During the internship year, students develop a Culminating Professional Portfolio to represent their vision of service delivery and to reflect their development in the seven areas of competence. The Portfolio should be developed in a hardcover, loose-leaf binder and organized with tabbed dividers to reflect the following required sections:
 

1.Your current full vita.

2. Your current transcript .

3. Articulation of Your Model of Service Delivery: A five-page (single-spaced, 10 pp. double-spaced) articulation of your conceptual model and framework for delivery of comprehensive school psychological services in multicultural school settings. (How are you going to deliver services in the school, informed by your personal experience, culture, background, specialization, cognate, field experiences, and coursework?) Students will begin this articulation during their practicum year, presenting their model to the faculty at the Internship Planning Conference. They will continue to develop their model and statement during internship.

4. Narrative description of the development of your competencies in each of the seven outcome areas of the program. Document the development of your competencies by referring to evaluations and samples of your best work.

5. Internship Supervisor's Evaluations

6. Service Delivery Documentation: The semester (four month) pie charts from the School Psychology Service Delivery Analyzer for practicum and internship, organized in reverse chronological order.

7. Your Credential (or copy thereof).  During Internship, this should be a copy of the application until official credential is received. When you apply for the School Psychology Credential, add that on top here.

8. Annotated Samples of Your Best Work: A minimum of five and a maximum of six of your best work samples; at least four of which must be from the culminating internship year (others may be selected from your Archival Binders, see below); documenting competencies in each of the seven areas of competence. Each work sample should have its own divider and will be annotated with a description of your rationale for including these samples as the best examples of your competencies and identifying the competency areas demonstrated. Appropriate work samples include:

• Direct Intervention Reports/Documentation, e.g., counseling plan/summary, individual mediation report
• Reports of Indirect Reports/Documentation, e.g., consultation summary, behavior intervention plan, 504 plans, professional development programs, community networking, parent involvement.
• Assessment Reports, e.g., assessment pursuant to SST, ecological assessment, dynamic assessment, assessment that informs consultation/intervention.
• Psychoeducational Evaluation Reports, e.g., special education evaluations
• Research and Program Evaluation Reports, e.g., evaluation of effectiveness of your services, research papers, grant proposals, publications,
• Other Innovations (optional) - whatever doesn't fit above, e.g., videotaped presentation, copy of your TV/radio show, technological products, or a second sample of something that would fit in a category above.

This Portfolio is essential to (1) the development of self-evaluation skills, (2) the documentation of acquired competencies, (3) an understanding of the continuous nature of development in all competency areas, and (4) the articulation of your model of service delivery for diverse schools.

The Portfolio serves as the comprehensive examination for the master's degree (in lieu of a thesis) and as the culminating forum for faculty review and recommendation for the School Psychology Credential. It is designed to be especially useful and helpful documentation in preparing for future professional pursuits such as job seeking or applications to doctoral programs.

Download the article, "The Ins and Outs of Portfolios"

Download the Portfolio Evaluation Form

Students are expected to organize throughout their experience in the Program to facilitate their development of their Culminating Professional Portfolios. They will develop a series of organized binders. Beginning in the Summer of entry, each student will organize and then maintain an up-to-date Official Documents Binder. The Official Documents Binder should be ready to share with faculty upon request (i.e., students should not have to have lead time to prepare this binder for review by advisors). Students are responsible for arranging their advisor's review of this binder at least annually. Students will organize their work each semester in Annual Archival Binders (see below) and are advised to insert copies of their work as they are produced, identifying the contribution of each effort toward competence in the seven areas.
 

The Official Documents Binder

The Official Documents Binder is just that: an organization of all of the official documents (copies will suffice) you will accumulate over your sequence of studies. You will be surprised how often you access this binder! By organizing these official documents in one place, they will be readily available for review with your advisor, sharing with your field supervisor, etc. A sample Official Documents Binder is available as a model in the Program Office (NE 183). The Official Documents Binder should be organized with dividers and include the following documents in precisely this order:

1. Full Current Vita

2. Academic Documentation

• Current Transcript (or cumulative grade reports in reverse chronological order)
• Approved Sequence of Studies Form (followed by Revised SOS Form or Letters of Approval for Program Variance [e.g., waivers, equivalencies, leave of absence], if applicable)
• Official Program of Study for the M.S. Degree

3. Professional Documentation

• Certificate of Clearance
• CBEST Results (most recent report)
• Proof of Current Professional Liability Insurance (replace annually with renewal)
• Evidence of Professional Association Memberships (replace annually with renewals)
• Application for School Psychology Internship Credential (until moved to Culminating Professional Portfolio)

4. Field Experience Evaluations (including Program Progress Letters) (in reverse chronological order with dividers, example here is for 4-year program)

• Spring, Year 4
• Fall, Year 4
• Spring, Year 3
• Fall, Year 3
• Spring, Year 2
• Fall, Year 2
• Summer (Preceding) Year 2
• Spring, Year 1
• Fall, Year 1

5. Service Delivery Documentation

• The semester pie charts from the School Psychology Service Delivery Analyzer for practicum (until moved to your Culminating Professional Portfolio).

6. Faculty Evaluations

• Formal Annual Review Letters (in reverse chronological order).
• Other evaluations or letters regarding your performance or progress in the program.

7. Specialized Certificates (e.g., BCLAD, Hughes Bill, Behavior Interventions, Advanced Dynamic Assessment) if applicable

8. Official Communication (in reverse chronological order)

Copies of all official communication with the University (e.g., admissions, advancement to candidacy, application for graduation); include both your communications to University offices, and their communications to you.
 

Annual Archival Binders
 
Students will develop Archival Binders to organize their work for each year in the Program. This binder should be all inclusive; that is, it should include work completed for courses, field experiences, projects, and other professional activities. The documents may be (a) written papers, case reports, products or (b) audio- or videotapes as appropriate. You should include handouts that you developed for presentations (for classes, projects, or conferences), but the Archival Binder should not include handouts that you received from other presenters. [We encourage you to develop a filing system to organize those materials for future reference.] The First Year Archival Binder should begin in the summer with CSP 600 Introduction to Counseling. We recommend updating your binder simultaneously with submitting work for your courses and experiences throughout the year. Thereafter, begin your new annual binder with work from summer courses/experiences, as applicable. Then, when developing your Culminating Professional Portfolio, all of your work will be in one place, ready for your reflective review and consideration.

Any one product is likely to serve as documentation of developing competencies in multiple areas. As you add your work to the binder, reflect on the competencies this work has informed, and add this information to your Table of Contents (see next page for sample, this form is available on disk from the School Psychology Office). Thus, maintaining your Archival Binders also results in continual reflection on the areas of competence and demonstrates the expansion of your knowledge and skills in each area.

Download a blank Archival Binder Table of Contents

Download a sample Archival Binder Table of Contents