Rit School Psychology Program Supervisor Evaluation Of Intern

RIT SCHOOL PSYCHOLOGY PROGRAMSUPERVISOR EVALUATION OF INTERNName of Student:Date:Internship Semester:District:Supervisor:Supervisor’s Title:This evaluation contains two parts. The first part is an assessment of the intern’s professional work characteristics,and the second is an evaluation of specific competencies gained over the internship experience. Please evaluate theintern according to the rating scales provided for each section.Section 1: Professional Work Characteristics EvaluationPlease rate the intern’s demonstration of the qualities below using the following rubric. Please add clarifyingcomments below each item.1 – Rarely or never demonstrates attribute. A rating of 1 reflects serious concerns about the intern’seffectiveness in this area, and indicates the need for competency plan addressing the characteristic(s) in question.2 – Occasionally demonstrates attribute. Intern is in the beginning stages of developing competence in this area,but further supervised experience is needed to develop this characteristic.3 – Consistently demonstrates attribute at a novice level. Intern demonstrates the characteristic at the expectedlevel with minimal supervision.4 – Exemplary demonstration of attribute. Intern demonstrates the characteristic at an independent level.N/A – Insufficient opportunity to observeRespect for Human Diversity1234N/ACommitment to child advocacyAvoids group or class attributionsInspires, rather than admires, diversityComments:Communication Skills (one-way)Sensitive to nonverbal communicationListens, reframes, clarifiesElicits and utilizes feedbackComments:1234N/A

Effective Interpersonal Relations (two-way)Shows interest in othersAvoids divisive statements or actionsActively seeks resolutionComments:1234N/AEthical ResponsibilityEmploys an outcomes orientationUses evidence-based practicesAdheres to NASP/APA Ethical GuidelinesComments:1234N/AAdaptabilityHandles crises wellIs resourceful and persistentAccepts new challengesComments:1234N/AInitiativeExpresses divergent viewsAssumes leadershipActively engages in professional discourseComments:1234N/ADependabilityFollows through with commitmentsStable performance and time managementConcerned with quality; avoids short-cutsComments:1234N/A

Section 2: Intern Competency Evaluation for Training and Professional PracticePlease rate the intern’s demonstration of the skills and competencies below using the following rubric. Please addclarifying comments below each performance area.1 – Minimal or No Competence. A rating of 1 reflects serious concerns about the intern’s effectiveness in thisarea, and indicates the need for a plan addressing the skill(s) in question.2 – Adequate Competence with Supervision. Intern is in the beginning stages of developing competence in thisarea, but further supervised experience is needed to develop this skill. Acceptable level for practicum student orbeginning intern. Below expectations for advanced intern or novice school psychologist.3 – Novice-Level Competence. Intern demonstrates the skill at a level expected of an entry-level schoolpsychologist.4 – Independent Competence. Intern demonstrates the skill in an exemplary manner, or at a level expected of anexperienced school psychologist.N/A – Insufficient opportunity to observePerformance Area 1: Interpersonal and Collaborative SkillsDemonstrates good judgment and common sense1234N/AMeets difficult situations with self-control1234N/ACommunicates and listens effectively1234N/ADisseminates information clearly and professionally1234N/ARelates well to students1234N/AEstablishes effective collaborative relationships with parents1234N/AEstablishes effective collaborative relationships with teachers and otherschool personnel1234N/AShows concern, sensitivity and respect for all school professionals, parents,and students1234N/ADemonstrates enthusiasm for work1234N/AApproaches others in a warm, outgoing manner1334N/AIs receptive to constructive feedback1234N/AAppropriately mediates and resolves conflicts1234N/AIs adaptive and flexible1234N/AComments:

Performance Area 2: Diversity Awareness and Sensitive Service DeliveryDemonstrates an awareness of own worldviews and biases1234N/ASeeks culturally relevant information when working with students andfamilies1234N/AActively seeks to learn about different cultures1234N/AShows acceptance of others’ values and viewpoints1234N/AShows concern, respect, and sensitivity for individual differences1234N/AAssists in the integration of all students into instructional programs1234N/AKeeps families’ cultures, backgrounds and individual learningcharacteristics in mind when developing interventions1234N/AIs sensitive to sources of bias when selecting and administering assessmentmeasures1234N/AAchieves comfortable interactions with students, families, staff, and otherprofessionals of differing cultural backgrounds1234N/AWorks effectively with interpreters1334N/AUses computer scoring programs effectively1234N/AUses AIMSweb or other programs to participate in progress monitoring1234N/AUses assistive devices and appropriate systems in communicating withstudents and families (when warranted)1234N/AUses internet resources effectively1234N/AUses technology to maximize the effectiveness of inservice presentations1234N/AAssists teachers and other staff in using technology to perform relevanttasks1234N/AIs able to apply technology creatively in solving problems (e.g., informationdissemination, data display, development of forms and observationalprocedures, use of Excel in making data-based decisions)1234N/AComments:Performance Area 3: Technological Applications

Comments:Performance Area 4: Professional, Legal, Ethical, and Social ResponsibilityObserves scheduled hours and appointments in a punctual manner1234N/AIs prompt in meeting requests, and follows through when additional actionis needed1234N/AKeeps records reliably and accurately1234N/ACompletes work in a thorough and accurate way1234N/AWritten and verbal reports are accurate1234N/AManages time effectively1234N/AKeeps supervisor(s) informed of unusual events and activities, as well asroutine matters in their school(s)1234N/AUses information from supervisor appropriately1234N/ADoes not accept responsibilities beyond own competency level1234N/AArticulates own strengths and weaknesses1234N/AShows evidence of continued self-evaluation1234N/AFollows standardized procedures when administering standardized tests1334N/AMaintains confidentiality when appropriate1234N/AMakes up time missed due to illness or other conflicts1234N/AComments:

Performance Area 5: Data-Based Decision Making and AccountabilitySystematically collects information to identify the problem and determinestrengths and needs1234N/AUtilizes assessment information to plan services and make decisions1234N/AUtilizes data to evaluate the outcomes of services and interventions1234N/ADemonstrates understanding of, and fluency with, the problem-solvingprocess1234N/AIs able to use a variety of procedures (including tests, observations, andinterviews) to evaluate student cognitive functioning1234N/AIs able to use a variety of procedures (including tests, curriculum-basedprocedures, observations, interviews, and permanent product reviews) toevaluate student academic competence in relation to grade-levelexpectations1234N/AIs able to use a variety of procedures (including tests, observations,interviews, and permanent product reviews) to evaluate student socialemotional functioning and behavioral adjustment1234N/AUsing a variety of procedures, routinely includes an evaluation of theenvironment in which the student is experiencing difficulty1234N/AIs able to discuss the student’s performance in relevant areas thoroughly,reflecting understanding of how relevant student characteristics areinteracting with the environmental demands of the school1234N/AIs able to tie together the results of multi-method assessments resulting inappropriate recommendations and intervention strategies for the student1234N/AIs knowledgeable of the range of services offered to students within thedistrict1234N/ARoutinely interacts and collaborates with professionals across the range ofservices from general education to the most restrictive special educationplacements1234N/ADemonstrates understanding of how services are provided to students, andhow students access services within the district1234N/ASeeks to overcome barriers to best practice as appropriate1234N/AComments:Performance Area 6: Systems-Based Service Delivery

Comments:Performance Area 7: Enhancing the Development of Cognitive and Academic SkillsLinks assessment data to the development of instructional interventions1234N/AUses empirically-demonstrated instructional methods/interventions1234N/AAssesses likelihood of intervention implementation1234N/AClearly describes the goals of interventions1234N/ACollects data to evaluate the outcomes of interventions1234N/AUtilizes intervention data to guide instructional decisions1234N/AAssess the integrity of intervention implementation1234N/AComments:Performance Area 8: Enhancing the Development of Wellness, Social Skills, and Life CompetenciesLinks assessment data to the development of social-emotional or behavioralinterventions1234N/AUtilizes an ecological approach when developing social-emotional orbehavioral interventions1234N/AUses strengths and evidence-based interventions1234N/AClearly describes the goals of social-emotional or behavioral interventions1234N/AUses data to evaluate the outcomes of the interventions1234N/AUses outcome data to adjust the interventions as appropriate1234N/ADeals effectively with crisis situations1234N/ADemonstrates skill in utilizing individual counseling techniquesDemonstrates skill in utilizing group counseling techniques11223344N/AN/A

Evaluates the likelihood of intervention implementation1334N/AAssesses fidelity of implementation of social-emotional, behavioral, oradaptive interventions1234N/AParticipates appropriately in school-wide prevention programs (e.g., PBIS,crisis prevention, etc.)1234N/AComments:Goals:Given the above ratings of the intern’s current skills, please list three areas of strength and three goals for continuedprofessional training, in the order of their importance.StrengthsGoals1.1.2.2.3.3.Spring Semester: In your opinion, is this student ready for entry-level work as a school psychologist? YSupervisor’s signature:Date:Student’s signature:Date:(The student’s signature indicates only that the evaluation has been discussed with student.)N

RIT SCHOOL PSYCHOLOGY PROGRAM . SUPERVISOR EVALUATION OF INTERN . Name of Student: _ Date:_ Internship Semester: _ District:_ . Below expectations for advanced intern or novice school psychologist. 3 - Novice-Level Competence. Intern demonstrates the skill at a level expected of an entry-level school