These activities are

determined collaboratively between the faculty facilitator, field supervisor, and graduate student intern.

The basis of these activities is the ten products required to be completed by each intern over the course

of their year-long placement as part of their internship course (EDSP 952). Additional experiences are

co-constructed based on program guidelines, school district need, and graduate student intern interest.

Approved Internship Field Supervisor

The internship supervisor must meet the following criteria:

1. work as an employee of the host agency;

2. have a minimum of one year of experience in the host agency;

3. hold a doctorate in a field of psychology and be certified as a school psychologist in the state

where the internship will take place;

4. have a minimum of three years of experience as a school psychologist in the state in which the

supervisor is practicing (or three years of experience with the NCSP credential);

5. have overall responsibility for the school psychological services provided by the intern;

6. develop with the intern goals to be achieved during supervision;

7. be accessible to the intern for consultation and to the clients of the intern to answer questions

and respond to concerns;

8. use appropriate methods of supervision, including observations and review of audio- or video-

recordings, and review of reports, at the discretion of the supervisor;

9. provide two hours per week of face-to-face supervision to the intern;

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

10. be authorized to terminate services provided by the intern to a client and if necessary,

terminate the supervisory relationship;

11. have access to educational records of the intern’s clients;

12. provide an evaluation to the IUP Doctoral Program in School Psychology of the intern’s

performance at the end of each academic term during which the internship is in effect;

13. countersign reports that are authored by the intern. If only multi-disciplinary reports are used,

the supervisory relationship between the intern and the supervisor should be annotated on the

report.

If the approved field supervisor is not an employee of the host agency, a memorandum of

understanding (MOU) should be developed between the field supervisor and the host agency that

articulates points (c) through (m) of the aforementioned field supervisory requirements. The MOU

should be co-signed by the field supervisor, an appropriate school district functionary, and the intern,

and should be submitted to the IUP doctoral internship coordinator before the beginning of the

internship.

Registration

All School Psychology students will register for the internship course (EDSP 852 or 952) only after all of

the aforementioned procedures have been completed and the documentation is provided to the

internship coordinator. Typically, students register for 3 credits in the Fall semester and then 3 credits in

the spring semester. A total of 1200 (EdS) or 1600 (PhD) clock hours of internship are required, which

exceeds the NASP standard of 1500 hours. Students are generally expected to complete these hours

over the course of the entire academic year of the host agency. However, the student may ask

permission from the School Psychology Committee to continue to accrue hours and complete required

internship activities beyond the second term/end of the academic year for the host agency, if internship

hours and/or tasks are not complete. The instructor of record for this doctoral internship course serves

as the faculty facilitator for the internship and works together with the field supervisor and doctoral

intern to manage the experience and ensure compliance and progress.

All internship hours and activities must be completed on a sequential and continuous schedule. School

Psychology interns are expected to complete a full-time internship within one year. For example, if the

internship began in fall term, all activities and hours should be completed by beginning of the next fall

term.

Interns who desire to complete the internship on a part-time basis must submit a formal request to

obtain permission to do so from the School Psychology Committee via the doctoral internship

coordinator. All doctoral interns are assumed to be following the full-time (one-year) sequence, unless a

formal request is submitted. Part-time internships should be completed within two years. For example,

if the internship began in fall term, all activities and hours should be completed by the beginning of the

fall term two years later.

Failure to complete all hours and activities by the completion of the internship will result in an ‘E’ grade

and a requirement to take another three to nine credits of EDSP 852 or 952 (determined by the School

Psychology Committee).

Internship Logs

The intern is required to submit logs on a monthly basis to the faculty member/supervisor who is

responsible for the intern’s section of EDSP 852 or 952, according to the prevailing format and

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instructions for submission. Logs must be submitted on D2L by the 3

of every month (reporting on the

hours from the previous month). By the end of the internship experience, students condense these

monthly logs to one summary log (see pp. 21-22) outlining the entire doctoral internship experience of

the intern by hours/activity. The total number of hours of this summary log must equal 1600 hours.

Note: Interns may log a maximum of 40 hours per week.

Note: Interns must log (at least) two hours of face-to-face supervision per week.

Internship Hours

EDS interns must complete a minimum 1200-hour school-based experience.

The doctoral intern must complete a minimum 1600-hour school-based internship experience, which

exceeds the NASP standard of 1500 hours.

Internship Electronic Portfolio Requirements

The intern is required to submit products/reports identified on the Doctoral Internship Electronic

Portfolio Requirements form to the faculty member/facilitator who is responsible for the intern’s

section of EDSP 852 or 952 according to the prevailing format and instructions for submission. These

products/reports represent the basic skills and competencies IUP School Psychology students are

required and expected to master by the end of their internship. Each one of these products is linked to a

NASP domain and demonstrates to the faculty facilitator and field supervisor that the doctoral intern

has developed skills and competencies indicating their readiness for their first professional school

psychology position. To evaluate these products/reports, the field supervisor, faculty facilitator, and

intern rate the intern’s performance using rubrics/key assessments found in the School Psychology KARS

Manual. Students are required to earn at least a score of 2 on all internship products/reports to

demonstrate competency within that NASP domain and readiness for certification. All Internship

Electronic Portfolio Ratings by the field supervisor, faculty facilitator, and intern must be complete for all

ten products two weeks prior to the end of the second semester of internship. The Electronic Portfolio

should be completed over time. Therefore, each time an activity is completed, it should be submitted to

your field supervisor and faculty facilitator for them to review and rate. The intern should also

immediately complete their self-rating. The intern is responsible for ensuring that all ratings are

completed by all raters.

• The intern completes a self-rating on all products submitted for the Electronic Portfolio (posted

on D2L). The intern will download the rating form from D2L and print it, complete each rating as

each product is created, and when all products are completed and self-rated, will sign the form

and scan it to a PDF file. The intern will upload the PDF file to the designated Dropbox on D2L.

• The internship field supervisor will rate all products submitted for the Electronic Portfolio. The

intern will download the form from D2L and print it, ask the field supervisor to complete the

ratings as the products are created, and when all products are completed and rated by the field

supervisor, have the supervisor sign the form and scan it to a PDF file. Upload the PDF file to the

designated Dropbox on D2L.

• The faculty facilitator will rate all products submitted for the Electronic Portfolio; the intern will

email the faculty facilitator when products are submitted on D2L. The faculty rating will appear

as a grade in the Dropbox on D2L.

Note: All reports submitted on D2L to faculty must be redacted to ensure confidentiality.

Note: DO NOT click submit until May or June when all activities are complete. DO NOT

bookmark this link.

Note: Interns, field supervisors, and faculty facilitators should maintain a hard copy of their

ratings.

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Internship Evaluation

Knowledge and Skills Standards Rubrics are used to rate all ten internship products/reports (each

aligned with one of the NASP domains and representing the Knowledge and Skills Standards as discussed

earlier in this document) identified in Table 5, and minimum competence must be achieved on each

product/report by all interns to be approved for state certification as a school psychologist. These

specific rubrics can be found in the School Psychology programs KARS Manual. As with all course

associated assignments and rubrics/key assessments, student performance is assessed using a four-

point scale with a score of two

(2) being the minimum required for the student to show

attainment of a skill. The ratings from these rubrics for all ten products/reports are

subsequently summarized to produce an overall score/grade for the student in the doctoral

internship course and determine readiness for certification.

Field supervisors also complete a rating form for each intern via Qualtrics at the end of each semester of

internship. This rating form is used to evaluate the doctoral intern’s performance related to the

knowledge and skills, as well as professional behavior, standards as discussed earlier in this document.

This rating form is presented in Table 6. A minimum score of three (3) is required on each item by the

end of the internship year to ensure attainment and competence and for successful completion of the

internship. A rating of No Opportunity will not be counted against the doctoral intern regarding the

passing of the internship. However, if a majority of items on the fall semester evaluation have been

rated as No Opportunity, the doctoral intern, faculty facilitator, and field supervisor will meet to discuss

how this will be remedied in the spring semester to ensure that the doctoral intern receives all

experiences necessary to successfully complete the internship experience and be deemed ready for

state certification and practice as a school psychologist by the end of the spring semester of internship.

Rating

1 Novice

2 Advanced Beginner

3 Competent

4 Proficient

5 No Opportunity

Internship Field Supervisor’s Biannual Evaluation

1. Field Supervisor Name

2. Field Supervisor Title

3. Field Supervisor Role

4. Supervisee Name

5. Demonstrate knowledge of varied methods of assessment and data collection.

6. Can apply results of assessment to develop interventions or recommend services.

7. Can apply results of assessment to evaluate interventions.

8. Demonstrates knowledge of varied methods of consultation and collaboration applicable to

individuals, families, groups, and/or systems.

9. Demonstrated skills to consult, collaborate, and communicate with others during design,

implementation, and evaluation of services and programs.

10. Demonstrates knowledge of influences (e.g., biological, cultural, social) on students’ learning of

academic skills; cognitive and developmental processes; and evidence-based curriculum and

instructional strategies.

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

11. Demonstrates skills in using assessment and data collection methods to develop or recommend

services supporting students’ academic and cognitive skills.

12. Demonstrates skills in using assessment and data collection methods to implement and evaluate

services supporting academic and cognitive skills.

13. Demonstrates knowledge of influences (e.g., biological, cultural, social) on students’ behavior

and mental health.

14. Demonstrates knowledge of evidence-based strategies to promote social-emotional functioning

and mental health.

15. Demonstrates knowledge of how behavior and social-emotional functioning impacts learning

and life skills.

16. Demonstrates skills to use assessment and data-collection methods to implement and evaluate

services that support socialization, learning and mental health.

17. Demonstrates knowledge of school and systems structure, general and special education, and

technology resources.

18. Demonstrates knowledge of evidence-based practices that promote academic outcomes,

learning, social development, and mental health.

19. Demonstrates skills, in collaboration with others, to develop and implement practices and

strategies to create and maintain effective and supportive learning environments.

20. Demonstrates knowledge of principles and research related to resilience and risk factors in

learning and mental health.

21. Demonstrates knowledge of multitiered prevention services in the school and community to

support learning and mental health.

22. Demonstrates knowledge of services in the school and community to implement effective crisis

preparation, response, and recovery.

23. Demonstrates skills, in collaboration with others, to promote services that enhance learning,

mental health, safety, and physical well-being and the implementation of effective crisis

preparation, response, and recovery.

24. Demonstrates knowledge of family systems, strengths, and needs.

25. Demonstrates knowledge of methods to develop collaboration between families and schools.

26. Demonstrates knowledge of the influence of culture on family-school interactions and

collaborations.

27. Demonstrate skills to design, implement, and evaluate services that respond to culture and

context and facilitate family and school partnership and/or interactions with community

agencies.

28. Demonstrates knowledge of individual differences (e.g., abilities, disabilities, and other diverse

characteristics) variables that impact learning and development.

29. Demonstrate knowledge of principles, research, and evidence-based strategies to enhance

services and influences related to diversity factors for children, families, and schools, including

factors related to culture, context, and individual and role differences.

30. 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 learning and advocacy for social justice are foundations of all aspects of

service delivery.

31. Demonstrates Demonstrate 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.

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32. 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.

33. Demonstrates an understanding of how to control for variables that would impact the reliability

and validity of data collection techniques.

34. Demonstrates the ability to plan and conduct a program evaluation to evaluate school-based

services.

35. Demonstrates knowledge of the history and foundations of school psychology.

36. Demonstrates knowledge of multiple service models and methods.

37. Demonstrates knowledge of ethical, legal, and professional standards and other factors related

to professional identity and effective practice as school psychologists.

38. Demonstrates skills to provide services consistent with ethical, legal, and professional standards

and engaging in responsive ethical and professional decision-making.

39. Demonstrates skills in applying 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.

P12 Impact

Interns are required to complete two cases during the internship, one behavioral and one academic.

These cases necessitate that the intern determine the student’s needs in the area of behavior or

academics, assess baseline skills, implement an appropriate intervention/plan, collect progress

monitoring data, assess skills at intervention completion, and evaluate the success of the intervention.

Doctoral interns will calculate P12 student impact of the intervention/plan using effect size, with the

expectation that the intervention/plan will produce at least a moderate effect size representing change

in the P12 student’s behavior or academic skill. If the resultant effect size is not at least moderate when

calculated, the doctoral intern will be required to modify the intervention accordingly with the input of

the field supervisor and/or faculty facilitator until a moderate effect size is achieved. Evaluating progress

monitoring data throughout the course of the intervention/plan also may result in changing or tweaking

of the intervention/plan in order to produce maximum results for the P12 student with whom the

doctoral intern is working.

Intern’s Title

The intern’s title must be transparent. Therefore, each intern must clearly disclose all of their functions

within the internship setting. For most students, they will use the title “School Psychology Intern.” For

some doctoral students this may be more complicated if the intern is both a doctoral intern and a

certified school psychologist, all documents should state, “School Psychology Doctoral Intern and PA

Certified School Psychologist.”

It is important to note that all documents should have this discloser. This

includes, but is not limited to: signature lines (i.e., letters and email), employee identification cards,

employee documents (i.e., human resource materials), evaluation reports (including the signature line),

voicemail, business cards, etc.

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

Dissertation

Making steady progress toward earning your degree means producing high quality work overall, which

greatly increases your ability to complete the program. No matter your location, check your IUP e-mail

account regularly throughout the year; we will use it to communicate with you. Check in with your

dissertation advisor on a regular basis after you finish course work and until you graduate. You should

contact your advisor once a semester (as a minimum) to report on your progress. It is your responsibility

to stay in contact with your advisor on this regular basis to support your continuing progress.

Students must register for three credits of dissertation in successive fall and spring semesters until nine

credits are earned. Students who are enrolled in internship credits during this period may defer taking

dissertation credits for that term. Students then register for one credit of dissertation in fall and spring

terms until they graduate (except for semesters when they are taking internship credits). For this period

during dissertation, the student will be considered a full-time doctoral student. Until the dissertation or

thesis is successfully defended, a grade of “R” will be assigned to each registered credit. Upon successful

completion of the dissertation, the grade assigned by the dissertation chair will apply to all registered

dissertation credits.

You are eligible to begin the dissertation process if you have:

• successfully completed all coursework earning a ‘B’ or higher in all core courses; excluding the

internship course if you selected to take dissertation first; if you took internship first, you must

earn a ‘B’ or higher

• Passed the Praxis II Exam

• Passed the Candidacy Exam

• Passed the Comprehensive Exam

• Established a dissertation chair and committee

• If applicable, resolved or are making adequate progress on an Improvement Plan

• Filed a Research Topic Approval Form (RTAF) form - this is the form that you file with the SGSR

that stipulates your title, topic, and dissertation committee members.

Dissertation Committee

A dissertation committee consists of THREE or more faculty members (minimum). At least half of the

committee must be EDSP faculty members. No person may serve on a dissertation committee if that

person is in the immediate family of the student. Immediate family is defined as: spouse, child,

stepchild, parent, stepparent, parent-in-law, brother, sister, brother-in-law, or sister-in-law.

Dissertation Chair

o Your dissertation chair must be an EDSP faculty member.

o The dissertation chair is sometimes also referred to as the “dissertation advisor” or “dissertation

director.”

o You will work closely with your dissertation chair from the inception of your topic through all the

stages of the dissertation.

o If you need help choosing an advisor please meet with the Director of the Doctoral Program, who can

advise you on possible chairs for your committee based on the topics faculty research.

Members/Readers (minimum - 2)

o One reader must be from the EDSP department. The second reader may be from the EDSP

department or from other departments on campus (i.e., Special Education, Psychology, etc.), or a

member of another PASSHE school.

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

o Additionally,theremaybeanoutsidereader(seeOutsiderReadersubsectionformore information).

o Readers may be consulted about questions that fall in their fields of expertise, but they normally

respond only to the final draft of your first three chapters and dissertation. At the defense, the readers

again play an important role in responding to and approving the final draft of your dissertation.

You are expected to maintain a professional relationship with each member of your committee, and you

should expect committee members to do the same with you and with one another.

Outside Readers

If a student and dissertation advisor think it would be appropriate, it is possible to invite an outside

scholar to be a reader on the committee. This outside reader should be involved in graduate education

at his or her own institution and have publications in the field. The outside reader must be approved by

the Director of the Doctoral Program, the Senate Graduate Committee, the Graduate Dean, and the

Union; the official approval request is initiated by the Director of the Doctoral Program.

To invite an outside reader to join the dissertation committee, the student should send an e-mail

request to the Director of the Doctoral Program and include:

• a brief statement of the student’s dissertation topic,

• a brief justification as to why the scholar is being invited to be an outside reader (e.g., “Dr. X has

expertise in such-and-such and this expertise is important for the student’s dissertation.”), and

• a copy of the potential outside reader’s CV.

The Doctoral Director will then take the request through the approval process and the dissertation chair

will receive a letter stating that the reader has been approved. IUP does not compensate outside

readers for their service.

Steps to Completing the Dissertation

The dissertation experience will consist of the following steps:

1. The student will develop an appropriate research topic in consultation with the chair and

committee.

2. The student will then write a prospectus of the proposed study in consultation with the chair of

the committee.

3. The student will then present the prospectus at a meeting with the committee. The purpose of

this meeting is to craft a dissertation plan that is approved by the committee.

4. After the prospectus meeting, the student will distribute a copy of the proposal to all members

of the committee. If the topic is acceptable to all committee members, the Research Topic

Approval Form (RTAF) will then be completed with the necessary signatures. This form should be

filed at least two academic terms before the student expects to graduate (see IUP

Thesis/Dissertation Manual). The approved prospectus must be submitted with the RTAF.

5. When utilizing human subjects as part of the research, the student must complete the necessary

forms in order to obtain approval from the Institutional Review Boards (IRB) of both the

Department and the University. Forms may be obtained from the Graduate School. IRB approval

must be obtained before any data can be collected.

6. After approval of the RTAF and IRB, the student will write Chapters 1, 2, and 3 of the

dissertation document. After the chair has approved the above chapters, the student will

distribute copies of these chapters to all members of the committee. The student should allow a

minimum of three working weeks for faculty to review of all submitted material. A Three

Chapter Defense will then be scheduled at IUP with members of the committee. Only after the

student passes this defense can he or she proceed with data collection. Doctoral students are

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

required to defend the first three chapters of their dissertation within two years of passing the

doctoral comprehensive examinations.

7. The student should follow the guidelines presented in the IUP Thesis/Dissertation Manual in

order to comply with format and style requirements.

8. It is recommended that the student maintain ongoing contact with all committee members

throughout the dissertation project so they can provide appropriate feedback to the student.

After the entire dissertation has been approved by the chair, the student will distribute copies of

the dissertation to all members of the committee. After the committee has had three working

weeks to read the document, a meeting will be scheduled at IUP with members of the

committee for a final oral defense of the dissertation. After this process has been successfully

completed (i.e., the student passes the defense), the student will follow the procedures listed in

the IUP Thesis/Dissertation Manual to ensure that all of the necessary paperwork has been

completed and the fees for binding, microfilm, etc., have been paid.

9. The student will provide an electronic copy of the dissertation to the Graduate School, the

Department of Educational and School Psychology, and the chair of the committee.

10. If the committee fails to approve the dissertation, the proposal defense, or the final oral

defense, the student may be required to schedule another meeting with the committee in order

to demonstrate a resolution of the committee's concerns.

Submitting the Research Topic Approval Form (RTAF)

1. Work with your dissertation chair to develop a proposal of your intended dissertation research

project including the topic, rationale, method of study, references and estimated timeline for

the project. Please see the Thesis/Dissertation Handbook for an example of one of these

proposals:

https://www.iup.edu/graduatestudies/resources-for-current-

students/research/thesis-dissertation-information/thesis-dissertation-manual.html

2. Obtain a Research Topic Approval Form from the Graduate Office or from the SGSR website:

https://www.iup.edu/graduatestudies/resources-for-current-students/research/thesis-

dissertation-information/all-forms.html

3. With your dissertation chair’s approval, schedule a Topic Approval Meeting. This meeting may

also be called a “prospectus meeting.” This is an informal meeting to discuss your topic,

rationale, method, etc.

4. Once your RTAF is finalized and committee members have signed it, turn it in to SGSR.

5. Work diligently on your first three chapters. Review the Thesis and Dissertation information

provided by the Graduate School at

https://www.iup.edu/graduatestudies/resources-for-

current-students/research/thesis-dissertation-information/index.html

6. Follow the most recent version of the IUP Thesis/Dissertation Manual from SGSR

(

https://www.iup.edu/graduatestudies/resources-for-current-students/research/thesis-

dissertation-information/thesis-dissertation-manual.html ) and the current edition of the APA or

MLA manual. Plan to schedule the Three Chapter Defense within one year of completing your

coursework.

7. Work with your dissertation chair to develop a proposal of your intended dissertation research

project including the topic, rationale, research questions and hypotheses, literature review,

method of study, proposed statistical analyses, and references. Please see the

Thesis/Dissertation Handbook for an example of one of these proposals:

https://www.iup.edu/graduatestudies/resources-for-current-students/research/thesis-

dissertation-information/thesis-dissertation-manual.html

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

Preparing Your First Three Chapters

Once your committee has agreed to serve, your topic has been approved, and you have filed your RTAF;

it is time to write the first three chapters of your dissertation. At the “Three Chapter Defense” meeting,

your committee will determine your readiness and ability to complete a dissertation research project

based on this document. The chapters must follow the guidelines in SGSR’s Thesis/Dissertation Manual

and APA. Prior to the final defense of the dissertation, you should expect to revise all of these chapters

in light of the remaining chapters of your dissertation. Nonetheless, the chapters for the Three Chapter

Defense should represent your highest quality work.

You will develop the three chapters under the guidance of your dissertation chair. Your advisor may

recommend that you consult your committee members on specific issues pertaining to their areas of

expertise. Readers do not pre-approve chapters or duplicate the work of the dissertation chair.

The specific nature of the three chapters to be presented to the committee will vary, depending on the

type of research being conducted (a theoretical vs. an empirical study, for example). But in all cases, the

three chapters must demonstrate an argument for the need for the study with respect to the existing

literature. The student must demonstrate his/her breadth of knowledge. Most all dissertations follow

this format:

Chapter 1: Introduction. Conceptualizes the topic and situates it broadly within the existing literature,

outlines an argument based on the need for the study, and presents specific research questions.

Chapter 2: Literature Review. Develops in-depth the argument introduced in Ch. 1 by critically analyzing

and synthesizing the relevant literature in the field, explaining both the contributions and limitations of

this research with respect to the student’s own project, defining key terms, and providing transitions

into the next chapter.

Chapter 3: Methodology. Describes the research design, site, participants, documents, materials, and

data collection and analysis.

Three Chapter Defense

You must schedule at least three working weeks of reading time each time you send a draft to your

chair or to your readers. This meeting is not a public event. Therefore, it is closed to individuals other

than the student and committee members. During this culminating evaluation meeting the student will

demonstrate a sound argument for the need for the study, breadth of knowledge of the field and

relevant sub-fields, a clear focus and organization, and good writing quality. The committee will evaluate

the student’s oral and written performance and the dissertation chair will notify the Director of the

Doctoral Program regarding the outcome.

Three Chapter Defense: Possible Outcomes

The committee will decide on one of these possible outcomes, and at the conclusion of the meeting, will

submit the decision to the Director of the Doctoral Program:

• Pass. This outcome applies when the student has demonstrated, through both the chapters

submitted and performance during the meeting, that they have met the criteria listed above and

are well-prepared to undertake the dissertation research. In such cases the three chapters will

require only minor revisions, and the student will respond to any concerns in a way that gives

readers confidence the final defense will be successful. At this point, the student continues the

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

dissertation process and, if they have not already done so, submit a protocol to the

Departmental and Institutional Review Boards for the Protection of Human Subjects (IRB). In

some cases, IRB approval may need to be obtained earlier in the process. Consult with your

advisor about the best time to submit the IRB application.

• Fail. A Fail means that the student has demonstrated that he or she is unlikely to produce a

successful dissertation and thus is not permitted to complete the program; the advisor will

provide the student with reasons for the decision based on the committee’s evaluation of the

student’s work.

IRB Protocol

Federal regulations, and general ethical considerations, require that all research involving human

participants meet certain federal guidelines for the protection of participants. Those regulations also

established the requirements that must be met by an Institutional Review Board (IRB) for the Protection

of Human Subjects. You can find out more about IUP’s IRB board at

https://www.iup.edu/research/resources/conducting-responsible-research/irb/index.html

. IRB forms

and applications instructions can be found at https://www.iup.edu/research/resources/conducting-

responsible-research/irb/guidelines/index.html

IUP’s IRB board meets once a month to review cases that involve protected populations or unusually

challenging research. Most other cases are eligible for expedited review and are reviewed on an ongoing

basis without the wait for the monthly meetings. This makes the turnaround time for most cases

reviewed by IUP’s IRB board considerably less than one month. Make sure that you work with your

dissertation director, who will also serve as the official co-investigator for your research, as you work

through your IRB protocol. You will also need your director’s signature on the IRB form so plan time for

protocol development, obtaining your director’s signature, and IRB turnaround time when planning your

research.

Dissertation Defense

The dissertation defense, all revisions, and uploading the final copy of the dissertation to ProQuest,

must occur before a student reaches the 7-year limit. All students living within the contiguous United

States are required to attend the Dissertation Defense in person. Dissertation Defenses are public

events meaning that your guests, other students, and members of the IUP community may attend.

When you give your copy of the dissertation to your committee for the defense, it should represent your

best work and conform to the SGSR Thesis/Dissertation manual with which you began the program. The

dissertation defense will cover the entire dissertation and, at the conclusion of the meeting, the chair

will notify the Director of the Doctoral Program regarding the outcome.

Dissertation Defense: Possible Outcomes

• Pass. If a student passes, the committee members may sign at the end of the defense or opt to

see revisions before signing.

• Fail. A Fail means that the student has demonstrated that he or she is unlikely to produce a

successful dissertation and thus is not permitted to complete the program; the advisor will

provide the student with reasons for the decision based on the committee’s evaluation of the

student’s work at the defense meeting.

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

For students admitted after Fall 2017 – Dissertation and thesis credits will be assigned Pass or

Fail as the final evaluation outcome for the taken credits and carry no quality points weighted

towards a student’s CGPA.

For students admitted prior to Fall 2017 – Dissertation and thesis credits will be assigned a

letter grade as the final evaluation outcome for the credits taken and carry quality points

weighted towards a student’s CGPA for the number of dissertation credits required for the

program. “Extended” dissertation credits are not calculated into a student’s CGPA.

For more information, view the Graduate Catalog: www.iup.edu/gradcatalog

Submitting the Dissertation to the University

Be sure to consult the SGSR Thesis/Dissertation Manual early and often, as it contains information about

specific requirements for formatting and submitting your dissertation. The final step in the process is to

submit the dissertation, following the SGSR requirements for electronic submission

(https://staging.www.iup.edu/graduatestudies/resources-for-current-students/research/thesis-

dissertation-information/finishing-your-degree/preparing-and-submitting-theses-and-dissertations/). A

bound copy is no longer required for the library in the English Graduate Office or the IUP library. You,

your advisor, and committee members may request a bound copy.

Bound Copies

Because dissertations are available online once you submit them electronically, it is not necessary to

give your director or committee members a bound copy of your dissertation. If someone on your

committee does ask for a bound copy, though, you should provide the person with one; but with

storage space being limited, most people do not require a bound copy.

We definitely recommend that you get at least two bound copies for yourself, (1 to keep and 1 for

loaning out). You can find out more about binding options on the following SGSR website:

https://staging.www.iup.edu/graduatestudies/resources-for-current-students/research/thesis-

dissertation-information/finishing-your-degree/thesis-dissertation-printing-and-binding-options/

Graduation

In order to graduate, you must apply for graduation by the SGSR deadline. You can find out more about

the graduation process at https://www.iup.edu/commencement/graduate/index.html

It is important to note that student who will finish their dissertation process for an August graduation,

will be allowed to walk in the large, University-wide May ceremony, but not in the large, University-wide

December ceremony.

Degree Completion

School Psychology MEd Program

The master’s program in educational psychology is designed for those who plan to pursue school

psychology certification after the master’s degree. The program includes a minimum of 36 credits,

culminating in the Master’s of Education (MEd) degree. All students complete coursework in

educational and general psychology; individual differences; cognitive, affective, and social bases of

behavior; behavioral studies; and research. Students must maintain a grade point average of at least

3.25 in the master’s program in order to be eligible to apply for the school psychology certification

sequence. Continuous enrollment of a minimum of 9 credits per semester and 6 credits per summer

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

session is required for the MEd degree unless waived by the Coordinator of the Specialist Program

and the School Psychology committee.

School Psychology EdS Program

The specialist program is designed to provide the student with specific clinical skills necessary to

function as a school psychologist. The program includes a minimum of 30 credits beyond the MEd

degree, culminating in the EdS degree in school psychology. Courses focus on the multiple roles of

the school psychologist, including counseling, assessment, intervention, consultation,

exceptionalities, law/ethics, and the use of psychological skills in multicultural educational settings.

The specialist program includes a number of practica experiences and an internship that encompasses

a minimum of 1,200 hours, at least half of which must occur in a school setting. Students must

maintain a grade point average of at least 3.25 and a grade of B or better in all department courses.

Department courses are identified by their assigned prefix code of EDSP in the title. Continuous

enrollment in a minimum of 9 credits per semester and 6 credits per summer session is required for

the certification program unless waived by the Coordinator of the Specialist Program and the School

Psychology committee. Specialist students are also required to earn passing scores on the Praxis II

Specialty Area Test/School Psychology. The Praxis II examination may be taken at any time after the

student completes the comprehensive examination. Students must successfully pass the Praxis II

Specialty Area Test/School Psychology in order to complete the EdS program.

School Psychology PhD Program

The PhD Program is a total of 99 credits. A M.Ed. in Educational Psychology is earned after successfully

completing 36 credits of the required courses. In most cases, students earn the MEd degree in Year 2

after their Summer II courses. In terms of the PhD degree, as students near the completion of the

internship or dissertation experience (whichever comes last), must have successfully completed all

coursework (earning a ‘B’ or higher in all core courses), passed the Praxis II Exam, Candidacy Exam,

Comprehensive Exam, and successfully defended his/her dissertation. In addition, any student who has

been on an improvement plan must have successfully resolved/completed all items on the plan. For

more information, view the view the Graduate Catalog:

https://www.iup.edu/registrar/catalog/index.html

Evaluation Outcome for Dissertation

Thesis/Dissertation Defense Department Process or Protocol about how the dissertation and/or thesis

are evaluated and possible results and what they mean for the student. For example, pass, pas with

revisions, revise and resubmit, fail.

For students admitted after Fall 2017 – Dissertation and thesis credits will be assigned Pass or Fail as

the final evaluation outcome for the taken credits and carry no quality points weighted towards a

student’s CGPA.

For students admitted prior to Fall 2017 – Dissertation and thesis credits will be assigned a letter grade

as the final evaluation outcome for the credits taken and carry quality points weighted towards a

student’s CGPA for the number of dissertation credits required for the program. “Extended” dissertation

credits are not calculated into a student’s CGPA.

For more information ,view the Graduate Catalog: https://www.iup.edu/registrar/catalog/index.html

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

University Policies and Procedures

University policy is the baseline policy. Programs may have policy that is more stringent than the

University baseline policy; however, not less stringent than the University baseline policy. For questions

regarding this statement, please contact [Program Coordinator] or the School of Graduate Studies and

Research.

Academic Calendar

View the IUP Academic Calendar: www.iup.edu/news-events/calendar/academic/

The Following University and SGSR policies can be found at

https://www.iup.edu/registrar/catalog/index.html

Academic Good Standing

Academic Integrity

Bereavement-Related Class Absences

Continuous Graduate Registration for Dissertation and Thesis

Grade Appeal Policy

Graduate Fresh Start Policy

Graduate Residency Requirement

Leave of Absence Policy

Time Limitations

Time-to-Degree Master’s/Doctoral Dismissal Appeal Policy

Time-to-Degree Extensions for Master’s Thesis and Doctoral Dissertation

Transfer of Credits Policy

Research

For more information, visit the website of the School of Graduate Studies and Research (SGSR), click on

Research: www.iup.edu/graduatestudies/

https://www.iup.edu/registrar/catalog/index.html

www.iup.edu/research/

School Psychology Programs, Department of Psychology | Indiana University of Pennsylvania

Signature Page

My signature below indicates that I am responsible for reading and understanding the information

provided and referenced in this department/program student handbook.

______[please initial] I understand my program coordinator may share this document with the School of

Graduate Studies and Research.

________________________________________

Print Name

________________________________________

Signature

________________________________________

Date

Submit to Program Coordinator by second week of your first semester of coursework.

The School Psychology Program will keep this signed document on file.