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A Practical Guide to Building Professional Competencies in School PsychologyAdvocating for Effective Instruction: School Psychologists as an Instructional Leader

A Practical Guide to Building Professional Competencies in School Psychology: Advocating for... [Public schools are continually faced with the challenge of responding to and meeting the demands of an ever evolving set of societal and global expectations (Friedman, 2005). Recent iterations of this responsiveness came in the wake of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004. These have converged to emphasize the data-based accountability of student achievement in public schools. While many of the professionals working in schools have received training in some areas dealing with instruction, curriculum, behavior, assessment, evaluation, consultation, and data analysis, there are few that have been trained in each of these areas. One profession that does require training in each of these areas is school psychology. The combination of school psychologists’ training and skills and the evolving needs of schools to demonstrate improved student outcomes unveil a context for school psychologists to be increasingly active and influential participants on instructional leadership teams. The goal of this chapter, is to explore recent developments that are impacting professional practices in schools and identify ways that school psychologists can use their skills and knowledge to support effective instruction.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Practical Guide to Building Professional Competencies in School PsychologyAdvocating for Effective Instruction: School Psychologists as an Instructional Leader

Editors: Lionetti, Timothy M.; Snyder, Edward P.; Christner, Ray W.
Poncy, Brian C.; McCallum, Elizabeth; Skinner, Christopher H.
Springer Journals — Oct 23, 2010
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18 pages

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Publisher
Springer US
Copyright
© Springer Science+Business Media, LLC 2011
ISBN
978-1-4419-6255-3
Pages
155 –173
DOI
10.1007/978-1-4419-6257-7_10
Publisher site
See Chapter on Publisher Site

Abstract

[Public schools are continually faced with the challenge of responding to and meeting the demands of an ever evolving set of societal and global expectations (Friedman, 2005). Recent iterations of this responsiveness came in the wake of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004. These have converged to emphasize the data-based accountability of student achievement in public schools. While many of the professionals working in schools have received training in some areas dealing with instruction, curriculum, behavior, assessment, evaluation, consultation, and data analysis, there are few that have been trained in each of these areas. One profession that does require training in each of these areas is school psychology. The combination of school psychologists’ training and skills and the evolving needs of schools to demonstrate improved student outcomes unveil a context for school psychologists to be increasingly active and influential participants on instructional leadership teams. The goal of this chapter, is to explore recent developments that are impacting professional practices in schools and identify ways that school psychologists can use their skills and knowledge to support effective instruction.]

Published: Oct 23, 2010

Keywords: Student Achievement; English Language Learner; Early Intervention Service; Oral Reading Fluency; Assessment Matrix

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