Ohio School Psychologists Association
Community of Practice
The Ohio School Psychologists Association has been awarded $20,000 from the Office of Exceptional Children at the Ohio Department of Education to create a Community of Practice for school psychologists in Ohio. The goal of this effort is toward retention in the field by creating additional supports for school psychologists.
A taskforce of the association identified several initiatives to fulfill this objective. One initiative we will pursue is the establishment of an OSPA mentorship program for members of OSPA.
The OSPA Early Career Committee is developing a mentorship program for school psychologists who are members of OSPA. Mentors will convey an understanding of career options and outcomes; assist the mentees in identifying individual needs and goals; and support mentees' career development. Mentees will explore their own strengths, needs, and career goals; share hopes, needs, and expectations; and seek constructive feedback.
Because of funding allotted by the Community of Practice grant this year, OSPA is able to provide mentors a one-time payment of $150 for their time and expertise. Payment will be provided at the end of the school year once the post-mentorship survey is completed.
Requirements for being a mentor include:
- Full year commitment
- OSPA Member
- Electronic correspondence with the mentee as needed
- Flexibility in phone conferencing or virtual meeting to address concern held by the mentee
- Monthly check-in meetings to touch base with the mentee
- Completion of a feedback survey at the end of the school year.
As School Psychologists, we can all relate to our early career experience and how it was filled with uncertainties, driven by questions, and guided by talented seasoned professionals. We hope that you will reflect back on your early career and recognize the importance of sharing your expertise with our younger generation of professionals.
-The OSPA Early Career Committee
There are no copyright restrictions on this document. However, please cite and credit the source when copying all or part of this document. This document was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Award number H027A210111, CFDA 84.027A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.