School Psychology (SPY)

Evaluation of Student Progress

Annual Evaluations

On an annual basis, the faculty of the School Psychology Program is required by the American Psychological Association to provide feedback to students regarding their development as a professional psychologist. As part of this important process, we require students to complete three documents and turn these in to the Director of Training by the first Monday in March. The three documents include: 1) Vita, 2) Self-Statement, and 3) Cumulative Summary of Progress Sheet. Specifically, the Curriculum Vita should include, where relevant, educational history; awards and honors; scholarly activities, including research group activities; practicum experiences and activities; teaching activities; grant and fellowship activities; service activities; and professional affiliations. The Self-Statement is a narrative summary of accomplishments in the past year and goals for the future in four domains, consistent with the program’s Training Model (see http://www.coe.uga.edu/epit/spy/training.html): Foundational Knowledge, Research Competencies, Evidence-Based Practice Competencies, and Professional Conduct. Finally, the Cumulative Summary of Progress Sheet mirrors the Training Model and is a system for tracking and reporting your accomplishments throughout your graduate career. The student is responsible for retaining a copy of his or her own Cumulative Progress Sheet from year to year. When the student graduates, they are asked to submit the final version of the Cumulative Progress Sheet to the Director, along with a Curriculum Vita that portrays the student’s record at the time of graduation.

Cumulative Summary of Progress Sheet

To aid us in completing the annual report for APA, please make sure to include the following information in your Self-Statement:

During the last year, indicate whether you have (a) held a membership in a professional or research society, (b) authored or co-authored papers or workshops at professional meetings, (c) authored or co-authoredan article in a professional or scientific journal, (d) been involved in grant-supported research, (e) been involved in teaching, and (f) been involved in part-time delivery of professional services on or off campus.

If you applied for internship, please list your practicum hours per category, as defined by the APPIC Application for Psychology Internship (AAPI):(a) Total Intervention and Assessment Hours, (b) Total Support Hours, and (c) Total Supervision Hours

In April of each year, the School Psychology Faculty meets to discuss the progress of each student in the program. Prior to this meeting, we also contact teaching and research supervisors outside of the program and invite them to provide feedback about the student under their supervision. Following the annual student evaluation faculty meeting, the student’s advisor writes a feedback letter that takes into account issues raised in the materials submitted by the student, impressions of strengths and/or weaknesses raised during the faculty meeting, and comments submitted by research and teaching supervisors (where appropriate). The feedback letter is organized into the four areas specified in the Training Model: Foundational Knowledge, Research Competencies, Evidence-Based Practice Competencies, and Professional Conduct. Whereas the evaluation letter is written by the advisor and reflects his/her opinions about your progress in these areas, these opinions are, in part, a reflection of the opinions of the entire faculty in school psychology. However, discretion is given to the major advisor to synthesize these opinions and to add their personal opinions about a student’s progress.

Satisfactory Progress

Most students in most areas are making appropriate progress. Although students may seek individualized feedback in these areas, the faculty will typically simply note that the progress has been "appropriate" or "fine". No specific connotation is intended in such cases, and the feedback will tend to be brief. The student should pay most attention to those areas in which the advisor has provided more extended feedback.

Unsatisfactory Progress

In the case that a student is determined to be making unsatisfactory progress towards their degree objective, the student's advisory committee will be convened. The committee will send a probationary letter to the student that outlines a course of action the student must pursue in order to remain in the program. Failure to improve progress subsequent to receipt of a probationary letter could lead to dismissal from the program.

Failure to Submit a Self-Evaluation

Students must submit the required annual evaluation materials by the first Monday of March. Failure to do so will lead to a warning letter or email, which will include a date by which the student must submit the required documents. If a student does not submit the required materials by the due date listed in the warning letter, then the student's advisory committee will be convened. The committee will send a probationary letter to the student that outlines a course of action the student must pursue in order to remain in the program. Failure to improve progress subsequent to receipt of a probationary letter could lead to dismissal from the program.