Compilation of Rules and Regulations of the State of Georgia
Department 505 - PROFESSIONAL STANDARDS COMMISSION
Chapter 505-3 - EDUCATOR PREPARATION RULES
Rule 505-3-.69 - School Psychologist Program
Universal Citation: GA Rules and Regs r 505-3-.69
Current through Rules and Regulations filed through March 20, 2024
(1) Purpose. This rule states field-specific content standards for approving programs that prepare individuals to serve as school psychologists in grades P-12 and supplements requirements in Rule 505-3-.01, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERSAND EDUCATOR PREPARATION PROGRAMS.
(2) Requirements.
(a) The minimum
preparation for a renewable professional certificate is at the educational
specialist's degree level in school psychology. A non-renewable certificate may
be issued in some circumstances as outlined in GaPSC Certification Rule
505-2-.146 SCHOOL
PSYCHOLOGY.
(b) To receive
approval, a GaPSC-approved educator preparation provider shall offer a
preparation program described in program planning forms, catalogs, and syllabi
designed to develop knowledge and practice competencies in each of the
following standards based on the Domains of Professional Practice outlined in
the 2010 National Association of School Psychologists (NASP) Standards
for the Credentialing of School Psychologists:
1.
Data-Based Decision Making and
Accountability. The program shall prepare candidates who have
knowledge of varied methods of assessment and data-collection methods for
identifying strengths and needs, developing effective services and programs,
and measuring progress and outcomes. As part of a systematic and comprehensive
process of effective decision making and problem solving that permeates all
aspects of service delivery, school psychologists demonstrate skills to use
psychological and educational assessment and data collection strategies, and
technology resources, and apply results to design, implement, and evaluate
response to services and programs.
2.
Consultation and
Collaboration. The program shall prepare candidates who have
knowledge of varied methods of consultation, collaboration, and communication
applicable to individuals, families, groups, and systems and used to promote
effective implementation of services. As part of a systematic and comprehensive
process of effective decision making and problem solving that permeates all
aspects of service delivery, school psychologists demonstrate skills to
consult, collaborate, and communicate with others during design,
implementation, and evaluation of services and programs.
3.
Interventions and
Instructional Support to Develop Academic Skills. The program
shall prepare candidates who have knowledge of biological, cultural, and social
influences on academic skills; human learning, cognitive, and developmental
processes; and evidence-based curriculum and instructional strategies. School
psychologists, in collaboration with others, demonstrate skills to use
assessment and data collection methods and to implement and evaluate services
that support cognitive and academic skills.
4.
Interventions and Mental
Health Services to Develop Social and Life Skills. The program
shall prepare candidates who have knowledge of biological, cultural,
developmental, and social influences on behavior and mental health; behavioral
and emotional impacts on learning and life skills; and evidenced-based
supported strategies to promote social-emotional functioning and mental health.
School psychologists, in collaboration with others, demonstrate skills to use
assessment and data collection methods and implement and evaluate services to
support socialization, learning, and mental health.
5.
School-Wide Practices to
Promote Learning. The program shall prepare candidates who have
knowledge of school and systems structure, organization, and theory; general
and special education; and empirically supported school practices that promote
academic outcomes, learning, social development, and mental health. School
psychologists, in collaboration with others, demonstrate skills to develop and
implement practices and strategies to create and maintain effective and
supportive learning environments for children and others.
6.
Preventive and Responsive
Services. The program shall prepare candidates who have knowledge
of principles and research related to resilience and risk factors in learning
and mental health, services in schools and communities to support multi-tiered
prevention, and empirically supported strategies for effective crisis response.
School psychologists, in collaboration with others, demonstrate skills to
promote services that enhance learning, mental health, safety, and physical
well-being through protective and adaptive factors and to implement effective
crisis preparation, response, and recovery.
7.
Family-School Collaboration
Services. The program shall prepare candidates who have knowledge
of principles and research related to family systems, strengths, needs, and
culture; empirically supported strategies to support family influences on
children's learning, socialization, and mental health; and methods to develop
collaboration between families and schools. School psychologists, in
collaboration with others, demonstrate skills to design, implement, and
evaluate services that facilitate family and school partnerships and
interactions with community agencies for enhancement of academic and
social-behavioral outcomes for children.
8.
Development and Learning.
The program shall prepare candidates who have knowledge of
individual differences, abilities, disabilities, and other diverse
characteristics; principles and research related to diversity factors for
children, families, and schools, including factors related to culture, context,
individual, and role differences; and empirically supported strategies to
enhance services and address potential influences related to diversity. School
psychologists demonstrate skills to provide professional services that promote
effective functioning for individuals, families, and schools with diverse
characteristics, cultures, and backgrounds, and across multiple contexts with
recognition that an understanding and respect for diversity in development and
advocacy for social justice are foundations for all aspects of service
delivery.
9.
Research
and Program Evaluation. The program shall prepare candidates who
have knowledge of research design, statistics, measurement, varied
data-collection and analysis techniques, and program evaluation methods
sufficient for understanding research and interpreting data in applied
settings. School psychologists demonstrate skills to evaluate and apply
research as a foundation for service delivery and, in collaboration with
others, use various techniques and technology resources for data collection,
measurement, analysis, and program evaluation to support effective practices at
the individual, group, and/or systems levels.
10.
Legal, Ethical, and
Professional Practice. The program shall prepare candidates who
have knowledge of the history and foundations of school psychology; multiple
service models and methods; ethical, legal, and professional standards; and
other factors related to professional identity and effective practice as school
psychologists. School psychologists demonstrate skills to provide services
consistent with ethical, legal, and professional standards; engage in
responsive ethical and professional decision-making; collaborate with other
professionals; and apply professional work characteristics needed for effective
practice as school psychologists, including respect for human diversity and
social justice, communication skills, effective interpersonal skills,
responsibility, adaptability, initiative, dependability, and technology
skills.
(c) The program
shall require practica experiences that include close supervision by program
faculty and qualified practicum supervisors.
1. Practica experiences shall include
appropriate performance-based evaluation by program faculty and supervisors to
ensure that candidates are developing professional work characteristics and
specific professional skills consistent with the above standards.
2. Practica experiences may be completed in a
school or clinical setting providing a full range of psychological
services.
(d) The
program shall require completion of a comprehensive, supervised, and carefully
evaluated internship in a school or clinical setting.
1. For specialist level programs, the
internship shall consist of a minimum of 1200 clock hours (600 hours in a
school setting).
2. For doctoral
level programs, the internship shall consist of a minimum of 1500 clock hours
(600 hours in a school setting).
O.C.G.A. § 20-2-200.
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