Professional Development of School Psychologists

This study investigated how the concept of cultural competence was represented in three 2010 policy documents on service delivery, ethics, and credentialing by the National Association of School Psychologists. Qualitative analysis identified substantial sections of discourse focusing on cultural competence and, to a lesser extent, social justice, but neither concept was clearly defined with examples from everyday practice. From a policy perspective, a stronger focus on the centrality of cultural competence in school psychology training and practice is needed to improve outcomes for increasingly diverse children and families. Implications for policy development, professional development, and future research are discussed.

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Continuing professional development needs and activities of school psychologists

Psychology in the Schools ◽

10.1002/1520-6807(200101)38:1<75::aid-pits8>3.0.co;2-m ◽

2001 ◽

Vol 38 (1) ◽

pp. 75-88 ◽

Cited By ~ 12

Author(s):

Evelyn Fowler ◽

Patti L. Harrison

Keyword(s):

Professional Development ◽

School Psychologists ◽

Continuing Professional Development ◽

Professional Development Needs

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Teachers’ Unpreparedness to Accommodate Student Needs

Canadian Journal of School Psychology ◽

10.1177/0829573520916610 ◽

2020 ◽

Vol 35 (3) ◽

pp. 210-224

Author(s):

Man-Wai Chu ◽

Heather L. Craig ◽

Lake B. Yeworiew ◽

Yue Xu

Keyword(s):

Professional Development ◽

School Psychologists ◽

Inclusive Education ◽

Teacher Preparedness ◽

Student Needs ◽

National Assessment ◽

Students With Special Needs ◽

External Resources ◽

Teacher Survey ◽

Training Courses

Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external resources. While many teachers did not indicate receiving adequate teacher training courses and professional development (PD) on inclusive education, results indicate students from classrooms in which teachers took inclusive education PD statistically significantly outperform their peers ( F[1, 5.2] = 526.60, p < .05). As school psychologists support teachers in their classrooms to meet the needs of all their students, it is important for school psychologists to consider the minimal training and lack of PD attended by these teachers coupled with their relaxed attitude toward attending PD on teaching students with special needs.

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Clinical Supervision, Support, and Professional Development for School Psychologists across the Career Lifespan

Handbook of University and Professional Careers in School Psychology ◽

10.4324/9780429330964-36 ◽

2020 ◽

pp. 434-453

Author(s):

Dennis J. Simon ◽

Mark E. Swerdlik ◽

Daniel S. Newman ◽

Brea M. Banks ◽

Arlene Silva ◽

...

Keyword(s):

Professional Development ◽

School Psychologists ◽

Clinical Supervision

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Professional Identification

Specialty Competencies in School Psychology ◽

10.1093/med:psych/9780195386325.003.0012 ◽

2010 ◽

pp. 185-196

Author(s):

Rosemary Flanagan ◽

Jeff A. Miller

Keyword(s):

Professional Development ◽

Job Satisfaction ◽

School Psychology ◽

School Psychologists ◽

Professional Organizations ◽

Professional Identification ◽

Future Challenges

Chapter 12 covers the professional identification and affiliations of school psychologists, as well as matters highly related to professional identification including job satisfaction, the current demographic status of the specialty, and future challenges related to maintaining an adequate base of professionals in the specialty. It also describes the wide variety of professional organizations that maintain control over school psychology by setting standards for self-governance of the profession. Finally, it presents the responsibility and mechanisms for continued professional development of school psychology professionals.

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