Title 14 Education
1500 Professional Standards Board
1583 School Psychologist
1.0 Content
1.1 This regulation shall apply to the requirements for a Standard Certificate, pursuant to 14 Del.C. §1220(a), for School Psychologist.
2.0 Definitions
2.1 The following words and terms, when used in this regulation, shall have the following meaning unless the context clearly indicates otherwise:
“Department” means the Delaware Department of Education.
“Internship” means a supervised, culminating, comprehensive field experience, completed at or near, the end of formal training, through which school psychology candidates have the opportunity to integrate and apply professional knowledge and skills acquired in prior courses and practica, as well as to acquire new competencies consistent with training program goals.
“License” means a credential which authorizes the holder to engage in the practice for which the license is issued.
“School Setting” means a setting in which educational services are provided to children of diverse backgrounds, characteristics, abilities, disabilities, and needs age birth through 20 years inclusive, provided such setting is approved by the appropriate local governmental authority.
“Standard Certificate” means a credential issued to certify that an educator has the prescribed knowledge, skill, or education to practice in a particular area, teach a particular subject, or teach a category of students.
3.0 Standard Certificate
In accordance with 14 Del.C. §1220(a), the Department shall issue a Standard Certificate as a School Psychologist to an applicant who holds a valid Delaware Initial, Continuing, or Advanced License; or Standard or Professional Status Certificate issued by the Department prior to August 31, 2003, and who meets the following requirements:
3.1 A bachelor’s degree in any content area from a regionally accredited college or university; and
3.2 An organized graduate level program of study approved by the National Association of School Psychologists (NASP) or the American Psychological Association (APA) offered by a regionally accredited college or university titled “School Psychology”, consisting of a minimum of 60 graduate level credit hours, of which at least 54 credits are exclusive of an internship; and
3.2.1 A supervised internship of no less than 1200 hours, completed at or near the end of the program, completed either full time or half time over a period of no more than two consecutive years, at least 600 hours of which must be in a school setting; or
3.3 Completion of an organized graduate level program of study offered by a regionally accredited college or university titled “School Psychology”, consisting of a minimum of 60 graduate level credit hours, of which at least 54 credits are exclusive of an internship; and
3.3.1 Evidence of substantial graduate level preparation in the following areas. Substantial preparation may be acquired through one or more courses devoted specifically to an area, or significant portions of one or more courses. Candidates may be required to provide additional documentation to demonstrate such preparation.
3.3.1.1 Data based Decision Making and Accountability: Coursework and practicum or internship experiences that demonstrate knowledge and skills on the use of various models and methods of assessment that yield information for identifying strengths and needs, understanding problems, identifying disabilities, and measuring progress and accomplishments;
3.3.1.2 Consultation and Collaboration: Coursework and Practicum or Internship experiences that demonstrate knowledge of behavioral, mental health, collaborative, or other consultation models and methods and their application to planning and decision making processes at the individual, group, and system levels;
3.3.1.3 Effective Instruction and Development of Cognitive and Academic Skills: Coursework and practicum or internship experiences that demonstrate knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills. Coursework in this area includes but is not limited to development of instructional interventions;
3.3.1.4 Socialization and Development of Life Skills: Coursework and practicum or internship experiences that demonstrate knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills. Coursework in this area includes behavioral assessment or intervention, and counseling;
3.3.1.5 School and Systems Organization, Policy Development, and Climate: Coursework and practicum or internship experiences that demonstrate knowledge of policies and practices in general education, special education, and other educational and related services systems. Coursework in this area includes attention to the development of policies and practices that create and maintain safe, supportive, and effective learning environments for children and others;
3.3.1.6 Prevention, Crisis Intervention, and Mental Health: Coursework and practicum or internship experiences that demonstrate knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. Coursework in this area includes promotion of student mental health and knowledge of crisis intervention procedures;
3.3.1.7 Home, School and Community Collaboration: Coursework and practicum or internship experiences that demonstrate knowledge of family systems, including family strengths and influences on student development, learning, and behavior; and of methods to involve families in education and service delivery;
3.3.1.8 Research and Program Evaluation: Coursework and practicum or internship experiences that demonstrate knowledge of research, statistics, and evaluation methods. Coursework in this area includes content related to evaluating research, translating research into practice, and understanding research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services;
3.3.1.9 School Psychology Practice and Development: Coursework and practicum or internship experiences that demonstrate knowledge of the history and foundations of the profession of school psychology; of various service models and methods; of public policy development applicable to services to children and families; and of ethical, professional, and legal standards;
3.3.1.10 Student Diversity in Development and Learning: Coursework and practicum or internship experiences that demonstrate knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender related, and linguistic factors in development and learning; and
3.3.1.11 Information Technology: Coursework and practicum or internship experiences the demonstrate knowledge of information sources and technology relevant to their work, including the ability to access, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services; and
3.3.2 A supervised internship of no less than 1200 hours, completed at or near the end of the program, completed either full time or half time over a period of no more than two consecutive years, at least 600 hours of which must be in a school setting; or
3.4 A valid certificate from the National School Psychology Certification Board (NCSP); or
3.5 A valid certificate in school psychology from another State Department of Education in the U.S.; or
3.6 A valid license as a psychologist issued by the Delaware Board of Examiners of Psychologists, and
3.6.1 Evidence of substantial graduate level preparation in the following areas. Substantial preparation may be acquired through one or more courses devoted specifically to an area, or significant portions of one or more courses. Candidates may be required to provide additional documentation to demonstrate such preparation.
3.6.1.1 Data based Decision Making and Accountability: Coursework and practicum or internship experiences that demonstrate knowledge and skills on the use of various models and methods of assessment that yield information for identifying strengths and needs, understanding problems, identifying disabilities, and measuring progress and accomplishments;
3.6.1.2 Consultation and Collaboration: Coursework and practicum or internship experiences that demonstrate knowledge of behavioral, mental health, collaborative, and other consultation models and methods and their application to planning and decision making processes at the individual, group, and system levels;
3.6.1.3 Effective Instruction and Development of Cognitive Academic Skills: Coursework and practicum or internship experiences that demonstrate knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills. Coursework in this area includes development of instructional interventions;
3.6.1.4 Socialization and Development of Life Skills: Coursework and practicum or internship experiences that demonstrate knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills. Coursework in this area includes behavioral assessment or intervention, and counseling;
3.6.1.5 School and Systems Organization, Policy Development, and Climate: Coursework and practicum or internship experiences that demonstrate knowledge of policies and practices in general education, special education, and other educational and related services systems. Coursework in this area includes attention to the development of policies and practices that create and maintain safe, supportive, and effective learning environments for children and others;.
3.6.1.6 Prevention, Crisis Intervention, and Mental Health: Coursework and practicum or internship experiences that demonstrate knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. Coursework in this area includes promotion of student mental health and knowledge of crisis intervention procedures;
3.6.1.7 Home, School and Community Collaboration: Coursework and practicum or internship experiences that demonstrate knowledge of family systems, including family strengths and influences on student development, learning, and behavior; and of methods to involve families in education and service delivery;
3.6.1.8 Research and Program Evaluation: Coursework and practicum/internship experiences that demonstrate knowledge of research, statistics, and evaluation methods. Coursework in this area includes content related to evaluating research, translating research into practice, and understanding research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services;
3.6.1.9 School Psychology Practice and Development: Coursework and practicum or internship experiences that demonstrate knowledge of the history and foundations of the profession of school psychology; of various service models and methods; of public policy development applicable to services to children and families; and of ethical, professional, and legal standards;
3.6.1.10 Student Diversity in Development and Learning: Coursework and practicum/internship experiences that demonstrate knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender related, and linguistic factors in development and learning; and
3.6.1.11 Information Technology: Coursework and practicum or internship experiences the demonstrate knowledge of information sources and technology relevant to their work, including the ability to access, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services; and
3.6.2 A supervised internship of no less than 1200 hours, completed at or near the end of the program, completed either full time or half time over a period of no more than two consecutive years, at least 600 hours of which must be in a school setting. Applicants who meet all of the requirements above except 600 hours of internship in a school setting may complete the school based internship requirements under an emergency certificate.
4.0 Internship
4.1 An internship must be in an institution or agency approved by the DOE or the applicant’s graduate program. The internship placement agency provides appropriate support for the internship experience including:
4.1.1 A written agreement specifying the period of appointment and any terms of compensation;
4.1.2 A schedule of appointments, expense reimbursement, a safe and secure work environment, adequate office space, and support services consistent with that afforded to school psychologists employed by the approved internship institution or agency;
4.1.3 Provision for participation in continuing professional development activities;
4.1.4 Release time for internship supervision; and
4.1.5 A commitment to the internship as a diversified training experience.
4.2 An internship must be supervised by a certified school psychologist or state licensed psychologist who has a minimum of three (3) years experience as a practicing school psychologist and who has experienced an internship.
4.3 A licensed psychologist completing the school based portion of the internship may be employed as a school psychologist concurrent with completion of the internship. A minimum of two (2) hours per week of supervision is required.
5.0 Emergency Certificate
5.1 An Emergency Certificate for a School Psychologist may only be granted to a candidate who has completed all required course work and has been accepted into a school based internship.
8 DE Reg. 448 (09/01/04)
Renumbered effective 6/1/07 - see Conversion Table
