The Mason School Psychology Training Program utilizes a comprehensive, multi-method, multi-source process to assess student learning and professional development and to ensure that all students acquire and integrate the knowledge and skills needed to be effective school psychologists prior to graduation. One important component of this assessment is the school psychology portfolio. Students develop and maintain a cumulative portfolio of their progress throughout the program.
The portfolio is essential to:
- the development of self-evaluation skills
- the documentation of all acquired competencies
- an understanding of the continuous nature of development in all competency areas
- monitoring and charting academic and professional development.
The portfolio is developed cumulatively over the length of the program and is formally reviewed in the spring of the second year of full time study, prior to the internship.
The portfolio will serve as a tool from which to evaluate and establish goals, as a major source of documentation of readiness for the School Psychology Internship, and additionally as helpful documentation in preparing for future professional pursuits. Students are expected to keep their portfolios up-to-date with high quality work and to be ready to share their portfolios with faculty upon request. The portfolio should be developed in a hardcover, loose-leaf binder and organized with tabbed dividers. The portfolio may also be stored electronically on CD, although a paper copy should be available at all times.
Portfolio Components
At the completion of two years of study, the portfolio must include the following:
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A current vita or resume.
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A brief (one typewritten page) personal statement addressing the student’s reasons for choosing the field of school psychology. Professional philosophy and goals should be described.
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At least two letters from clinic or practicum supervisors (or any psychologists familiar with the student’s skills) speaking to the student’s professional competencies and conduct.
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Two psychoeducational reports, accompanied by assessment data and support documentation needed to understand the cases. The cases should be diverse enough to represent a range of skills in assessment. All reports must include background information (reason for referral, history of problem, etc.), summary of methods and/or procedures implemented, testing and classroom observations, intellectual/academic/social-emotional functioning, summary of results, recommendations, and where possible, follow-up information. Typical reports are 3 to 5 typed pages, including tables. It is important that all identifying information be removed from reports and protocols to protect confidentiality.
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A complete and approved research project documentation which includes both the presentation materials as well as the manuscript.
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One functional behavior analysis report, accompanied by assessment data and support documentation needed to understand the cases. The report is 3 to 5 typed pages, including charts or graphs. It is important that all identifying information be removed from reports and protocols to protect confidentiality.
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Two intervention reports, describing academic, behavior, or counseling interventions, including complete data and where possible, follow-up information. It is important that all identifying information be removed from reports and protocols to protect confidentiality.
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A text, transcript, or handout from a professional presentation conducted by the student (e.g., staff in-service training session, PTO meetings). When possible, rating scales or evaluation forms completed by audience members should be appended. Alternatively, the syllabus from a course that the student has taught with teacher ratings by students may meet this requirement.
Portfolios will be submitted to the student’s advisor and revised with faculty feedback throughout the program. Final grading will be conducted by two faculty readers using a 4-point Likert Scale (see below). The student must receive an average rating of 3.0 or better across raters on the final portfolio. The student’s advisor will submit a final grade as part of the PSY 597 course taken during the Spring semester in the second year.
Grading Scale for Portfolios
0 - Unsatisfactory: Demonstrates substantial lack of competency.
2 - Fair: Demonstrates minimal competency but lacks some important components.
3 - Good: Demonstrates ability consistent with competent school psychology practice.
4 - Excellent: Demonstrates commendable ability.