ABSTRACT
As the university supervisor for our school psychology program, I work with interns and field supervisors to develop and implement a plan to organize the internship year. We use a highly structured format required by the state of Illinois that includes the designation of prescribed activities as well as formative and summative evaluation of professional growth. The plan aligns with state (and accordingly NASP) standards. In my experience, I have noticed a phenomenon which I refer to as internship plan hibernation:
1. At the very beginning of their internship, the intern spends a significant amount of time developing a plan for the year. The result often is a comprehensive list of every activity a school psychologist may encounter in his or her role rather than a specific plan. The intern also evaluates his or her entrylevel skills across domains.
