2. A Certificate of Clearance is required prior to beginning the field experience. Apply for the Certificate immediately upon acceptance to the Program. Applications are available in the Center for Careers in Education (in the Education Building). Submit a copy of your application and of the Certificate itself (upon receipt) to the School Psychology Office.

3. Taking the CBEST is prerequisite to beginning the field experience. Every time you take the CBEST, give a copy of the results to the School Psychology Office whether you passed or not! (We are trying to build a data-based profile of students' needs for workshops.) The CBEST must be PASSED prior to award of the internship credential.

4. Evidence of professional liability insurance is required prior to beginning each year of field experience.

5. Eligibility to enroll in the culminating full-time internship is determined formally through the Internship Planning Conference (see Evaluation section of Handbook). Students must be recommended for internship before signing a contract with a school district.

2. Students must interview with prospective supervisors prior to agreeing to placement in a school or school district.

3. Students are expected to explore at least two options for placement. These options should be discussed with their advisor and the faculty member responsible for the associated seminar.

4. Placements for each Phase are expected to be in the same school with the same supervisor for the academic year. A change of placements can be arranged at any time if needed.

5. Placements across phases, however, must be in different schools (preferably different school districts) and with different supervisors. That is to say: the student will be in one placement for Phase I Fieldwork, a different placement for Phase II Practicum, a different placement for Phase III, and yet a different placement for Phase IV Internship.

6. All students must have both elementary and secondary school experiences at some time in the program - regardless of the level at which they intend to eventually work - with a minimum of 100 clock hours in at least two of three settings (elementary, middle/junior, and/or senior high schools). The Program now ensures this exposure through our site-based courses.

7. Students are encouraged to discuss their placement options with their advisors and to develop a multi-year plan.

8. Students developing specializations via federally-funded projects should consult with their project's director regarding placement specifications.

9. Additional information regarding collaborating districts and supervisors is available to assist the student's process of consideration.

10. Each placement must be approved by the faculty member responsible for the associated seminar and by the Program Director. Students should not commit to a placement before obtaining this approval.

11. It is the student's responsibility to complete the formal SDSU agreement contract, to obtain all required district signatures, and to submit the agreement to the instructor prior to beginning the experience.

2. Supervisors must be role models, engaging in philosophically compatible delivery of a broad range of psychological services.

3. Supervisors are appointed with probationary approval; following at least two years of successful supervision and participation in program supervisor institutes, supervisors may be recognized with full approval and adjunct faculty status.

4. School psychologists may be nominated as potential supervisors by the faculty, students, colleagues, and/or themselves. Faculty will review their vita, description of schools and services, and may request an interview. School psychologists will be designated with probationary approval upon the joint recommendation of the faculty member associated with the field experience and the program director.

5. The program provides Phase II and Phase III students with a list of approved supervisors at the beginning of each academic year. Approval of supervisors for Phase IV Internship is included in the negotiation of the Internship Contracts.

2. Students must have a different supervisor for each phase of the field experience.

3. Supervisors must be approved by the faculty member responsible for the associated seminar and by the Program Director. Students should not commit to a supervisor before such approval is received.

4. Students must provide a written evaluation of the quantity and quality of supervision received each semester.

2. At the beginning of each semester, the student, supervisor, and faculty member work collaboratively to develop goals and an activity plan to reflect the seven areas of competence.

3. Students document their hours and activities in each of the competency areas. Each month students turn in to their university supervisors monthly logs of their activities related to each area of competence. At the end of the semester, the monthly reports are compiled (by competency area) and reviewed by the field supervisor who should add appropriate commentary, sign, and return to the university. These semester compilations become part of the students' Official Documents Binder.

4. Each of the federal projects requires specific experiences of students supported by the project. Students are responsible for integrating these requirements in their field experiences. Students should consult with the director of the project for specifics.

5. In Phase IV, a portion of the time in the internship must be designated in the contract for "desk activities," although interns may expect to complete many routine tasks (i.e., report writing) off-site. During Phases I, II, and III students are expected to complete all such activities (e.g., report writing, studying test manuals, scoring tests) on their own time above and beyond the required time in the placement.

6. The "calendar" also varies across phases: Phase I is based on the university's academic year calendar (unless otherwise agreed upon with supervisor), whereas the calendar for Phase II, III, and IV (internship) is determined by the contract with the school district as approved by the program.

7. Students are responsible for negotiating with their field supervisors when university and school district holidays do not coincide.

8. Many public schools are on year-around schedules which complicate coordination of course requirements with field activities. If you select a supervisor and school on a year-around schedule, it is imperative to make alternative arrangements for "off-track" times.

2. Evaluation is an ongoing process with oral feedback occurring throughout the semester.

3. The field supervisor completes a written evaluation, designed to reflect the seven areas of competence, at least once each semester. It is the student's responsibility to obtain the supervisor's evaluation. This written evaluation is required for a CR grade, and becomes part of the student's Official Documents Binder.

4. Evaluation (near the end of each semester) should inform the development of the goals and activities plan for the next semester.

2. The award and posting of grades are the responsibility of the university faculty member who serves as university supervisor.

3. The grade of "credit" is awarded upon (a) receipt of a written satisfactory evaluation from the field supervisor, (b) documentation of accumulated hours of experience required by the phase of training, and (c) satisfactory completion of all requirements for the associated professional development seminar.

2. Violation of an ethical code, law or policy may result in a grade of "no credit" and/or dismissal from the program.

1. Interns must be supervised by a California credentialed school psychologist who has worked in the field at least two years.