Jill Berger Jacobson Home People Jill Berger Jacobson Assistant Clinical Professor, School PsychologyPh.D.University of Maryland(2013) Department: Department of Counseling, Higher Education, and Special Education Division: COPEEmail Address: email@example.comPhone Number: (301) 405-0687 Bio Jill Jacobson, Clinical Assistant Professor, currently serves as Program Director and Internship Director. Dr. Jacobson is a graduate of the University of Maryland school psychology doctoral program. She earned her B.A. in psychology with highest distinction from the University of Virginia. Previously, Dr. Jacobson has worked as a full-time school psychologist in Fairfax County, Virginia, a school psychology doctoral intern in the Howard County, Maryland, and research analyst conducting educational and social sciences research at ICF International. Dr. Jacobson is a licensed psychologist and Nationally Certified School Psychologist. She is a member of the Maryland Psychological Association (MPA), American Psychological Association (APA), and the National Association of School Psychologists (NASP). In her current role, she regularly teaches assessment courses, behavioral interventions, and professional development seminars for advanced students and interns. Dr. Jacobson provides individual and group supervision to students at all stages of training. She has helped introduce new technological tools, such as online behavioral rating systems and Q-Interactive for assessment administration, to students and faculty. She partners with local school systems and practitioners to provide applied training opportunities for students and has also provided consultation training to local school psychologists. Dr. Jacobson’s research and professional interests include effective supervision practices, school consultation, and improving school psychology training. Dr. Jacobson has also taught School Consultation for school counseling students and provided supervision for the pre-practicum counseling students. Honors & Awards Certifications and Professional Organizations: Licensed Psychologist in Maryland (2015-present) Nationally Certified School Psychologist (2012-present) Member, National Association of School Psychologists (2013-present) Member, American Psychological Association (2016-present) Member, Maryland Psychological Association (2017-present) Awards: Excellence in Teaching Award, College of Education, University of Maryland (2018-2019) Faculty Technology Fellows Program, College of Education, University of Maryland (2013-2014) Graduate Student Research Support Award, University of Maryland (2008) Graduate Fellowship, University of Maryland (2007-2009) Highest Distinction, University of Virginia (2005) Publications Publications and Presentations: Jacobson, J.B., & Lee, K. (2019, Summer). Assessment supervision practices amongst field supervisors in school psychology. The School Psychologist, 73(2), 21-30. Lee, K., & Jacobson, J.B. (2019, August). Assessing supervision of assessment. Poster presentation at the annual convention of the American Psychological Association, Chicago, IL. Jacobson, J.B., & Maslak, K. (2019, February). Enhancing the Practicum Experience: Tips for Practicum Coordinators and Supervisors. Practicum Conversation Session to be presented at the annual meeting of the National Association of School Psychologists, Atlanta, GA. Berger, J., Albrecht, J., Green, M., Kim, M., Weston, L, Lashley, A., & Atapattu, R. (2016, February). A Developmental Framework for Training Students on New Assessment Methods: Case Example of the Train-the-Trainer Model. Poster presented at the Annual Conference of Trainers of School Psychologists, New Orleans, LA. Albrecht, J., Kim, M., Mulder, B., Lashley, A., Sanders, C., Berger, J., Teglasi, H., Denvir, S. & Dunheimer, T. (2016, February). Collaboration between training programs in School Psychology and Education. Symposium presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA. Berger, J., Yiu, H., Vaganek, M., Nelson, D., Gottfredson, G., Rosenfield, S., Gravois, T., Vu, P., Shanahan, K., & Hong, V. (2014). Teacher Utilization of Instructional Consultation Teams. Journal of Educational and Psychological Consultation, 23, 211-238. Vu, P., Shanahan, K., Rosenfield, S., Gravois, T., Koehler, J., Kaiser, L. Berger, J., Vaganek, M., Gottfredson, G., & Nelson, D. (2013). Experimental evaluation of instructional consultation teams on teacher beliefs and practices. International Journal of School & Educational Psychology, 1, 67-81. Berger, J. (2012). Systems consultation: Who owns the classroom homework problem? In S. Rosenfield (Ed.), Becoming a consultant: An instructional consultation casebook. New York: Taylor and Francis. Newman, D., Rosenfield, S., Berger, J., Lynch, K., Schussler, L., & Vaganek, M. (2011, February). Working on the process: Cases in consultation training. Symposium presented at the annual convention of the National Association of School Psychologists, San Francisco, CA. Berger, J., & Kaiser, L. (2008, August). Assessment of teacher classroom instructional practices. Poster presented at the annual meeting of the American Psychological Association, Boston, MA. Decker, S., Basta, K., Berger, J., & Siegel, S. (2007, November). Aligning and employing public use data for school-level analyses: A quasi-experimental study of Communities In Schools (CIS). Paper presented at the annual meeting of the American Evaluation Association, Baltimore, MD. Porowski, A., Berger, J., & Linton, D. (2006, November). Helping kids stay in school and prepare for life: Preliminary results from the national evaluation of Communities In Schools (CIS). Paper presented at the annual meeting of the American Evaluation Association, Portland, OR. Berger, J., Antonishak, J., & Allen, J. (2006, March). Marital conflict tactics as predictors of adolescents’ conflict behaviors with peers. Poster presented at the Biennial Meeting of the Society for Research on Adolescence, San Francisco, CA. Courses EDCP 630 – School-Based Behavioral Interventions: Didactic-practicum course providing foundation in behavioral theories and principles and beginning applications to the assessment and treatment of behavioral problems in the school setting. Students complete a school-based practicum experience supervised by the instructor. They learn about the continuum of school-based behavioral supports; gain knowledge and skills for conducting functional behavior assessments; apply knowledge and skills to develop a function-based behavioral intervention plan; and review and incorporate research from the field to link research to practice. EDCP 632 – Cognitive Assessment: Introduction to standardized testing with children and initial training in the assessment of cognitive functioning to address learning and behavior problems. Students complete several testing sessions with volunteer clients, including a live or video-recorded session. Students learn to administer, score, and interpret cognitive assessment instruments commonly used in school systems. Topics include the historical and current context for cognitive assessment, theoretical foundations of test instruments, multicultural and ethical issues, and identification of students with learning and intellectual disabilities. EDCP 635 – School Consultation: Summer course taught for master’s students in the School Counseling Program: provides a foundation in the theory and practice of consultation services in the school setting. Students develop an understanding of school culture and learn a problem solving model of case consultation for assessment and remediation of learning and behavior problems in the classroom. EDCP 738 – Practicum in Child Assessment (2-semester sequence): An intensive, two-semester, didactic-practicum course involving the systematic application of concepts, strategies, and tools to the process of diagnostic assessment with children and adolescents. Each semester, students complete several psychological evaluations for referred children in their school-based practicum and one psycho-educational evaluation in the on-campus clinic. Clinic case activities are conducted live during class, and all cases are supervised weekly by the licensed instructor. EDCP 746 - Clinical Supervision of Pupil Personnel Services: Didactic-practicum course on theories, models, and skills related to the clinical supervision of psychological services. Students apply skills to the supervision of a novice psychology graduate student, with metasupervison provided by the licensed course instructor. EDCP 789N – Therapeutic Approaches with Children: Didactic-practicum course on the application of theories and methods of intervention with children and adolescents in the school context. Students learn and practice evidence-based practices and clinical theories and methods. Students apply clinical skills through a counseling experience with a child or adolescent in a school setting, supervised by the licensed course instructor. EDCP 888C – Apprenticeship in School Psychology (2-semester sequence): Professional development seminar and supervision group providing opportunity for advanced students to synthesize and further their learning during the two-semester fieldwork experience. Students write regular reflection papers and complete various assignments, including presentations on cases and applied topics. The professional sharing of experiences, knowledge, and learning from the fieldwork experience is emphasized. Preparation for applying to and thriving during internship is also discussed, including the opportunity to participate in mock internship interviews. EDCP 889I – Internship in School Psychology (2-semester sequence): Professional development seminar and supervision group providing opportunity for interns to synthesize and further their learning from their capstone internship year. Students present on relevant topics and cases, write biweekly reflection papers, log monthly service hours, and complete various reports and assignments that comprise the final internship portfolio. The course emphasizes students’ integration of formal training, accumulating real-world experience, and personal conceptual and perceptual frameworks regarding professional school psychology. The course is provided in a hybrid format, allowing opportunities to engage during in-person meetings as well as synchronous online meetings to accommodate interns' busy work schedules.