NASP Issues Guidance on Personnel Evaluation

By Lazarus, Philip J.; Myers, Mary Alice et al. | National Association of School Psychologists. Communique, November 2012 | Go to article overview

NASP Issues Guidance on Personnel Evaluation


Lazarus, Philip J., Myers, Mary Alice, Skalski, Anastasia Kalamaros, National Association of School Psychologists. Communique


PROFESSIONAL ISSUES

Federal initiatives such as the Race to the Top (RTTT) grant competition and No Child Left Behind (NCLB) have prompted new attention to the processes used for the evaluation of teachers and school administrators. A wide variety of professionals other than teachers and administrators contractually fall under the classification of "instructional personnel" and thus, local educational agencies and state departments of education are also finding themselves readdressing evaluation practices of these groups. Central to these conversations is the relevance of developing evaluation tools that capture student and professional growth accurately and fairly, are sufficient in scope to evaluate the broadbased services of the professional, utilize proven evaluation methods, and provide a uniform system common to all professionals.

DEVELOPING THE FRAMEWORK FOR THE PERSONNEL EVALUATION OF SCHOOL PSYCHOLOGISTS

In November 2011, NASP created the Personnel Assessment Task Force comprising national and state leaders with knowledge of effective personnel evaluation systems. Task force participants included school psychologist supervisors, university professors, NASP leadership, and staff. NASP thanks the following task force members for their service:

Mary Alice Myers (chair), coordinator of school psychological services, Volusia County Schools, Florida

JOAN BOHMANN, coordinator of school psychology services, Washoe County Schools, Nevada

BOB LICHTENSTEIN, school psychology program director, Massachusetts School of Professional Psychology, Massachusetts

LEAH NELLIS, director of the Blumberg Center, Indiana State University, Indiana

TRACY SCHATZBERG, supervisor of psychological services, Hillsborough County, Florida

Virgina Smith Harvey, director, school psychology program, University of Massachusetts, Massachusetts

Dan Reschly, consultant, principal investigator for special needs, National Comprehensive Center for Teacher Quality, Vanderbilt University, Tennessee

Philip Lazarus, NASP 2011-2012 president, Florida

Stacy Skalski, NASP director of professional policy and practice

The primary responsibility of the task force was to be proactive and develop a framework for the evaluation of school psychologists that could help guide local and state education agencies in establishing fair, reliable, and instructive personnel evaluation policies and practices. The need for this task force was considered particularly timely because many states are reexamining their personnel evaluation systems as a result of RTTT. School psychologists are often contractually held to these same evaluation standards and hence, NASP felt it was important to take the lead in defining who we are, what we do, why it matters, and how best to measure the effectiveness of our services to students. NASP's official policy for the delivery of school psychological services is called the NASP Model for Comprehensive and Integrated School Psychological Services (NASP, 2010), also known as the NASP Practice Model. This model provides the perfect framework for evaluating school psychologists.

The NASP Practice Model delineates what professional services can reasonably be expected from school psychologists across 10 domains of practice, and the general framework within which these services should be provided. It also offers guidance for setting up working conditions, including guidance for supervision and professional development - elements that are critical to personnel evaluation.

In developing this evaluation framework, the Personnel Assessment Task Force focused on highlighting key features of the NASP Practice Model, including the broadbased role of school psychologists, the school psychologist-to-students ratio outlined in the model, the importance of mentoring and professional development, and the critical role of supervision. The task force also felt that by utilizing the NASP Practice Model as an evaluative framework, administrators and other stakeholders outside of the field of school psychology would become familiar with the model and better understand the comprehensive nature of our services. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

NASP Issues Guidance on Personnel Evaluation
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.