University of Delaware
School of Education
Ph.D., M.A., and Educational Specialist in

School Psychology

Program Policy Statement

Part I. Program History

A. Purpose Statement
B. Origin of the Program
C. Administration and Faculty

Part II. Admission

A. University Policy on Admission
B. University Admission Procedures
C. Specific Requirements for Admission into the Ph.D. Program
D. Admission Status

Part III. Degree Requirements

A. Course Requirements of the Specialist Program

B. Additional, Non-course Requirements of the Specialist Program

C. Course Requirements of the Ph.D. Program

D. Additional, Non-course Requirements of the Doctoral Program

E. Practica and Internships

F. Portfolio Requirements of Internship

G. Regulations Governing Dissertation
H. University Requirements and Deadlines for Admission to Doctoral Candidacy
I. Registration Requirements Prior to Doctoral Candidacy (G1 Status)
J. Registration Requirements after Admission to Candidacy (G2 Status)

Part IV. General Information Relevant to Both Specialist and Doctoral Degree Candidates

A. Financial Assistance
B. Application for Advanced Degree

C. Housing
D. Graduate Grade Point Average
E. Time Limits for the Completion of Degree Requirements
F. Extension of the Time Limit
G. Sustaining Status for Candidates Pursuing Thesis/Dissertation Degree Option
H. Transfer of Credit Earned as a Continuing Education Student at the University of Delaware
I. Transfer of Credit from Another Institution
J. Transfer of Credit from the Undergraduate Division at the University of Delaware

Effective: Spring 2005

Part I. Program History

A. Purpose Statement

The school psychology "program" at the University of Delaware actually consists of two separate, yet closely interrelated, programs: the Specialist program, which yields a Masters of Arts degree in education and a Specialist Certificate, and the Ph.D. program in Education with a specialization in school psychology. Because the two programs share many goals, courses, and requirements, they are often referred to as one program, including within this document. Although the two programs have many courses in common, the Ph.D. program provides greater breadth and depth in knowledge domains and competencies. It also places greater emphasis on research skills. Both programs are based on the Standards for School Psychology Training Programs developed by the National Association of School Psychologists.

B. Origin of the Program

The specialist-level program was first established in 1981, with the first class consisting of two students admitted in the fall of 1982. From 1981 to 1983, the program had two part-time faculty members in school psychology. At that time it was envisioned that the program would train school psychologists for the state of Delaware, and would eventually become nationally accredited. The program obtained permanent status from the University in 1984 and gained national approval from the National Association of School Psychologists in 1994. Currently, there are three faculty members assigned primarily to the school psychology program and an enrollment of 23 full-time students.

The program is grounded in the scientist/practitioner model in psychology, and committed to the School of Education's emphasis on the roles of Scholar, Problem Solver, and Partner. Students are provided with a strong foundation in psychological theory and research and are trained to use a collaborative, data-based problem solving approach when applying this foundation to help solve social, emotional, and academic problems faced by children, schools, and families. In addition to gaining theoretical and empirical knowledge, students acquire competencies in multiple skill areas, a problem solving mindset, and sensitivity and respect for cultural and individual diversity. Consistent with the scientist/practitioner model and the role of Scholar, students are also expected to contribute to the knowledge base in psychology and education -- an expectation that is most clear in the doctoral program. The program's philosophy is reflected in the following goals:

1. Students will adhere to the highest standards of ethical and professional conduct and will demonstrate respect for the dignity, worth, and individual differences of children of all cultures and backgrounds.

2. Students will use multiple methods of gathering reliable and valid data in the design and implementation of a variety of empirically-supported interventions for addressing problems faced by children, schools, and families.

3. Students will acquire an in-depth understanding of modern theories and research in the cognitive, physical, social, and emotional development of children, including knowledge of family and school systems, and will apply such knowledge to the practice of school psychology.

4. Students will develop a strong knowledge base specific to the profession of school psychology including its history and foundations, the various roles and functions of school psychologists, and alternative models by which services are delivered.

5. Students will acquire and apply specific competencies in school psychology, especially in the areas of assessment, consultation, prevention, and direct interventions, while using an ecological, problem-solving approach in the delivery of psychological services in the schools.

6. Students will acquire the knowledge and skills necessary to design and implement comprehensive mental health services, especially school-based services for promoting mental health and preventing social, emotional, and academic problems.

7. Students will work collaboratively and effectively with teachers, administrators, support staff, community agencies, children and their families, and others in the delivery of psychological services in the schools.

8. Students will apply a data-based, scientific problem solving approach to the delivery of all services, including assessment and intervention. Such services will be guided by current research and an appropriate assessment and analysis of multiple individual and ecological factors that influence learning and development. Evaluation data will be collected to demonstrate that services lead to positive outcomes. Where appropriate, students will use technology effectively in the delivery of assessment and intervention services, including in the acquisition and communication of information.

9. Students will develop sufficient knowledge and skills in research, statistics, and evaluation and apply such knowledge and skills in the design and evaluation of programs and services in the schools. Technology will be used effectively in research, statistics, and evaluation.

10. An additional goal for students in the Ph.D. program is that they will conduct scholarly research in which they demonstrate competence in identifying critical problems in education and psychology, reviewing and integrating existing research, designing studies and experiments that competently address such problems, collecting and analyzing data using a variety of modern statistical procedures, and formally communicating results to other researchers and practitioners.

C. Administration and Faculty

The Committee on Graduate Studies in Education is the SOE-level committee that administers all the graduate programs, including the School Psychology Program. The committee is composed of five faculty members from the SOE, a graduate student member selected by the Education Graduate Association, and the Assistant Director of the SOE, who also serves as the SOE Graduate Coordinator.

The SOE is committed to the recruitment, support, and retention of full-time, tenure-line faculty members in the area of special education. Faculty members who teach graduate courses and advise graduate students in the SOE must have a doctorate or equivalent. In some instances, persons with a master’s degree and special expertise in a relevant area of Education as a result of concentrated study, employment experience, or service may be recommended for graduate teaching. In such cases, the faculty member must have a record of successful teaching in the relevant area of Education, proven scholarly ability, and the endorsement of the School Psychology faculty and the SOE Director.

School Psychology faculty members review candidates for admission to the Specialist and Doctoral level programs in School Psychology, serve as advisors to candidates admitted to the program, teach courses in the program, and evaluate candidates’ exhibits, practica, internships, and other performance products.

D. Degrees Offered

The degree awarded to candidates who complete this program is either an M.A. in School Psychology, an Educational Specialist in School Psychology, or a Ph.D. in Education with a specialization in School Psychology.

Part II. Admission

A. University Policy on Admission

Admission to the graduate program is competitive. Those who meet stated minimum requirements are not guaranteed admission, nor are those who fail to meet all of those requirements necessarily precluded from admission if they offer other appropriate strengths.

B. University Admission Procedures

Applicants must submit all of the following items to the Office of Graduate Studies before admission is considered:

Completed applications are due by February 1 for admission in the subsequent Fall semester. Admission application forms are available from the Office of Graduate Studies, from the departments, and online (http://www.udel.edu/admissions/appinfo.html).

A $60 nonrefundable application fee must be submitted with the application. Checks must be made payable to the University of Delaware. Applications received without the application fee will not be processed. Foreign students may utilize either a check or an International Postal Money Order to remit payment in U.S. currency.

An official transcript of all previous college records must be sent directly from the institution to the Office of Graduate Studies. Students who have attended the University of Delaware need not supply a transcript from Delaware. Transcripts issued in a language other than English must be accompanied by an official translation into English. If the rank of the student is not displayed on the transcript or diploma, an official letter of explanation and ranking from the institution where the degree was earned is required.

Applicants must submit at least three letters of recommendation. The School Psychology faculty recommend that these letters be written by teaching supervisors and professors who know the applicant well.

If English is not their first language, international student applicants must demonstrate a satisfactory level of proficiency in the English language on the Test of English as a Foreign Language (TOEFL). The TOEFL is offered by the Educational Testing Service in test centers throughout the world. TOEFL scores that are more than two years old are not acceptable. In order for a student visa to be issued, international students first must be offered admission to the University and provide evidence of adequate financial resources. The University has been authorized under federal law to enroll non-immigrant alien students. International students are required to purchase the University-sponsored insurance plan or its equivalent.

It is a Delaware State Board of Health Regulation and a University of Delaware mandate that all entering graduate students born after January 1, 1957 give proof of proper immunization for measles, mumps, and rubella. If immunization requirements are not met, the student will not be eligible to register. Specific information may be obtained from the Student Health Service at 302-831-2226.

C. Specific Requirements for Admission into the School Psychology Program

The School Psychology Program seeks candidates for admission with qualities that will enable them to become outstanding school psychologists. School psychologists must have the skills to analyze educational problems at all levels of the system; design, implement, and evaluate interventions to prevent or solve these problems; and collaborate with families, educators, and community members to promote healthy educational and psychological outcomes for all children. Therefore, we seek candidates who demonstrate the following dispositions:

Approach new experiences with initiative, enthusiasm, flexibility, dedication, and willingness to learn
Engage in thoughtful analysis of performance, seek feedback, and incorporate suggestions into work
Are eager to learn, recognize that learning is never completed, and are committed to lifelong professional development
Have excellent critical thinking and writing skills
Enjoy working with children, parents, and educators
View all children, families, and educators as having strengths and a capacity to learn and change; embrace diversity as a source of enrichment rather than deficit; treat others with respect and a desire to understand their points of view
Are committed to ethical practices and to serving as agents of renewal and change within schools and communities
Value working collaboratively with students, families, educators, and the wider community in the pursuit of common goals
Understand that practice must be based in sound scholarship, viewing themselves as both producers and consumers of scholarly knowledge
Are committed to the profession of school psychology and seek to make contributions to the field.

Applicants are judged individually. However, the following are required and guide the admission process:

An undergraduate degree, preferably with a major in psychology or education, with at least three course in psychology (preferably in child development, educational psychology, statistics or abnormal psychology)
A minimum grade point average of at least 3.0 in all undergraduate and graduate course work. (Note, however, that during the past 5 years, nearly all admitted students had a GPA above 3.2 and the average was 3.5)
A grade point average of at least 3.0 in all graduate work completed

Submission of GRE verbal and quantitative scores. A total of 1000 is required. (Note that the scores of students admitted to the program during the past few years have averaged about 1150)
Submission of personal statement and goals (on application form)
Submission of three letters of recommendation
Evidence of proficiency in English. TOEFL scores are required for foreign students. A minimum score of 600 (paper-based test) or 250 (computer-based test) must be obtained.
Evidence of the dispositions cited above in the applicant's written statements and interview

Courses designed to remediate deficiencies in an applicant's background may be required. Credit for these courses would not apply to the program's required credit hours.

The School of Education will accept as many as 9 graduate credits toward the Master's degree. Applicants should inquire about possible transfer credits early in the admissions process because certain courses may not be taken elsewhere.

Deadline for application: February 1

Review of applications

Students' applications are reviewed by at least two faculty members. Approximately 15 of the most promising candidates are selected for personal interviews. Candidates' grades, test scores, letters of recommendation, and personal statements are reviewed for evidence of the qualities and predispostions listed above.
The interview process consists of three components. First, students participate in a small group orientation (usually about five students are included in a group). During this process, candidates introduce themselves to each other, listen to a presentation about the program from faculty, and ask questions about the program. Second, candidates participate in a series of 15-20 minute individual interviews with at least two faculty members. Third, candidates have the opportunity to talk with one or two current students in the program. The first two portions of the interview are evaluative; candidates' statements, questions, and interactional style are observed for evidence of the qualities and predispostions listed below. The third part of the interview is confidential. This conversation allows candidates to receive candid information about the program without concern for how their questions might be perceived by faculty.
Following the interviews, candidates are 1) offered admission, 2) placed on the waiting list, or 3) not accepted. Each year's entering class consists of 6-10 students. There is no provisional acceptance.
Please note that admission to the program is competitive. Those who meet stated requirements are not guaranteed admission, nor are those who fail to meet all of those requirements necessarily precluded from admission if they offer other appropriate strengths.

Direct Admission to Specialist-level of the Program

Students with a Masters degree in school psychology from another university or with a Masters degree in a related area (e.g., special education, school counseling) may apply for admission to the Specialist Certification portion of the program. To qualify for direct admission (bypassing the Masters in School Psychology portion) the applicant must have 15 or more graduate credits corresponding to required courses in the School Psychology curriculum and meet all other admissions requirements for the Masters. Students admitted directly to the Specialist Certificate level must complete all other M.A. requirements not completed as part of the previous master's degree and pass the MA comprehensive examination within one year of admission. Admitted students also are required to fulfill the program requirement of completing at least one year of studies (exclusive of internship) as a full-time resident.

D. Admission Status

Students admitted into any of the School Psychology degree programs are only admitted on a full-time basis with regular (non-provisional) status. Regular status is offered to students who meet all of the established entrance requirements and who have the ability, interest, and commitment necessary for successful study at the graduate level in a degree program.

Part III. Degree Requirements

A. Course Requirements Of The Specialist Program

The Specialist program requires three years of full-time study. With special permission from the student's advisor and program coordinator, the equivalent of one year of coursework may be completed part-time. Upon completion of the first year of coursework (30 credits) and passing of a comprehensive exam, students are awarded a Master’s of Arts in School Psychology. All students are expected to continue their studies to earn the Educational Specialist degree in School Psychology, which requires 30 additional credits including a 1,200-hour internship. It is only upon completion of the full 60-hour integrated program that a student is eligible for certification as a school psychologist in Delaware as well as most other states.

Specialist Curriculum

First Year (Master's Level)

Fall

EDUC 618 Special Services in the Schools

EDUC 663 Counseling Skills Laboratory

EDUC/PSY 817 Individual Intelligence Testing

EDUC 681 Techniques of Behavior Change

Winterim (or Summer)

EDUC 623 Applied Human Development in the Schools

EDUC 680 Educational Diagnosis

Spring

EDUC 660 Educational Statistics and Measurement

EDUC 671 Practicum in School Psychology

EDUC 814 Psychological Assessment of Children

EDUC 679 Instructing Elementary/Middle Schoolers with Mild Disabilities

Comprehensive Examination

Masters Degree conferred

Second Year (Specialist level)

Fall

EDUC 831 Advanced Counseling Techniques

EDUC 671 Practicum in School Psychology

EDUC 813 Childhood Psychopathology

EDUC 691 Applied Statistics and Research Design

Spring

EDUC 830 Consultation and Intervention

EDUC 671 Practicum in School Psychology

EDUC 651 School-Based Family Issues and Interventions

EDUC 870 Child Neuropsychology

Third Year

EDUC 688 Internship in School Psychology (3 credits per semester)

Note: Students who choose to enroll for 3 credits of internship may not be considered “full-time students” for the purpose of deferring student loans. Students are responsible for determining their loan status.

Educational Specialist Degree conferred

B. Additional, Non-Course Requirements for the Specialist Program

Minimum GPA of 3.5

Students must maintain a minimum cumulative grade point average of 3.5 to be eligible for the Master's degree and Educational Specialist degree. Students also must obtain a grade of B- or higher in each practica in order to advance to the next level of the program. Additionally, a grade of B- or higher is required during each semester of the internship in order to complete the program and receive the Educational Specialist degree. Note that proficiency in oral and written expression in English is among the requirements for a grade of B- in practica and the internship.

Comprehensive Examination

The comprehensive examination is usually administered to first-year students during the last week of the Spring semester. Alternate exam times are sometimes arranged for students who wish to participate in Winter or Summer graduation. The exam consists of several essay questions covering material from first-year courses. Successful completion of the exam and coursework results in the Master of Arts degree. The exam is graded by two or more members of the school psychology faculty. Student identities are masked for the purpose of exam grading. Students failing the exam are given the opportunity to take a second exam. At the discretion of the faculty, this second exam may cover all or part of the first year course material and may be written and/or oral. Students must pass the second administration in order to continue in the program.

Residency Requirement

All students must complete a full-time residency. Minimally, at the Specialist level students are required to spend one, continuous year (Fall semester, Spring semester) of full-time course work in the program. This does not include the internship. Full time work is defined as completing nine credit hours per semester. It is strongly recommended that both years of coursework be completed on a full-time basis.

C. Course Requirements For the Ph.D. Program

The doctoral program yields a Ph.D. in Education with a specialization in School Psychology. Consisting of a minimum of 109 credit hours, the program is designed to be completed in five years, although students often prefer six years (i.e., completing their dissertation prior to the internship). In addition to being awarded the Ph.D. upon completion of all program requirements, students are awarded the Specialist Certificate in School Psychology. Ph.D. requirements are presented below. This information is consistent with the Policy Guidelines for the Doctorate of Philosophy in Education developed by the faculty in the School of Education. Students should obtain a copy of the Policy Guidelines and make sure that their course of study conforms to the Guidelines.

Students who already have a Master’s or Specialist degree in school psychology may incorporate previous coursework into their Ph.D. studies. However, all course waivers and substitutions must be approved by the student’s advisor and the faculty of the school psychology program. Faculty may require demonstration of specific competencies prior to waiving courses (e.g., submission of a written psychoeducational evaluation or tape demonstrating counseling skills). Doctoral students who have already completed a 1,200 clock hour school-based internship may complete the 1,500 clock hour pre-doctoral internship in a non-school setting (consisting of a minimum of 750 clock hours).

Doctoral Level Curriculum

First Year

Fall

EDUC 618 Special Services in the Schools

EDUC 805 Proseminar I

EDUC 856 Methods of Educational Research I (Quantitative)

EDUC 840 Research Colloquium Series (1 credit)

Spring

EDUC 806 Proseminar II

EDUC 850 Methods of Educational Research II (Qualitative)

EDUC 840 Research Colloquium Series (1 credit)

EDUC 679 Instructing Elementary/Middle Schoolers with Mild Disabilities

Proseminar Exam

Second Year

Fall

EDUC 663 Counseling Skills Laboratory

EDUC 681 Techniques for Behavior Change

EDUC 871 Individual Intelligence Testing

EDUC 852 Methods of Educational Research III (Philosophical/Historical)

EDUC 840 Research Colloquium Series (1 credit)

Winterim

EDUC 680 Educational Diagnosis

Spring

EDUC 671 Practicum in School Psychology

EDUC 814 Psychological Assessment of Children

EDUC 968 Supervised Research or Elective approved by advisor

EDUC 812 Regression Methods in Education

EDUC 840 Research Colloquium Series (1 credit)

Comprehensive Exam in School Psychology

Masters degree conferred

Third Year

Fall

EDUC 671 Practicum in School Psychology

EDUC 831 Advanced Counseling Techniques

EDUC 813 Childhood Psychopathology

EDUC 823 Learning and Development

EDUC 840 Research Colloquium Series (1 credit)

Spring

EDUC 671 Practicum in School Psychology

EDUC 830 Consultation and Intervention

EDUC 968 Supervised Research

EDUC 840 Research Colloquium Series (1 credit)

EDUC 651 School-Based Family Issues and Intervention

Fourth Year

Fall

EDUC 874 Multivariate Data Analysis in Education or EDUC 865 (Educational

Measurement Theory)

EDUC 867 Child Neuropsychology

EDUC 840 Research Colloquium Series (1 credit)

EDUC 968 Supervised Research or Elective

EDUC Proseminar in School Psychology or Special Education (or elective if a

proseminar is not offered)

Spring

EDUC 968 Supervised Research

EDUC 969 Doctoral Dissertation

EDUC 867 Practicum in School Psychology (doctoral practicum)

Primary Examination

Fifth Year

Fall

EDUC 867 Internship

EDUC 969 Doctoral Dissertation

Spring

EDUC 867 Internship (1,500 clock hours)

EDUC 969 Doctoral Dissertation

D. Additional Non-Course Requirements of the Doctoral Program

Minimum GPA of 3.5

Doctoral students must maintain a GPA of 3.5 in school psychology courses required of the Master's degree and Educational Specialist degree, and a GPA of 3.5 in additional doctoral-level courses. Students also must meet all other requirements of the Specialist Certificate and the Ph.D. in Education, including the following Scholarly Apprenticeship Requirements.

Scholarly Apprenticeship Requirements

All Ph.D. students will submit evidence of the following accomplishments to the school psychology faculty, and a copy of the supporting documentation will be placed in their file in the School of Education Graduate Studies Office.

a) Research experience to begin in student's first year and continue throughout the program. The School of Education will sponsor a yearly Research Forum or Research Conference to which all doctoral students are invited. Others, such as faculty, Masters students, and undergraduates seeking an honors degree may also be invited to participate. All doctoral students participate according to the following schedule: first year students attend other students' presentations; second year students present a poster session; third year students present a paper; fourth year students serve as discussants on third year paper sessions in relevant topic areas.

b) Required supervised teaching experience. Students will submit syllabi and course evaluations as evidence of their accomplishment.

c) At least one paper submitted for publication to a peer-reviewed journal where the student is at least second author. The submitted article will serve as evidence of their accomplishment.

d) Submission of a dissertation support grant (e.g., AERA/ Spencer/ CHEP) for their last year of study. A copy of the grant application will serve as evidence of the accomplishment.

e) Presentation at a national conference in the student's area of expertise. A copy of the conference program will serve as evidence of the accomplishment.

Residency Requirements

All students must complete a full-time residency. Minimally, at the Specialist level, students are required to spend one, continuous year (Fall semester, Spring semester) of full-time course work in the program. This does not include the internship. Full time work is defined as completing nine credit hours per semester. It is strongly recommended that both years of coursework be completed on a full-time basis.

For students in the Ph.D. program, the University requires that the doctoral program be completed within ten consecutive semesters for students admitted with a Master's degree and within fourteen consecutive semesters for students admitted without it. Full time study throughout the program is strongly encouraged. Students who can devote full time to their program should earn the doctorate within five years. For students entering the Ph.D. program who have already completed all requirements of the Specialist program, the first two years of study must be completed as a full-time student.

E. Practica And Internship

Practica

Carefully constructed practica (3 courses for a total of 9 credits) are a part of every student's program. These practica are in addition to practicum experiences embedded within certain courses (i.e., assessment, counseling, consultation, and intervention courses). The first practicum orients students to the educational process and gives them the opportunity to practice diagnostic assessment skills. In the second and third practica, students refine their assessment skills and develop expertise in direct and indirect intervention (e.g., individual and group counseling, teacher and family consultation, design and implementation of behavior management programs). Doctoral students take an additional practicum tailored to their specific training needs.

Practicum assignments are made by faculty to ensure that students gain experience with a variety of ages, cultures, and disabilities. Most practica are completed in regular school settings; however, one practicum may be completed in a more "specialized" setting, such as programs for children with physical and/or sensory impairments, alternative schools, schools for children with autism or other severe disabilities. Students interested in a particular area should discuss possible placements with the University practicum supervisor. Supervision is provided on-site by a certified school psychologist; students also attend weekly group supervision meetings with a University faculty member.

Proficiency in English expression, both oral and written, is required for all practica and internship placements (as well as for graduation).

Internship

For students in the specialist program, an internship is completed in the third year of training. Doctoral students complete the internship during the fifth year in the program. The objective of the internship is to insure competency and integration of knowledge and skills in all domains of school psychology and to broaden such knowledge and skills.

The internship requires full-time participation, five days per week for one academic year. Interns must log a minimum of 1,200 clock hours for the Specialist Certificate and 1,500 clock hours for the Ph.D. Under unusual circumstances, and with permission of the program faculty, the internship may be completed over a two year period. Note that some doctoral internships require a 12 month commitment. Also note that at least one-half of the clock hours must be completed in a school setting. Internship sites follow guidelines established by the National Association of School Psychologists, and a plan of objectives and activities that are delineated and evaluated on the Field Experience Checklist and Evaluation Form. As described in the Internship Guidelines, a written contract between the university, internship site, and intern must be formalized prior to beginning an internship. Students typically handle a case load roughly half of that required for a certified school psychologist. They must participate in a minimum of 4 hours of weekly supervision from a certified school psychologist (or someone with other appropriate credentials for placements in non-school settings) and log at least 1,200 clock hours (1,500 for the Ph.D.) that document a full range of experiences and services with a diverse population of students.

Finding an appropriate internship site is the joint responsibility of the university supervisor and the student. While every effort is made to arrange for a paid internship, paid internships are not guaranteed. However, over the past ten years all interns have been offered paid internships (averaging about $16,000). Students have completed their internships in Delaware, Maryland, New Jersey, Virginia, Massachusetts, North Carolina, Florida, Iowa, Illinois, Texas, and Alaska.

Placements must be approved by the university supervisor. Although the supervisor attempts to place interns in locations that they most desire, the program's obligations to local school districts must be respected. As such, the University may require that an internship be completed in a local school district. Likewise, quality of the site is always considered to be more important than a high salary.

Doctoral interns are encouraged (but not required) to participate in the APPIC process for securing an internship. Information may be obtained from the APPIC web site. Students should become thoroughly familiar with the Internship Guidelines prior to beginning their internship search. Assistance with finding internship sites is provided during group supervision meetings in the third practicum.

F. Portfolio Requirements Of Internship

Students are required to develop a portfolio of documents that demonstrate their competence as a reflective practitioner of school psychology. The portfolio will be used, in part, to establish the grade for the internship. The items selected for your portfolio are examples of their very best work and should clearly demonstrate mastery of the skills involved. The primary purpose of the portfolio is not to help students improve their skills, but for them to demonstrate the skills they have developed over the past 2 years as well as during the internship.

Professional Development Goals and Activities: Students develop a set of two to four goals for their professional development for the year and a sequence of activities designed to address those goals.

Report Writing: Students submit a completed psychoeducational evaluation report that demonstrates their ability to conduct a comprehensive assessment that is linked to intervention.

Counseling: Students submit a videotape of a counseling session with a student, along with progress notes on the session

Consultation: Students submit a videotape of a problem-solving consultation session with a teacher.

Comprehensive Assessment/Intervention Case Study: Students submit a complete case study demonstrating that you possess the knowledge and professional expertise to collaborate with teachers, families and other professionals in designing, implementing, and evaluating interventions that effectively respond to the educational and mental health needs of children and youth.

Special Project: This project involves an activity outside the “day-to-day” assessment/intervention work of most school psychologists. That is, it should be concerned with an issue at the school or district level (i.e., systems level). The content of the project is open, but it is highly recommended that the project reflect your contributions to prevention or intervention programs concerning social, emotional, or academic development. The focus might be the student’s involvement in school policies, needs assessment, program design, program implementation, or program evaluation.

Passing score on the PRAXIS exam in school psychology. Students are required to achieve a passing score (660) on the National School Psychology Examination administered by the Educational Testing Service.

G. Regulations Governing Dissertations

1) Establishment of Dissertation Committee. The student and his/her advisor will create a dissertation committee at the time the student begins to develop the dissertation proposal. The dissertation committee shall include three University faculty from within the School of Education, and one member from outside of the program. The dissertation advisor must be a member of the SOE faculty. SOE faculty who do not have regular faculty status may co-chair the dissertation committee provided that the other co-chair meets the definition for regular faculty status. Additionally, a professional staff member who holds a secondary faculty appointment within an academic department may serve as a committee member. However, all three within-program committee members must hold the doctoral degree. Faculty who have retired or resigned from the University may maintain committee membership or continue to chair committees of students whose work began under their direction prior to their retirement or departure from the University. Outside committee members shall include individuals not affiliated with the SOE. These may be individuals from outside of the University who are nationally recognized for their expertise in the area of study specified by the dissertation, as well as faculty members from other units on campus. It is the responsibility of the dissertation advisor to replace members who withdraw from the committee during the dissertation process.

2) Defense of the Dissertation Proposal. A copy of the dissertation proposal must be delivered to the members of the dissertation committee at least two weeks in advance of the proposal defense. Prior to the presentation, proposals that involve the use of human subjects must receive approval from the University Institutional Review Board (IRB). Details for creating consent forms and submitting studies for review by the IRB can be obtained from the Office of Research. The dissertation proposal defense will be scheduled only after a majority of members of the dissertation committee have determined that a defense is appropriate.

At the conclusion of the dissertation proposal defense, dissertation committee members will provide clear feedback to the student and will sign the “Advancement to Candidacy Form”. A signed copy of this form should be forwarded to the SOE Director’s office.

3) Defense of the Dissertation. The format of the dissertation must adhere to guidelines specified in the University’s Thesis and Dissertation Manual. The manual is available electronically on the Web at http://www.udel.edu/gradoffice/current/thesismanual.html, or it may be purchased at the University Bookstore. The dissertation defense will be scheduled only after the advisor of the dissertation committee has determined that a defense is appropriate.

The dissertation defense will be open to the public, and notices will be sent to all SOE faculty and posted prominently throughout Willard Hall Education Building at least one week prior to the defense date. The candidate will present a summary of the completed research, and will then field questions from the committee, attending faculty, and invited guests. After all questions have been answered, the dissertation committee will meet to decide whether the dissertation is accepted, rejected, or accepted pending revisions. Results of the meeting will then be presented to the student.

4) Processing the Final Document. Three copies of the dissertation must be approved by the chair of the student's advisory committee, the Director of the School of Education, the Dean of the College of Human Services, Education and Public Policy, and the Vice Provost for Academic Programs and Planning. The dissertation is to be signed by the professor in charge of the dissertation and all members of the dissertation committee. A separate abstract and abstract approval page must be submitted with the dissertation. The dissertation must be submitted to the Office of Graduate Studies for approval not later than seven weeks prior to the degree conferral date. The dissertation defense must be completed prior to the submission date and the certification of a successful defense must be submitted to the Office of Graduate Studies. Doctoral dissertations and the extra abstract are sent to University Microfilms Inc., to be microfilmed and thereby made available to libraries and scholars. To accomplish this, each candidate must submit a signed University Microfilms Inc. Doctoral Dissertation Agreement Form to the Graduate Office at the time the dissertation copies are submitted.

The University reserves the right to duplicate a dissertation for distribution to other libraries or for the use of individual scholars. However, the University will not publish a dissertation for general distribution without the written consent of the author. If copyrighting of a dissertation is desired, it may be arranged when the dissertation is submitted to the Office of Graduate Studies. Published works are eligible for copyright protection in the United States if the work is first published in the United States.

H. University Requirements and Deadlines for Admission to Doctoral Candidacy

Upon the recommendation of the doctoral student's advisory committee and the Director of the SOE, students may be admitted to candidacy for the Ph.D. degree. The stipulations for admission to doctoral candidacy are that the student has (1) completed all required coursework in their IPP, (2) completed one academic year of full-time graduate study in residence at the University, and (3) had a dissertation proposal accepted by the advisory committee.

The deadline for admission to candidacy for the fall semester is August 31. The deadline for admission to candidacy for the spring semester is January 31. The deadline for admission to candidacy for the summer is April 30. Responsibility for seeing that admission to candidacy is secured at the proper time rests with the student.

I. Registration Requirements Prior to Doctoral Candidacy (G1 Status)

Course registration requirements are determined by the student's approved program of study. Once the student has registered for all course requirements in a program of study but has not yet met all of the stipulations for passing into candidacy, the student must maintain registration during the fall and spring semesters in course(s) or in three to twelve credits of Pre-Candidacy Study (964). Pre-Candidacy Study (964) is graded pass/fail. If the student registered in Pre-Candidacy Study is admitted to candidacy before the end of the free drop/add period of the next semester, the registration in Pre-Candidacy Study (964) for the preceding semester may be changed to the course, Doctoral Dissertation (969). (Students who are classified G1 and are holding a graduate assistantship or tuition scholarship must be registered for a minimum of six graduate credits, and those holding a fellowship must be registered for a minimum of nine graduate credits.)

J. Registration Requirements after Admission to Candidacy (G2 Status)

Once a student has met all of the stipulations for candidacy and becomes classified with G2 status (candidacy), the student is required to register in nine credits of Doctoral Dissertation (969). Students may not register for Doctoral Dissertation (969) until admitted to candidacy (G2 status). Registration in Doctoral Dissertation (969) and Doctoral Sustaining (999) is restricted to students with G2 status. Once the student has registered in nine credits of Doctoral Dissertation, the student is required to maintain matriculation in the doctoral program by registering in Doctoral Sustaining (999) in subsequent semesters until the degree is awarded. All students must be registered in the term in which the degree is officially awarded. Sustaining registration is required in summer or winter session only if the degree is awarded at the conclusion of that term. Students enrolled in sustaining credit are considered full-time students.

Part IV. General Information Relevant to Both Specialist and Doctoral Degree Candidates

A. Financial Assistance

Over the past five years or so, more than 75% of students in the school psychology program have received either a Teaching Assistantship (TA) or a Research Assistantship (RA). During the past 3 years, all students have received either a TA or RA. TA and RA positions require 20 hours work per week. Students with TA and RA positions receive tuition remission during the regular semesters (but not during Winter Session or Summer sessions) and receive approximately $12,000 in support per year. Although every effort is made to find assistantships for returning students, students receiving a TA or RA one year are not guaranteed support the next year. However, all full-time Ph.D. students in good standing typically receive financial support for four consecutive years.

The majority of Specialist-level students and all full-time Ph.D. students in good standing typically receive financial support from either the School of Education or from various research and teaching centers associated with CHEP and the School of Education. Centers that often award assistantships to school psychology students are the Center for Disability Studies, the Center for Educational Research and Development, and the Delaware Center for Teacher Education.

a. RA Positions. Students work on faculty projects for 20 hours per week. An attempt is made to match faculty and student interests, but students should consider this opportunity to develop competencies in new areas. Assignments are made by the Director of the School of Education, subject to the approval of the faculty member(s) directing the research project.

b. TA positions. Students assist in teaching undergraduate and/or graduate courses. Students may prepare and grade examinations under the supervision of the instructor, handle routine class procedures, counsel and tutor students, and possibly conduct classes. In some cases, time is split between two or more courses, but the total workload will not exceed 20 hours per week.

c. Fellowships. School, College, University and other fellowships are usually awarded to students in the advanced stages of their doctoral study and are intended to support dissertation research and writing. Awards are recommended by the faculty and Director, and are made by the School of Education Graduate Studies Committee.

For questions or concerns about assistantships and fellowships, please contact Dr. Gail Rys, Assistant Director of Graduate Studies, School of Education.

Students who do not receive an assistantship often work part-time, but no more than 20 hours per week. In the past, several school psychology students without assistantships have worked on-campus as resident hall directors and in other departments, such as admissions, student services, and financial aid. Interviews for Residence Hall assistantships usually begin in early April. Interested students should contact the Assistant Director for Residence Life at the Office of Housing and Residence Life (831-2491).

B. Application for Advanced Degree

To initiate the process for degree conferral, candidates must submit an "Application for Advanced Degree" to the Office of Graduate Studies. The application deadlines are February 15 for Spring candidates, May 15 for Summer candidates, and September 15 for Winter candidates. The application must be signed by the candidate's adviser and by the Director or the Assistant Director of the School of Education. There is an application fee of $35 for master's degree candidates and a $95 fee for doctoral degree candidates. Payment is required when the application is submitted.

C. Housing

An Off-Campus Housing Service is provided by the Office of Housing and Residence Life, which is located at 5 Courtney Street (off of Academy Street; across the street from the Student Center Parking Lot exit). The service provides a list of rooms, apartments, and houses available for renting or sharing. Listings are updated on a weekly basis. Housing lists can be obtained through the mail or at the office.

On-campus graduate housing is available for married and single graduate students in the form of one- and two-bedroom apartments. For a brochure and application form contact http://www.udel.edu/hcs/housing/rental.

D. Graduate Grade Point Average

Students must have a minimum overall cumulative grade point average of 3.0 to be eligible for the degree. In addition, the grades in courses applied toward the degree program must equal at least 3.0. All graduate-numbered courses taken with graduate student classification at the University of Delaware are applied to the cumulative index. Credit hours and courses for which the grad is below “C-“ do not count toward the degree even though the grade is applied to the overall index. Candidates should see that their instructors have submitted all final grades.

E. Time Limits for the Completion of Degree Requirements

Time limits for the completion of degree requirements begin with the date of matriculation and are specifically expressed in the student’s letter of admission. The University policy for students entering a master’s degree program is ten consecutive semesters to complete the degree requirements. Students who change their degree plan and have transferred from one degree program to another degree program are given ten consecutive semesters from the beginning of the first year in the latest program.

F. Extension of the Time Limit

An extension of time limit may be granted for circumstances beyond the student’s control. Requests for time extensions must be made in writing and approved by the student’s adviser and the Director or Assistant Director of the School of Education. The Director/Assistant Director will forward the request to the Office of Graduate Studies. The Office of Graduate Studies will determine the student’s eligibility for a time extension and will notify the student in writing of its decision to grant an extension of time.

G. Sustaining Status for Candidates Pursuing Dissertation Degree Option

Once a graduate student who is completing a dissertation has completed all required course credits needed for the degree (including nine credits of dissertation [969]) and all other degree requirements except the submission of dissertation, the student is required to maintain his/her matriculation in the degree program during the fall and spring semesters by registering for Doctoral Sustaining (UNIV 999). All students, including sustaining students, are required to be registered in the semester in which the degree is officially awarded. Sustaining registration is required for summer session if the student completes the degree in summer session. (Sustaining registration is never required for winter session, as graduate degrees are not awarded at the conclusion of winter session.)

H. Transfer of Credit Earned as a Continuing Education Student at the University of Delaware

Students who complete graduate credits with the classification of CEND (Continuing Education Nondegree) at the University of Delaware may use a maximum of 9 graduate credits earned with this classification toward their graduate degree. The CEND credits, grades, and quality points become a part of the student's academic record and grade point average. CEND credit can be transferred provided that: (a) the course was at the 600 or 800 level, (b) the course was taken within the time limit appropriate for the degree, (c) the course was approved by the student's adviser and the Director/Assistant Director of the School of Education, and (d) the course was in accord with the requirements for the degree.

I. Transfer of Credit from Another Institution

Graduate credit earned at another institution will be evaluated at the written request of the student. Such a request should be submitted first to his or her advisor using a Request for Transfer of Graduate Credit form. A maximum of 9 credits required for the degree will be accepted provided that such credits: (a) were earned with a grade of no less than B-, (b) are approved by the student's adviser and the Director/Assistant Director of the School of Education, (c) are in accord with the requirements of the degree, (d) are not older than five years, and (e) were completed at an accredited college or university. The credits, but not the grades or quality points, are transferable to University of Delaware graduate records. Graduate courses counted toward a degree received elsewhere may not be used. Credits earned at another institution while the student was classified as a continuing education student at that institution are not eligible to be transferred to one's graduate degree at the University of Delaware. Credits from institutions outside of the United States are generally not transferable to the University of Delaware.

J. Transfer of Credit from the Undergraduate Division at the University of Delaware

Students who wish to transfer credits from their undergraduate record to their graduate record may transfer a limited number by arranging with the department to have these courses approved by their instructors before the courses are taken. These courses must be at the 600-level, and the student must perform at the graduate level. They must be in excess of the total required for the baccalaureate degree, must have grades of no less than B-, and must not be older than five years. The credits, grades, and quality points will transfer.