D18/ ADVANCED SKILLS SCHOOL PSYCHOLOGIST APPLICATION GUIDELINES

Transcription

1 D18/ ADVANCED SKILLS SCHOOL PSYCHOLOGIST APPLICATION GUIDELINES 2018

2 INTRODUCTION The Advanced Skills School Psychologist demonstrates exemplary practice in the delivery of psychological and specialist support services to schools and contributes to influencing the system and the school psychology profession. The achievement of this status demonstrates that school psychologists have attained all the competency standards at Phase 3 of the Department of Education s Competency Framework for School Psychologists in the following dimensions of practice: 1. Outcome-focused scientific practitioner decision making; 2. Intervention and evaluation; 3. Communicating, assessing, reporting and providing feedback; 4. Partnerships in education; and 5. Ethics, professional learning and leadership. As highly skilled and experienced practitioners, Advanced Skills School Psychologists support and role model quality practice for colleagues and new school psychology professionals. The opportunity to attain this status recognises the exemplary practice across the school psychology profession and is a prerequisite for permanent selection in a Lead School Psychologist position - the highest school psychologist classification. The Lead School Psychologist classification was negotiated in the School Education Act Employees (Teachers and Administrators) General Agreement 2011 between the State School Teachers Union of Western Australia and Department of Education. This classification expands the career structure for school psychologists by offering increased status and remuneration through recognising exemplary psychological practice and its impact on individuals, schools and the system. HOW TO BECOME AN ADVANCED SKILLS SCHOOL PSYCHOLOGIST The Advanced Skills School Psychologist application process has two stages: Stage One - submit a written application detailing your professional knowledge and practice demonstrated at Phase 3 of the Competency Framework for School Psychologists; and - nominating referees who can verify your claims. Stage Two - participating in an interactive presentation, demonstrating your standard of practice using supporting evidence. Applicants are assessed against each of the five (5) Competency Standards and their Critical Elements at Phase 3 of the Competency Framework for School Psychologists (Appendix A). A copy of the Competency Framework for School Psychologists can be accessed in its entirety on the School Psychology Service website and was updated in Term 2,

3 The Advanced Skills School Psychologist selection is a rigorous process designed to ensure that exemplary school psychologists achieve this status. Success is not guaranteed for all applicants. There is no limit on the number of people who can achieve Advanced Skills School Psychologist status. ELIGIBILITY Eligibility criteria to apply for Advanced Skills School Psychologist status includes the following. To apply you must: be an Australian citizen or have a permanent residency visa; have current permanent or fixed-term employment with the Department of Education in a school psychologist or other position; be working for a minimum of 0.4 FTE (four days a fortnight); fulfil the eligibly requirements for employment as a school psychologist with the Department of Education; hold current general (not provisional) registration with the Psychology Board of Australia; have a current National Police History Check; and have a current Working with Children Clearance. While you do need to be eligible to work as a school psychologist in WA public schools, you do not have to be a Senior School Psychologist before applying for Advanced Skills School Psychologist status. ASSESSMENT As an applicant, you are assessed against each of the five (5) Competency Standards and each of their Critical Elements at Phase 3 of the Competency Framework for School Psychologists (Appendix A). Your achievement against each Competency Standard is determined through an independent assessment of evidence by two assessors. Assessors will be trained in the assessment process and have expertise to assess against the Competencies. Assessors are psychologists, with a background in school psychology and hold general registration with the Psychology Board of Australia. The two assessors take into account each Critical Element for each Competency Standard, based on evidence provided: Stage One assessment is against all five Competency Standards and all Critical Elements at Phase 3. You are rated as having achieved or not achieved each Critical Element. Each Critical Element must be assessed as Achieved for you to progress to Stage Two. 2

4 Stage Two assessment is against three Competency Standards only two mandatory and one of your own choice: Competency Standard two and three are mandatory, and you must choose one other Competency. Each Critical Element of the three Competency Standards must be assessed as Achieved, based on the evidence you provide. At the end of each stage, you receive a letter to advise if you have been successful, including written feedback. Feedback is provided against each of the five (5) Competency Standards and their Critical Elements. Comments provided are intended as constructive feedback and a guide only. STAGE TWO ONLY APPLICATIONS If you are successful at Stage One but not at Stage Two, you may reapply for a Stage Two Only Assessment within 12 months of your original application. Applicants must apply using Appendix B ONLY and will not be required to resubmit any other information. REVIEW If you are unsuccessful and can provide evidence that assessment procedures have been breached, you can contact the Advanced Schools School Psychologist Project Manager to discuss your concerns. If you are still not satisfied, you may request a review of your case at either Stage 1 or 2. Your request for review needs to focus on the procedures of the assessment and be submitted in writing to the Manager, School Psychology Service within 10 working days of the letter advising you of the assessment outcome. The Advanced Skills School Psychologist review panel, comprising representatives of the Department of Education and the State School Teachers Union of Western Australia, considers review submissions from either stage of the assessment. You are advised in writing of the panel s decision. HOW TO APPLY STAGE ONE - WRITTEN APPLICATION Introduction Stage One is a written application where you must provide statements and examples that demonstrate you meet all five (5) Competency Standards required to be an Advanced Skills School Psychologist. You are required to write your own application. Your written application must include: 3

5 a completed application form; a covering letter; a Curriculum Vitae; a Professional Statement; and Referee contact details. The covering letter and Professional Statement enables you to explain in detail how you meet each of the five (5) Competencies and each Critical Element at Phase 3 of the Competency Framework for School Psychologists. The covering letter and Professional Statement should clearly demonstrate your knowledge, attributes and professional practice. You may cross reference statements/claims made. If you job share, your application needs to clearly describe your specific role/s and individual contribution. It s important that evidence provided is able to be demonstrated at Stage Two. Application form On the application form (Appendix B) you need to include: personal details; your line manager s or professional manager s signature acknowledging they are aware of your application; and verification of current general registration with the Psychology Board of Australia. Covering Letter The covering letter provides an overview of your professional context and the responsibilities you undertake as a school psychology professional. It should include: philosophy, practice and approaches within the context of delivering school psychology services; and major skills and strengths as a school psychology professional. The covering letter must be no more than one (1) one-sided A4 page in length (11 point Arial font) and include your name and Department ID number. Curriculum Vitae (CV) A CV must not be more than three (3) pages, detailing your work history and key achievements. Professional Statement The Professional Statement details information, examples and evidence that demonstrate achievement of Phase 3 of the Competency Standards and their related Critical Elements of the Competency Framework for School Psychologists within the context of your roles, responsibilities and outcomes achieved. 4

6 It must be no more than five (5) one-sided A4 pages in length, (11 point Arial font) and include your name and Department ID number on each page. Referee Verification Referees verify your written statements, claims and evidence presented and validate the standard of your work. Applicants may nominate up to five (5) referees. You need to provide a referee able to verify your statements and claims for each competency standard. Your first referee MUST be your nominated line manager or professional manager 1. Assessors will contact your nominated line manager or professional manager at Stage One. They will be asked about all Competencies and further information may be sought about your application. If you are in a new position, or your line manager or professional manager are new (<12 months), the details of your previous line manager or professional line manager should also be provided. Assessors will contact other referees for specific Competencies if your current (or former) line manager or professional manager is not able to provide verification. You may nominate up to four (4) additional referees to verify one or more competencies. Referees should be familiar with your work, the Competencies and your written application. Each Competency can be verified by only ONE of these additional referees. Referee contact details should be recorded on the template at Appendix C. TIP: It is recommended to give your referees a copy of your written application. They may be able to give you some valuable feedback. APPLICATION DATES The Advanced Skills School Psychologist assessment process is undertaken twice per year, in Terms 1 and 3. In 2018, the closing dates are: 4.30pm, Friday 2 March 2018 (end Week 5, Term 1, 2018); and 4.30pm, Friday 17 August, 2018 (end Week 5, Term 3, 2018). Late applications are not accepted. Applications must be submitted electronically to School.Psychology.Service@education.wa.edu.au The receipt of your application is acknowledged electronically. 1 Your professional manager is likely to be your Lead School Psychologist. 5

7 STAGE TWO INTERACTIVE PRESENTATION Stage Two At the conclusion of Stage One, all applicants are notified whether they will progress to Stage Two. The date of the interactive presentation is communicated to each applicant 10 working days prior. You will be contacted by telephone with the details confirmed by . Interactive presentations will be conducted in the school psychologist working weeks of the April and October school holidays in the Perth metropolitan area. The School Psychology Service will fund reasonable travel expenses for country applicants. Interactive presentation Stage Two requires you to participate in an interactive presentation with two (2) assessors. The interactive presentation enables you to demonstrate, through the presentation of a range of evidence and discussion, how you meet the Critical Elements of three (3) Competency Standards at Phase 3 of the Competency Framework for School Psychologists. The Competencies must include: two mandatory: Competencies 2 and 3; and one other of your choice either Competency 1, 4 or 5. The interactive presentation entails a two hour presentation of evidence and discussion with assessors about your evidence and application. The evidence should include a range of material and be related to the information, examples, evidence and claims presented in your written application. Please note that Stage Two is a separate process to Stage One and your assessors will not have knowledge or access to your Stage One application or feedback. The evidence can be presented in a variety of forms: paper, digital or a combination of both. This could include: plans, programs, interventions, evaluations, research undertaken, survey results, examples of assessment, monitoring and reporting systems, papers, proposals, academic presentations or papers, resources developed for specific purposes, multi-media presentation, testimonials or feedback as a result of exemplary work and professional learning programs developed and implemented. In your presentation, it is suggested that you: outline what you intend to present and discuss with assessors; and demonstrate, through your evidence, how you have achieved the Competency Standards and their Critical Elements at Phase 3. You will have a laptop, data projector and whiteboard available for your use. 6

8 APPENDIX A DIMENSION 1 - OUTCOME-FOCUSED SCIENTIFIC PRACTITIONER DECISION MAKING COMPETENCY STANDARD: School psychologists are change agents at individual, group and systemic levels. They apply skills in situational analysis, problem conceptualisation and the identification of strengths and needs to inform decision making. These skills include research, consultancy, development, implementation and evaluation processes to enhance educational outcomes. PHASE THREE Demonstrate highly proficient development and application of scientific practitioner models that contribute to system-level understandings and decision making. DESCRIPTOR Phase 3 school psychologists demonstrate highly-developed processes and apply them to an extensive range of presenting issues. They provide a focused and insightful perspective to complex situations. They apply their skills to develop system initiatives and facilitate systematic change. CRITICAL ELEMENTS Provide leadership in the use and understanding of evidence, research and evaluation data. Apply expert problem-solving and decision making processes to highly-complex and/or critical situations. Apply understanding of systemic implications to decision making and interventions. 7

9 DIMENSION 2 - INTERVENTION AND EVALUATION COMPETENCY STANDARD: School psychologists use their knowledge of psychological, social and organisational learning theories and assessment processes to support school staff in developing, implementing and monitoring interventions to achieve appropriate outcomes for a diverse range of students and school communities. These include psychological processes (cognitive, perceptual and neurological), lifespan and development, intercultural and abnormal psychology. PHASE THREE Apply specialist knowledge and skills and provide leadership in the development and evaluation of programs and interventions. DESCRIPTOR Phase 3 school psychologists demonstrate exemplary practice and specialist skills. Their expertise can be recognised and applied across the system and they provide leadership to others to inform their professional practice. They contribute to the development and evaluation of systemic interventions at the school, region and system levels. CRITICAL ELEMENTS Evaluate the effectiveness of practices and programs and develop appropriate adjustments. Provide leadership to others in the development of appropriate programs, interventions and evaluations. Apply expert knowledge of school psychology practice to enable effective leadership and/or consultation at interagency, school, region and system level. Promote practices that create an inclusive educational ethos and culture. 8

10 DIMENSION 3 COMMUNICATING, ASSESSING, REPORTING AND PROVIDING FEEDBACK COMPETENCY STANDARD: School psychologists establish rapport and communicate effectively and appropriately to the needs of the audience; communicate the purpose and nature of the assessment and intervention to the audience; provide timely and appropriate information to school community members, colleagues and other agencies; and interpret and report on the assessment and intervention to inform future planning. PHASE THREE Provide critical evaluation and feedback on the school psychology profession, system policy, direction and operation. DESCRIPTOR Phase 3 school psychologists clarify and communicate complex concepts. They provide critical analysis of complex situations and systemic policies and processes to inform effective implementation and evaluation. CRITICAL ELEMENTS Lead the development of processes and procedures for monitoring, recording and reporting at a systemic level. Use systemic information to provide feedback on service effectiveness Use contextual assessment to determine needs and resource distribution for effective service provision. Clarify and communicate complex concepts to inform guidelines, procedures, policies and/or strategies. Understand and communicate the role of psychology in the context of the Department s strategic directions. 9

11 DIMENSION 4 PARTNERSHIPS IN EDUCATION COMPETENCY STANDARD: School Psychologists consult collaboratively with students, teachers, parents, administrators and agencies to develop effective strategies; clarify roles and responsibilities; negotiate service outcomes and participate as effective team members. PHASE THREE Engage in strategic partnerships to build capacity, influence systemic policy and undertake interventions and prevention programs. DESCRIPTOR Phase 3 school psychologists are skilled facilitators who engage in consultation processes with partners within and external to the education sector to maximise school and system outcomes. CRITICAL ELEMENTS Engage in consultative and collaborative partnerships within and external to the education sector Use a repertoire of skills across a range of complex, highly sensitive and critical situations. Promote and provide leadership to school communities, colleagues, the region and the wider community to empower them to develop effective partnerships within the educational process. 10

12 DIMENSION 5 ETHICS, PROFESSIONAL LEARNING AND LEADERSHIP COMPETENCY STANDARD: In applying ethical understandings, school psychologists are actively involved in the development of the profession. They routinely evaluate their own knowledge, skills and practice and use this for the ongoing professional development of themselves and others. PHASE THREE Lead and engage in a variety of professional activities that promote critical self reflection, flexibility, exemplary practice and the development of learning communities. DESCRIPTOR Phase 3 school psychologists promote a psychological perspective on emerging issues within the Department. They facilitate the development of learning communities. They provide leadership in the management of complex and critical issues, and engage in a variety of professional activities that promote critical self-reflection and professional growth. CRITICAL ELEMENTS Analyse and determine needs and provide leadership in the provision of professional learning for others. Apply due process and guide others to understand and implement professional standards and practices. Lead the application of ethical and professional practice. Apply psychological theory, models, and practice to generate ideas that contribute to the improvement of educational outcomes and leadership. 11

13 APPENDIX B APPLICATION FOR ADVANCED SKILLS SCHOOL PSYCHOLOGIST STATUS Office Use Date received: Time received: Application Number: Received by: Please complete all sections and submit this page at the front of your application. PERSONAL DETAILS Title Surname Given names ID No. Telephone (W) Current Workplace (H) (M) Home/postal address (all correspondence will be sent to this address) (you access regularly) ELIGIBILITY Are you an Australian citizen? or Yes No Do you have a permanent residency visa? Yes No Are you a current permanent or fixed-term employee of the Department of Education in a school psychologist or other position? Yes No Are you working for a minimum of 0.4 FTE (four days a fortnight)? Yes No Have you completed a teaching qualification recognised by the Department of Education? Yes No Do you hold general registration with the Psychology Board of Australia? Yes No Do you have a current Working with Children Clearance? Yes No Have you previously applied for Advanced Skills School Psychologist status? Yes No 12

14 APPLICANT S DECLARATION I, declare the information in this application is a true record of my professional practice. Signature Date ACKNOWLEDGEMENT OF APPLICATION BY LINE MANAGER OR PROFESSIONAL LINE MANAGER I, Line Manager Professional Manager Please tick which applies acknowledge that (applicant s name) is seeking to obtain Advanced Skills School Psychologist status in Signature Date 13

15 APPENDIX C REFEREE VERIFICATION Please note, referees need to be available for contact. Line manager/professional manager Name Home telephone Mobile Current location Work telephone Professional relationship to applicant (please outline) This referee is my current line manager Yes No If so, length of time as line manager This referee is my current professional manager Yes No If so, length of time as professional manager Former line manager/professional manager (only if applicable see page 5) Name Home telephone Mobile Current location Work telephone PLEASE NOMINATE UP TO FOUR ADDITIONAL REFEREES (ONE REFEREE PER COMPETENCY) Competency One Competency Two Competency Three Competency Four Name: Work location: Name: Work location: Name: Work location: Name: Work location: Home telephone: Work telephone: Mobile: Home telephone: Work telephone: Mobile: Home telephone: Work telephone: Mobile: Home telephone: Work telephone: Mobile: 14

16 Competency Five Name: Work location: Home telephone: Work telephone: Mobile: I confirm that all referees have a copy of my application. Applicant s signature Date 15

17 APPENDIX D EXAMPLES OF EVIDENCE FOR WRITTEN APPLICATION AND INTERACTIVE PRESENTATION This section provides examples of the type of evidence that may be included in your application and interactive presentation, demonstrating competency achievement. These are only suggestions based on practice and not intended to be prescriptive or exhaustive. Samples which clearly show the developmental process (over time) more strongly show the breadth and depth required to demonstrate each competency. DIMENSION 1 OUTCOME-FOCUSED SCIENTIFIC PRACTITIONER DECISION MAKING Competency Standard School psychologists are change agents at individual, group and systemic levels. They apply skills in situational analysis, problem conceptualisation and the identification of strengths and needs to inform decision making. These skills include research, consultancy, development, implementation and evaluation processes to enhance educational outcomes. Phase 3 Demonstrate highly proficient development and application of scientific practitioner models that contribute to system-level understandings and decision making. Evidence could include some of the following: Presentation of data from a school, network, region or group of school psychologists demonstrating analysis, implications and response. Power Point demonstrating key facets of the design of a research project, including: objectives; methodology; evaluation framework; risks, risk management and mitigation strategies; and hierarchy of short, medium and long term outcomes. Presentations, published articles and/or manuals developed for various audiences to address issues related to school psychology. Diagrammatic representation of the gathering of a range of research and evaluation data for a project. Representation of the data and results in a variety of formats delivered to a range of stakeholders to inform decision making. Written feedback regarding the management of highly complex and/or critical situations. Project and planning documents. Meeting records which show case formulation, planning and implementation. Extract from a supervised practice program. Continuing Professional Development records. Testimonials. Examples of media response or briefings for media. Documented plans (e.g. risk management); critical incident response plans; examples of processes and responses to complaints or complex cases. 16

18 DIMENSION 2 INTERVENTION AND EVALUATION Competency Standard School Psychologists use their knowledge of psychological, social and organisational learning theories and assessment processes to support schools in developing, implementing and monitoring interventions to achieve appropriate outcomes for a diverse range of students and school communities. These include psychological processes (cognitive, perceptual and neurological), lifespan and development, intercultural and abnormal psychology. Phase 3 Apply specialist knowledge and skills and provide leadership in the development and evaluation of programs and interventions. Evidence could include some of the following items: Desk-top demonstration of implementation of a multi-faceted evaluation of the impact of a program across a school, network, region, system, and/or community. Examples of the range of assessment tools used during an evaluation and why and how these were used. Demonstration and explanation of implementing appropriate adjustments based on an evaluation. Power Point of the longitudinal journey demonstrating leadership in the evaluation of the effectiveness of a program through to leading implementation of modifications/changes (practice, program). Examples of high quality written feedback that resulted in practice and/or program adjustments. Demonstration of guiding others to determine and implement professional standards across a wide range of formats and over a period of time. Documentation developed to support service delivery and quality school psychology practice. Evaluation activities and the achievement of key milestones across the lifespan of the evaluation. Supervision documentation. Publications, presentations, correspondence. Video vignette of leading others in the development of programs, interventions and evaluations. 17

19 DIMENSION 3 COMMUNICATING, ASSESSING, REPORTING AND PROVIDING FEEDBACK Competency Standard School Psychologists establish rapport and communicate effectively and appropriately to the needs of the audience; communicate the purpose and nature of the assessment and intervention to the audience; provide timely and appropriate information to school community members, colleagues and other agencies; interpret and report on the assessment and intervention to inform future planning. Phase 3 Provide critical evaluation and feedback on the school psychology profession, system policy, direction and operation. Evidence could include some of the following items: Evidence of planning for service provision and/or the distribution of resources in response to identified needs. Sample documentation, e.g. presentation; plan and/or correspondence, illustrating processes undertaken with a range of audiences, designed to enhance practice or services in aspects of the school psychology service delivery. Papers, briefings or correspondence outlining critical analysis of complex concepts. Examples of leading or contributing to network, regional or central working groups. Video of presentation communicating policy and/or strategy to a range of stakeholders demonstrating different styles/emphases across audiences and clear linkage with critical evaluation and feedback on the school psychology profession. 18

20 DIMENSION 4 PARTNERSHIPS IN EDUCATION Competency Standard School Psychologists consult collaboratively with students, teachers, parents, administrators and agencies to develop effective strategies; clarify roles and responsibilities; negotiate service outcomes; and participate as effective team members. Phase 3 Engage in strategic partnerships to build capacity, influence systemic policy and undertake interventions and prevention programs. Evidence could include some of the following items: Schematic diagram demonstrating a hierarchy of collaborations across the lifespan of a project, with notes explaining the stages/phases of collaboration and the purpose of these. Copy of a signed memorandum of understanding, local partnership agreement or other document, containing key elements to consolidate partnering with external agencies in an activity to improve student outcomes. Evidence of initiation and/or joint leadership of development. Diagram demonstrating governance arrangements from local to senior executive/agency involvement in a strategy/initiative. Video clip or recordings providing moments in time demonstration of a variety of facilitation, consultation and negotiation skills used across a range of people during the management of a complex issue/program. Power Point demonstrating involvement in stages of change in the school psychology profession, or system policy/direction/operation through the process of critical feedback and guided directionsetting. Demonstration of leadership and outline of planning to empower others to develop effective partnerships in the educational process and delivering outcomes for students. Records of agency engagement and processes utilised in the management of a highly complex, high sensitive and/or critical situation. Video clip demonstrating leading inter-agency collaboration and partnerships for a planned strategy/program. 19

21 Dimension 5 ETHICS, PROFESSIONAL LEARNING AND LEADERSHIP Competency Standard In applying ethical understandings, school psychologists are actively involved in the development of the profession. They routinely evaluate their own knowledge, skills and practice and use this for the ongoing professional development of themselves and others. Phase 3 Lead and engage in a variety of professional activities that promote critical self-reflection, flexibility, exemplary practice and the development of learning communities Evidence could include some of the following items: Documentation of self-reflection across a range of professional activities, with evidence of how this led to changes in approaches to aspects of school psychology work. Diagrammatic representation of a learning community, and leadership of this community. Record of engagement in specialised professional learning and subsequent application of this, including medium long term outcomes. Materials demonstrating development, delivery and outcomes of professional learning to others. Documentation of phases of mentoring and coaching, the theoretical framework used, and participant(s) self report on how this supported them to develop and apply ethical and professional practice principles to their work practice. Evidence demonstrating initiating and leading/co-leading a professional learning program for skilled practitioners. To include phases, stages, impacts, evaluations etc. Extract from records of Continuing Professional Development (CPD), including a CPD Learning Plan, peer consultation and/or continuing professional development activities. Documentation of participation and contribution to a professional association. Summary of results of evaluation of a professional development session or course provided for school psychologists. Record of leadership, training or support to colleagues in the management of complex ethical and professional practice issues. 20