ABSTRACT
This chapter addresses the evaluation of preservice school psychologists, along with considerations for administrative and clinical supervisors tasked with evaluating school psychologists. By identifying goals at the start of the supervision relationship and regularly assessing and collaboratively discussing progress towards them, supervisors and supervisees set the stage for a productive and positive evaluation experience. J. M. Bernard and R. K. Goodyear identified "favorable conditions for evaluation" that can help make the process productive and considerate of the needs of supervisees. Field supervisors should also communicate with university-based supervisors to understand expectations and navigate situations in which the training program requires activities that are not within the scope of the field supervisor's practice. An additional method of evaluation commonly used by school psychology graduate programs is the internship portfolio. Both clinical and administrative supervisors should seek to provide meaningful evaluations that can inform professional development planning for credentialed school psychologists.
