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This document serves as a follow-up evaluation form designed for employers to assess the performance of graduates from the School Psychology Program at The University of Memphis, focusing on various
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How to fill out Evaluation of School Psychology Program Graduates by Employers

01
Begin by providing the name and contact information of the employer.
02
Specify the name of the school psychology program graduate being evaluated.
03
Rate the graduate on a scale from 1 to 5 in areas such as communication skills, problem-solving abilities, and professionalism.
04
Provide specific examples of the graduate's performance in a school setting.
05
Include any areas where the graduate excelled or may need improvement.
06
Complete additional sections regarding the graduate's collaboration with staff and parents.
07
Sign and date the evaluation form before submission.

Who needs Evaluation of School Psychology Program Graduates by Employers?

01
School districts looking to assess the effectiveness of their hiring practices.
02
Universities and colleges monitoring the performance of their graduates.
03
Professional organizations interested in understanding the impact of preparation programs.
04
Policy makers aiming to improve school psychology practices.
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School psychologists are vulnerable to the stresses of working in schools, too. Up to 90% of school psychologists report feeling burnt out sometimes, ing to studies conducted before the pandemic (Schilling, E. J., & Randolph, M., Contemporary School Psychology, Vol. 25, No. 4, 2021).
Stigma and misconceptions surrounding mental health can make it difficult for school psychologists to work effectively with students and families. Some students may be reluctant to seek help or feel embarrassed about their mental health issues.
Some potential cons of being a psychologist include: Dealing with billing and insurance issues. The stress of managing your own business. Feeling emotionally drained from helping clients. Erratic work schedules. Finding new clients can be tough. The time and costs associated with graduate school and professional license.
Springhart said the school psychologist shortage seems to be caused by the same factors triggering shortages of other school staff: inevitable events like retirement, but also financial hardship, forcing people to move out of parts of California with high costs of living.
These pillars are (1) norm reference tests, (2) observations, (3) interviews, and (4) informal measures. The four pillars of assessment complement one another, forming a firm foundation for decision-making procedures (Sattler, 2001).
Time Constraints: School psychologists often have a heavy workload and many demands on their time. They may need help to balance administrative tasks with direct services to students.
Past research has estimated that an alarming rate (up to 90%) of school psychologists report experiencing some feelings of job burnout at some point during their careers (Schilling and Randolph 2017, Schilling et al.
Con: You will likely work more than your school hours. Because school psychologists do not have substitutes and we do have A LOT of deadlines. That's right. There is no one to write your reports for you when you feel sick, need a personal day, or if your child is sick.

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It is an assessment process used by schools and educational institutions to evaluate the performance and effectiveness of graduates from school psychology programs as perceived by their employers.
Typically, employers of school psychology graduates, such as school districts and educational agencies, are required to file this evaluation.
Employers need to complete the evaluation form by providing feedback on the graduates' skills, competencies, and overall performance, using specific guidelines provided by the institution or accreditation body.
The purpose is to gather feedback on the effectiveness of training programs, ensure accountability, and improve the quality of education and training for future school psychology students.
The evaluation must report on various aspects such as the graduate's skills in assessment, intervention, collaboration, and effectiveness in addressing student needs, along with any recommendations for improvement.
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