The first section discusses the expected on-the-job capabilities of school psychologists in relation to preservice training. The major topics addressed include: diagnosis; consultation; therapeutic intervention; and administration, supervision, and relationships. The second section identifies the capabilities required of school psychologists and administrators of school psychological services. It focuses, on the psychoeducational diagnostic capabilities needed by school psychologists, on the psychoeducational consultation capabilities needed by staff psychologists, and on the administration, surpevision, and relationships capabilities needed by administrators and supervisors. Workshop participants agreed on a number of recommendations, the ultimate end of which were to bring university training in line with service needs in the schools of large urban districts. Five recommendations were made: (1) review and improve criteria for selecting individuals for acceptance into school psychology training programs and provide them with opportunities for personal development experiences; (2) encourage careful selection of students; (3) encourage trainers to expose students to experiences designed to maximize their sensitivities to other countries; (4) encourage trainers to give careful consideration to standardization of diagnostic skills training programs; and (5) encourage continuing education for school psychologists on the job. (Author/AM)