BOWIE STATE UNIVERSITY

COLLEGE OF EDUCATION
Department of Counseling

Fall, 2017 Syllabus

1. SPSY 501. Introduction to School Psychology

2. Jennifer M. West, Ph.D.

Department: Counseling
Office: CLT 282
Phone (301) 860-3235
E-Mail Address: jwest@bowiestate.edu
Office Hours: Mon & Thurs (1:30-4:55); Tues (1:00 3:00) or by appointment

3. Course Description
This course is an exploration of the history and foundations of school psychology. It will examine the ethics and
standards of practice within the profession, professional trends, as well as the organization and operation of
schools. Major contributors to the field and the primary organizations involved in the practice of school
psychology will be discussed.
4. Required Text/Readings
Merrell, K; Ervin, R.; & Gimpel, G. (2011). School Psychology for the 21 st Century, 2nd Edition: Foundations &
Practices. The Guilford Press, NY.
5. Task Stream Requirements (Key Courses Only)
TaskStream is the College of Education assessment evaluation system. Students in key courses are required to
upload specified course documents evaluation. Course Final Grades will be held until student complete the
document uploading and survey requirements for the course. You can purchase the subscription from the
Bookstore or from Taskstream directly at www.taskstream.com. This is a requirement for all students.
6. Course Objectives (Align with standards)

At the completion of this course, students will be able to:

Identify the traditional and non-traditional roles of school psychologists;

Identify the national and state standards for licensure and certification of school psychologists;

Demonstrate knowledge of the ethical principles, issues, and standards affecting the practice of school
psychology;

Demonstrate knowledge of public laws affecting the profession of school psychology;

Demonstrate knowledge of the current trends and topics in school psychology.

7. Instructional Strategies:
Methods and activities for the course include lectures, group discussion, student presentations, group
presentations, role play activities, visual media, and guest speakers.

8. Diversity:

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 Teacher candidates need to develop proficiencies for working with students from diverse backgrounds and with
exceptionalities to ensure that all students have an opportunity to learn (NCATE: Standard 4).

9. Course Requirements: (Include information on Library, Technology, Class participation, Assignments, etc.)

Attendance and Class Participation (10 points)

Discussions, presentations, and simulations require active participation. It is essential that students attend class,
read assignments prior to class, participate in weekly classroom activities, generate and share thought provoking
questions and ideas concerning the topics to be discussed in the class. In an effort to be comprehensive and
facilitate learning, students will be responsible for facilitating classroom discussions from selected chapters. The
intent of this classroom method of participation is to accelerate learning by exposing class members to a large
quantity of material in a short period of time. These chapter discussions should include a visual synopsis of the
information (e.g. outline, PowerPoint, annotation of readings, etc.). Students who do not verbally participate in
class will see this reflected in their final grades. Also, note that there are not provisions for making up absences.
Credit for class participation is based on four factors: (1) regular attendance; (2) participation and contributions to
class discussions; (3) leading in-class chapter discussions of assigned readings.

Field Experiences (25 points)

Over the course of the semester you will be required to participate in 4 school level field experiences and one
school psychologist shadowing experience. The dates and times of the school level field experiences have been
coordinated with the administrators of the participating schools. You will be expected to arrive on time and stay
the entire school day. During the shadowing experience you will be paired with a school psychologist in order to
observe professional school psychologist roles and responsibilities. All of these outside opportunities are
considered to be professional experiences and as a representative of Bowie State Universitys School Psychology
Graduate Program we expect that you will present yourself and represent our program in a professional and
courteous manner.

Reflection papers (25 points)

The learning process requires that individuals be active participants in structuring their own knowledge. As such,
students will be responsible for writing reflection papers which integrate readings and experiences, and address
the reflection questions presented by the instructor. These papers should be prepared in a professional manner
(i.e., grammar, spelling, etc.) and according to APA style. Papers should not exceed 5 double spaced typed
written pages. Reflection papers evaluations will be based on 4 factors: (1) organization and adherence to
guidelines; (2) comprehensiveness; (3) integration of thoughts/ability to make connections(4) professionalism.
The rubric for the final project can be found in the appendix of this syllabus.

Presentations (10 points)

Class members will be asked to research and make a presentation on a professional organization related to
school psychology. Presenters will be responsible for producing an outline and providing the necessary handouts
for their organization.

Professional Portfolio Preparation (10 points)

Each student will use NASP standards to begin the construction of their professional school psychology portfolio.

Final Exam (20 points)

Details will be explained in class.

10. Attendance Policy:

Students are expected to attend classes and laboratory experiences, take all examinations, and participate in other

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 learning activities as designated by the instructor. A student may be advised by the instructor to withdraw from a
course for excessive absences. Three (3) or more unexcused absences may result in the students receiving a
grade of F for the course.

A student who is absent from class because of circumstances beyond his/her control and wishes to obtain an
excuse must submit documentation to the Chair of his/her academic department requesting an official written
excuse to be given to the instructor. The student must provide to his/her instructor the written excuse from the
Chair.
Note: It is to your advantage to inform the instructor of your absence. If it is necessary for you to miss a class,
leave early or arrive late, I will assume that you have made the best decision for the circumstances and that you
will accept the consequences of that decision. If you know that you will be late in arriving, please contact the
instructor in advance. When arriving late, please be considerate and enter the classroom area as quietly as
possible. Students are considered tardy 30 minutes after class begins. Three events of tardiness will be counted
as one unexcused absence. In the event that you do miss a class, it is your responsibility to arrange to obtain the
class notes and assignments from a classmate. You will be held responsible for all assignments and their due
dates.
Students are expected to attend every session for which the course is scheduled unless otherwise agreed to by
professor and student.

11. Evaluation: (Outline course grading criteria. Minimum requirements necessary for the successful completion of
the course and the final grade computations)

# Requirement Pts. Earned Value

1 Attendance and 10
class participation
2 Field Experiences 25
3 Reflection Papers 25
4 Presentation 10
5 Portfolio 10
6 Final 20

12. Class Schedule (Outline your weekly class schedule)

August 31, 2017 General overview of course

NASP Practice Model
September 7, 2017 The Evolution of School Psychology 21st Century:
The Changing Face of School Psychology Chapters:1, 2
Training, Credentialing and Working
September 14, 2017 Conceptual Frameworks and School Articles:
Psychology Practice 1. The Ecology of School
Psychology: Examining and
Changing Our Paradigm for
the 21st Century
2. School Psychology
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 Paradigm Shift & Beyond
3. Paradigm Shift: The Past is
Not the Future

September 21 , 21st Century:

2017 The School Psychologist Role in Data Chapter 3
Driven Problem Solving

The School Psychologist Role in Legal Chapter 6

and Ethical Issues

The School Psychologist Role in Chapter 7

Assessment
September 28, 2017 21st Century:
The Changing Face of School Psychology Chapter 8

School Psychologist Role in Prevention Chapter 9

and Intervention (Academic Skill and Chapter10
Mental Health)

School Psychologist Role in Facilitating Chapter 11

System Change

October 5, 2017
Elementary School Field Experience

October 12, 2017 Field Experience Reflections Reflections Paper 1 due

October 19, 2017 Middle School Field Experience

October 26, 2017 Field Experience Reflections Reflection Paper 2 due

November 2, 2017 High School Field Experience

November 9, 2017 Field Experience Reflections Reflection Paper 3 due

November 16, 2017 Alternative School Field Experience Send Reflection Paper 4 due
November 21, 2017

November 23, 2017 Happy Thanksgiving

November 30, 2017 Field Experience Reflections Shadowing Reflection Paper

Due

December 7, 2017 Professional Presentations Portfolios Due

**Finals: December 14

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13. Other and Additional Information you feel is important (Student code of conduct, Academic Integrity, etc.)
(BEES and H1N1 is Required)

BEES: All students are to sign up for BEES (Bowie State University Electronic Emergency System). BEES registration is
located on the homepage of the Bowie Website.

H1N1: Students are to check the Bowie Webpage for updates and information regarding H1N1.Click on the update for H1N1
and review each link pertaining to H1N1.

14. Special Accommodations: Students with disabilities who believe they may need an accommodation in this class
are encouraged to contact Dr, Michael Hughes at mhughes@bowiestate.edu as soon as possible to ensure that
accommodations are implemented in a timely fashion.

Appendix:
Information Literacy Standards
Conceptual Framework
Program Standards
NCATE Standards
Other Standards appropriate to your program

Bibliography

**Please follow this template closely so that there is consistency when the NCATE Board of Examiners reviews them .

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Appendix B: Conceptual Framework

Excellence Civility Integrity Diversity Accountability

Bowie State University

College of Education
Conceptual Framework

Preparing Effective, Caring, and Collaborative Educators for a

Global Society

Center for Learning and Technology 14000 Jericho Park Road Bowie, Maryland 20715
Office: 301-860-3220 Fax: 301-860-3242 www.bowiestate.edu/education

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 Preparing Effective, Caring and Collaborative possess knowledge of valid multiple forms of
Educators for a Global Society assessment
have knowledge of the learner's physical, cognitive,
Conceptual Framework emotional, social, and cultural development

...at a glance...
The Conceptual Framework for educator preparation at
Bowie State University is a shared vision describing the
knowledge, skills and dispositions all candidates are
expected to master as a requirement for completing the
Unit's programs. A reflection of the University's mission,
the goals of the College of Education and adherence to
state and national professional standards, the Conceptual
Framework fosters educator preparation consistent with
the Unit's theme, "Preparing, Effective, Caring, and
Collaborative Educators for a Global Society."
The Conceptual Framework guides all educator
preparation programs and is built upon solid knowledge-
bases that include four primary components:

Academic Scholar

Knowledge of Subject Matter (Liberal Arts and Sciences)

Focus: Subject Matter Content
Knowledge of Effective Pedagogy
Focus: Effective Practitioner
Focus: Technological Applications
Focus: Multiple Forms of Assessment
Knowledge of Students and Society
Focus: Diversity and Global Perspectives
Focus: Special Populations Perspectives

Reflective Practitioner
Focus: Field-based Experiences

Collaborative Educator
Focus: Communication and Consultation
Focus: Community of Researchers and Lifelong Learners

Model of Professional
Dispositions
Focus: Personal and Interpersonal Perspectives

Outcomes of the Conceptual

Framework
Academic Scholar

As outcomes of the Conceptual Framework, successful

candidates:
have knowledge of subject matter and multiple design
learning experiences that are coherent and meaningful
for learners
have knowledge of general and content-specific
instructional strategies and use knowledge to design
instruction and effectively engage learners
know technological applications to enhance pupil
learning and to meet professional needs
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 have awareness and knowledge of diversity and
global perspectives in the school and community As outcomes of the Conceptual Framework, successful
have knowledge of the educational needs of candidates:
physically, mentally, and emotionally challenged collaborate with the broad educational community
learners and provide for their needs. including parents, businesses, and social service
agencies
Reflective Practitioner use multi-media and computer-related technology
to meet student and professional needs
As outcomes of the Conceptual Framework, successful incorporate a diversity perspective, which integrates
candidates: culturally diverse resources including those from
demonstrate competency in teaching and effectively the learner's family and community
organize and manage the classroom using collaborate within and across colleges to promote
approaches supported by research, best whole child education.
practice, expert opinion, and students identify evidence- based research to inform
diverse learning needs current educational practice
analyze reflectively research-based generalizations contribute to the restructuring and improvement
in school and community settings of education through lifelong professional
demonstrate mastery of appropriate academic development and collaborative partnerships
disciplines and a repertoire of teaching techniques
demonstrate an understanding that knowledge of Model of Professional
the learner's physical, cognitive, emotional, and Dispositions
socio-cultural development is the basis of effective
teaching As outcomes of the Conceptual Framework, successful
use valid assessment approaches, both formal and candidates:
informal, which are age-appropriate and support the norms, standards, and values of the
address a variety of developmental needs educational community
demonstrate strategies for integrating students show respect for the diversity of learners and serve
with special needs into the regular classroom the needs of all learners to achieve their maximum
engage in careful analysis, problem-solving, and potential
reflection in all aspects of teaching demonstrate positive relationships with colleagues,
demonstrate an understanding that classrooms and parents, businesses, and social service agencies
schools are sites of ethical, social and civic activity. present evidence of a commitment to life-long
learning.
Collaborative Educator

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Appendix C: Program Standards from the National Association of School Psychologists 2010*

1. Data Based Decision Making and Accountability

2. Consultation and Collaboration

3. Interventions and Instructional Support to Develop Academic Skills

4. Interventions and Mental Health Services to Develop Social and Life Skills

5. School Wide Practices to Promote Learning

6. Preventive and Responsive Services

7. Family-School Collaboration Services

8. Diversity in Development and Learning

9. Research and Program Evaluation

10. Legal, Ethical, and Professional Practice

* http://www.nasponline.org/standards/2010standards/2_Credentialing_Standards.pdf

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Appendix D: NCATE Standards

NCATE Unit Standards

Conceptual Framework

A conceptual framework establishes the shared vision for a units efforts in preparing educators to work in P12
schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit
accountability. The conceptual framework is knowledge-based, articulated, shared, coherent, consistent with the
unit and/or institutional mission, and continuously evaluated. The conceptual framework provides the bases that
describe the units intellectual philosophy and institutional standards, which distinguish graduates of one institution
from those of another.

Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the
content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills,
and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet
professional, state, and institutional standards.

Standard 2: Assessment System and Unit Evaluation

The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and
graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its
programs.

Standard 3: Field Experiences and Clinical Practice

The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that
teacher candidates and other school professionals develop and demonstrate the knowledge, skills, and professional
dispositions necessary to help all students learn.

Standard 4: Diversity

The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and
demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments
indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for
candidates include working with diverse populations, including higher education and P12 school faculty,
candidates, and students in P12 schools.Standard 5: Faculty Qualifications, Performance, and Development

Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the
assessment of their own effectiveness as related to candidate performance.
They also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty
performance and facilitates professional development.

Standard 6: Unit Governance and Resources

The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology
resources, for the preparation of candidates to meet professional, state, and institutional standards.

http://www.ncate.org/Standards/NCATEUnitStandards/UnitStandardsinEffect2008/tabid/476/Default.aspx
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Appendix E: Other Standards appropriate for School Psychology

Model for Comprehensive and Integrated School Psychological Services

http://www.nasponline.org/standards/2010standards/2_PracticeModel.pdf

Principles of Professional Ethics, 2010

http://www.nasponline.org/standards/2010standards/1_%20Ethical%20Principles.pdf

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