Instruction

Summer Intensive

Over a period of 3 weeks of instruction (tentatively June 12-July 3, 2025) participants will attend virtual, synchronous sessions (weekdays) to complete four professional learning sessions (9am-noon and 1-4pm):

Multilingual Learners and the Educational Context
Non-discriminatory Assessment Practices for Multilingual Learners
Addressing Multilingual Learner Mental Health Through a Cultural Humility Orientation
Direct and Indirect Evidence-Based Academic Interventions for Multilingual Learners

The Immersive Virtual Classroom

This program will utilize the Berkeley School of Education's cutting edge, immersive virtual classroom, supported by the Online@BSE Project.

Year-Round Virtual Coaching

During the 2025-26 academic year (after completing the summer intensive learning), all participants will meet virtually, in groups, with one of the teaching faculty for coaching that supports the implementation of the skills and knowledge learned over the summer in their work. Coaching will also support participants in developing the Capstone Portfolio, which will be used to demonstrate mastery of the competencies. Additionally, this coaching will support the development of the competency of bilingual school psychology supervision. Coaching groups will meet every-other week for 10-weeks in both the Fall and Spring semester.

Capstone Portfolio and Program Completion

Successful completion of the certificate program will include a Capstone Portfolio demonstrating mastery of each of the Bilingual School Psychology Competencies developed by the California Consortium of Bilingual School Psychology. These competencies are considered essential for the practice of bilingual school psychology and augment the existing CCTC School Psychology Performance Expectations (SPPE) and the NASP Standards. This portfolio, in combination with the successful completion of the summer courses, will demonstrate the participant's abilities across all competencies. The portfolio will consist of the following artifacts from professional work participants do in their school districts during the 2024-25 academic year:

psycho-educational report
professional development presentation
systems needs assessment-consultation project
counseling case conceptualization,
intervention design.

These artifacts will be reviewed and evaluated using grading rubrics that are aligned with the Competencies discussed above.

Page updated

Report abuse