Rule 505-3-.69 - School Psychologist Program(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).Ga. Comp. R. & Regs. R. 505-3-.69
O.C.G.A. § 20-2-200.
Original Rule entitled "Instructional Supervisor Program" adopted. F. Dec. 18, 1991; eff. Jan. 7, 1992.Repealed: F. Dec. 16, 1992; eff. July 1, 1993, as specified by the Agency.Amended: New Rule entitled "Birth to Five Program" adopted. F. Aug. 20, 2004; eff. Sept. 15, 2004, as specified by the Agency.Repealed: New Rule entitled "Early Childhood Science Endorsement Program" adopted. F. Oct. 24, 2005; eff. Nov. 15, 2005, as specified by the Agency.Repealed: New Rule entitled "K-5 Science Endorsement Program" adopted. F. Dec. 17, 2009; eff. Jan. 15, 2010, as specified by the Agency.Repealed: New Rule entitled "School Psychologist Program" adopted. F. Apr. 24, 2014; eff. May 15, 2014, as specified by the Agency.Amended: F. Dec. 22, 2014; eff. Jan. 15, 2015, as specified by the Agency.