As in effect on June 1, 2008
A. "Board" means the Utah State Board of Education.
B. "Career information delivery systems" means the state approved computer software program which provides specific occupation and career planning information, scholarship information, and information about postsecondary institutions.
C. "Consultation" means consulting with parents, teachers, other educators, and community agencies regarding strategies to help students.
D. "Guidance curriculum planning" means structured, developmental experiences presented systematically through classroom and group activities which are organized in areas of self-knowledge, education and occupational exploration, and career planning directed toward meeting the Board approved student competencies.
E. "Level 1 license" means a Utah professional educator license issued upon completion of an approved preparation program or an alternative preparation program, or pursuant to an agreement under the NASDTEC Interstate Contract, to candidates who have also met all ancillary requirements established by law or rule.
F. "Level 2 license" means a Utah professional educator license issued after satisfaction of all requirements for a Level 1 license as well as any additional requirements established by law or rule relating to professional preparation or experience.
G. "Practicum" means a practical, usually simulated, application of previously studied theory, monitored by a professional in the field. The experience shall include at least the following subject matter: student assessment and interpretation, guidance curriculum planning, individual and group counseling, individual education and occupational planning, and use of career information delivery systems.
H. "Temporary license" means a designation that an applicant has met all requirements of Section 3A(1), below.
I. "USOE" means the Utah State Office of Education.
A. This rule is authorized under Utah Constitution Article X, Section 3 which vests general control and supervision of public education in the Board, Sections 53A-1-402(1)(a) which requires the Board to make rules regarding the qualification and certification of educators and ancillary personnel who provide direct student services, and Section 53A-1-401(3) which allows the Board to adopt rules in accordance with its responsibilities.
B. The purpose of this rule is to specify:
(1) the standards for obtaining licenses issued by the Board for employment in the public schools as school psychologists, and school social workers; and
(2) the standards which shall be met by a post-secondary institution in order to receive Board approval of its program for school psychologists and school social workers.
A. An applicant for the Level 1 School Psychologist License area of concentration shall have:
(1) completed at least an approved masters degree or equivalent certification program consisting of a minimum of 60 semester (90 quarter) hours in school psychology at an accredited institution;
(2) demonstrated competence in the following:
(a) understanding the organization, administration, and operation of schools, the major roles of personnel employed in schools, and curriculum development;
(b) directing psychological and psycho-educational assessments and intervention including all areas of exceptionality;
(c) individual and group intervention and remediation techniques, including consulting, behavioral methods, counseling, and primary prevention;
(d) understanding the ethical and professional practice and legal issues related to the work of school psychologists;
(e) social psychology, including interpersonal relations, communications and consultation with students, parents, and professional personnel;
(f) coordinating and working with community-school relations and multicultural education programs and assessment; and
(g) using and evaluating tests and measurements, developmental psychology, affective and cognitive processes, social and biological bases of behavior, personality, and psychopathology;
(3) completed a one school year internship or its equivalent with a minimum of 1200 clock hours in school psychology. At least 600 of the 1200 clock hours shall be in a school setting or a setting with an educational component; and
(4) been recommended by an institution whose program of preparation for school psychologists has been approved by the Board.
B. Current certification as a nationally certified school psychologist by the National School Psychology Certification Board shall be accepted in lieu of requirements for the Level 1 License.
C. An applicant for the Level 2 School Psychologist License area of concentration shall:
(1) satisfy requirements for the Level 1 school psychologist License;
(2) have completed at least two years of successful experience as a school psychologist under a Level 1 School Psychologist License area of concentration or its equivalent; and
(3) have been recommended by the employing school district with consultation from a teacher education institution.
D. The school psychologist preparation program of an institution may be approved by the Board if it meets the standards prescribed in the Standards for State Approval of Teacher Education for school psychologists. These standards were developed by school psychologists in Utah schools and recommended to the Board by SACTE and are available from the USOE.
A. An applicant for the Level 1 School Social Worker License area of concentration shall have:
(1) completed a Board approved program for the preparation of school social workers including a Master of Social Work degree from an accredited institution;
(2) demonstrated competence in the following:
(a) articulating the role and function of the school social worker including relationships with other professional school and community personnel, organizations, and agencies;
(b) understanding the organization, administration, and evaluation of a school social work program;
(c) social work practice with individuals, families, and groups;
(d) developing and interpreting a social history and psycho-social assessment of the individual and the family system;
(e) analyzing family dynamics and experience in counseling and conflict management and resolution;
(f) communication and consulting skills in working with the client, the family, the school staff, and community and social agencies;
(g) understanding the teaching/learning environment;
(h) analyzing school law and child welfare issues;
(i) using social work methods to facilitate the affective domain of education and the learning process; and
(j) understanding knowledge pertaining to the cause and effects of social forces, cultural changes, stress, disability, disease, deprivation, neglect, and abuse on learning and on human behavior and development, and the effect of these forces on minorities of race, ethnicity, and class.
(3) completed an approved school social work internship in a school setting or in an agency which includes a substantial amount of experience with children and contact with schools; and
(4) been recommended by an institution whose program of preparation for social workers has been approved by the Board.
B. An applicant for the Level 2-Standard School Social Worker License area of concentration shall have:
(1) completed at least three years of successful experience as a school social worker under a Level 1 School Social Worker License area of concentration or its equivalent; and
(2) been recommended by the employing school district with consultation from a teacher education institution.
C. The social worker program of an institution may be approved by the Board if it meets the standards prescribed in the Standards for State Approval of Teacher Education for school social workers, developed and available as provided in R277-506-3D.
educational program evaluations, professional competency, educator licensing
July 11, 2006
September 6, 2007
Art X Sec 3; 53A-1-402(1)(a); 53A-6-103; 53A-1-401(3)
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