Addressing Shortages in School Psychology
While Montana is a beautiful and inspiring place, the remoteness and natural barriers of our state causes many school psychologists to work in very rural and geographically isolated areas. This creates challenges in recruiting and retaining school psychologists in our great state, which MASP has been working hard to address. The following materials are tools to assist school psychologists, school administrators, and other key stakeholders in spreading awareness and advocating for change to address this state and nation-wide shortage.
Shortage Awareness Tools
Infographic Handout
Montana Shortage Presentation
NASP Exposure Project
This resource outlines current and recommended student to school psychologist ratios as well as consequences of on-going shortages
This presentation provides a brief yet representative picture of school psychology practice as well as recommendations of how to recruit and maintain school psychologists.
This project provides materials and pre-made presentations to introduce the field school psychology to high school students and undergraduates.
Shortage Action Steps for School Districts
MASP has compiled a list of free resources for school administrators, human resource staff, and other educational stakeholders to help develop short and long term initiatives for recruiting and maintaining school psychologists. Short term initiatives can be strategies implemented within 3 years or immediately, while the long-term solutions may require at least three years or more to implement.
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For a more comprehensive, instructional guide to addressing these shortages, check out the MASP Shortages Resource Guide as well as the NASP Quick Resource Guide.
Short-Term Strategies
Recruitment
Promote Job Versatility
School psychologists may be drawn to positions with broad-based roles. Job descriptions that
include a range of activities such as systems-level work (e.g., MTSS), direct/indirect service delivery, and prevention/intervention activities, in addition to traditional assessment, are more likely to attract highly qualified applicants.
Recruitment
Highlight Area Benefits
Salaries for school psychologists may appear low when compared to other states. Highlight benefits of living in the community such as cost of living, cost of housing, access to recreational opportunities, and other local benefits.
Recruitment
Identify Job Incentives
Even small incentives may attract candidates, such as offering stipends for holding a national credential (NCSP), offering signing bonuses, and providing overtime pay or extended contract hours. Other incentives may include flexible schedules and options for remote work days.
Retention
Supervision Institute
Encourage school psychologists in your district/COOP to participate in MASP’s Supervision Institute to assist and prepare them in supervising new hire school school psychologists with Class 5 provisional licenses
Retention
Support Professional Development
Allow school psychologists to attend discipline-specific professional development by allocating funds and providing leave to attend state and national conferences. Consider budgeting for professional literature/resources as well as funding membership in state and professional associations.
Retention
Consultation with MASP
Outreach to MASP leadership and liaisons who can assist with reviewing transcripts of current employees in your district/COOP interested in undergoing respecialization or professional retraining.
Long-Term Strategies
Recruitment
Professional Retraining
This process involves an individual with a graduate degree in another area of psychology (e.g., clinical or counseling psychology) who pursues additional training in order to obtain a credential as a school psychologist.
Retention
Provide Incentives for Longevity
Incentive structures, like longevity bonuses awarded to individuals based on years of service (i.e. after 5, 10, or more years of service to a district or cooperative), may promote long-term employment.
Retention
Salary & Pay Scales
Align salary and benefits with level of education and training. School psychologists who have completed a NASP-approved training program have likely achieved, at minimum, a specialist-level graduate training (e.g., 60+ graduate credits), which is often at least two years or more beyond what is required for a master’s degree (e.g., 30+ graduate credits).
Retention
Mentorship Programs
New school psychologists should have access to structured mentorship programs that provide peer support during career transitions. Mentorship can focus on the development and application of skills to new employment settings.
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