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Instruction

Program Outline

The Berkeley Bilingual School Psychology program’s Summer Intensive consists of 4 courses, broken into 18 live, virtual sessions (4.5 hours each) hosted in the UC Berkeley School of Education’s Virtual Immersive Classroom. Students must have access to reliable internet connections that allow for audio and video capabilities as the course expectation is to have cameras on and to be actively participating throughout. An additional 1.5 hours of course work is expected to be completed asynchronously every day. The majority of core instruction is provided in Spanish. In addition to the Summer Intensive coursework, 20 coaching sessions (held every other week August-May) are held via zoom in Spanish.

During the school year portfolio artifacts will be due. Teaching faculty will provide feedback for students in order to support successful completion of the program by June 2027.

Please note that due to the live nature of the program, there are strict attendance policies in place during the Summer Intensive and the school year. If these are not met, it may not be possible for students to receive their certificate or units. Religious accommodations for attendance at live lectures may be provided if arranged with instructors ahead of time.

Summer Intensive

The Berkeley Bilingual School Psychology program’s Summer Intensive will run from June 11, 2026-July 8, 2026, Monday through Friday, with the exception of June 19th and July 3rd. Participants must attend all virtual sessions synchronously from 9am-1:45pm (PST), this will include two scheduled breaks. In addition, there will be asynchronous work that must be completed prior to the next session. In order to build in flexibility, it can be completed right after the live course ends, or the morning before, depending on student preference. Summer course titles are:

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

Click here for more information about each course.

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 (click here for more information).

Year-Round Virtual Coaching

During the school year, small-group coaching is provided every other week (total of 10 sessions per semester) in Spanish. The cohort is split into two groups based on availability. During the summer a survey will be sent out asking for availability during the school year and used to determine the times for the 2026-27 academic year coaching sessions (the schedule will be distributed as soon as possible to allow students to plan for the school year). Each coaching group is run by a different instructor from the Summer Intensive, and students are set into coaching groups for the whole year. These 20 two-hour sessions will support students’ capstone portfolio artifacts completion and serve as a collaborative space for:

Presenting two case conceptualizations (one each semester) to the group in Spanish
Brainstorming how to integrate the best practices learned during the program back to your work
Continuing to develop a professional, bilingual and bicultural community
Bringing in two guest speakers on relevant topics brought forward by the coaching groups.

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 existing state and 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 2026-27 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.

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