PERFORMANCE EVALUATION AND ACCOUNTABILITY FOR SCHOOL PSYCHOLOGISTS: CHALLENGES AND OPPORTUNITIES
The call for school psychologists to demonstrate accountability in the evaluation of services at the individual, group, and system levels comes at a time when school districts nationally are pursuing personnel evaluation models that link teachers’ instructional practices to student achievement. Scho...
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| Published in | Psychology in the schools Vol. 50; no. 3; pp. 314 - 324 |
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| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Hoboken
Blackwell Publishing Ltd
01.03.2013
Wiley-Blackwell Wiley Subscription Services, Inc |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0033-3085 1520-6807 |
| DOI | 10.1002/pits.21670 |
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| Abstract | The call for school psychologists to demonstrate accountability in the evaluation of services at the individual, group, and system levels comes at a time when school districts nationally are pursuing personnel evaluation models that link teachers’ instructional practices to student achievement. School psychologists have an opportunity to take a leadership role in determining how the impact of their service delivery will be evaluated. The purpose of this article is to: (a) describe the legislative context and historical trends for professional accountability for school psychologists; (b) provide four key principles to consider in designing an accountability system for school psychologists; (c) outline the advantages, disadvantages, and recommended guidelines for using case studies (i.e., single‐case designs) and rubric‐based approaches for evaluating school psychological services; (d) illustrate how case studies are used to demonstrate accountability in a state‐wide school psychology internship program; and (e) discuss the implications for the graduate preparation of school psychologists. |
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| AbstractList | The call for school psychologists to demonstrate accountability in the evaluation of services at the individual, group, and system levels comes at a time when school districts nationally are pursuing personnel evaluation models that link teachers’ instructional practices to student achievement. School psychologists have an opportunity to take a leadership role in determining how the impact of their service delivery will be evaluated. The purpose of this article is to: (a) describe the legislative context and historical trends for professional accountability for school psychologists; (b) provide four key principles to consider in designing an accountability system for school psychologists; (c) outline the advantages, disadvantages, and recommended guidelines for using case studies (i.e., single‐case designs) and rubric‐based approaches for evaluating school psychological services; (d) illustrate how case studies are used to demonstrate accountability in a state‐wide school psychology internship program; and (e) discuss the implications for the graduate preparation of school psychologists. The call for school psychologists to demonstrate accountability in the evaluation of services at the individual, group, and system levels comes at a time when school districts nationally are pursuing personnel evaluation models that link teachers' instructional practices to student achievement. School psychologists have an opportunity to take a leadership role in determining how the impact of their service delivery will be evaluated. The purpose of this article is to: (a) describe the legislative context and historical trends for professional accountability for school psychologists; (b) provide four key principles to consider in designing an accountability system for school psychologists; (c) outline the advantages, disadvantages, and recommended guidelines for using case studies (i.e., single-case designs) and rubric-based approaches for evaluating school psychological services; (d) illustrate how case studies are used to demonstrate accountability in a state-wide school psychology internship program; and (e) discuss the implications for the graduate preparation of school psychologists. (Contains 1 table.) The call for school psychologists to demonstrate accountability in the evaluation of services at the individual, group, and system levels comes at a time when school districts nationally are pursuing personnel evaluation models that link teachers' instructional practices to student achievement. School psychologists have an opportunity to take a leadership role in determining how the impact of their service delivery will be evaluated. The purpose of this article is to: (a) describe the legislative context and historical trends for professional accountability for school psychologists; (b) provide four key principles to consider in designing an accountability system for school psychologists; (c) outline the advantages, disadvantages, and recommended guidelines for using case studies (i.e., single-case designs) and rubric-based approaches for evaluating school psychological services; (d) illustrate how case studies are used to demonstrate accountability in a state-wide school psychology internship program; and (e) discuss the implications for the graduate preparation of school psychologists. [Copyright Wiley Periodicals, Inc.] The call for school psychologists to demonstrate accountability in the evaluation of services at the individual, group, and system levels comes at a time when school districts nationally are pursuing personnel evaluation models that link teachers' instructional practices to student achievement. School psychologists have an opportunity to take a leadership role in determining how the impact of their service delivery will be evaluated. The purpose of this article is to: (a) describe the legislative context and historical trends for professional accountability for school psychologists; (b) provide four key principles to consider in designing an accountability system for school psychologists; (c) outline the advantages, disadvantages, and recommended guidelines for using case studies (i.e., single-case designs) and rubric-based approaches for evaluating school psychological services; (d) illustrate how case studies are used to demonstrate accountability in a state-wide school psychology internship program; and (e) discuss the implications for the graduate preparation of school psychologists. [PUBLICATION ABSTRACT] |
| Audience | Elementary Secondary Education |
| Author | Morrison, Julie Q. |
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| References | Morrison, J. Q., Ellenwood, A., Sansosti, F., Cochrane, W., Jenkins, J., Evans, J., Miranda, A. H. (2011). Evaluation of the Ohio internship program in school psychology: Five-year summary, 2004-05 to 2008-09. Trainers of School Psychologists: Trainers' Forum, 29, 36-56. Sladeczek, I. E., Elliott, S. N., Kratochwill, T. R., Robertson-Mjaanes, S., & Stoiber, K. (2001). Application of goal attainment scaling to a conjoint behavioral consultation case. Journal of Education and Psychological Consultation, 12, 45-58. Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single-subject research: Methodology and validation. Remedial and Special Education, 8, 24-33. Minke, K. M. (2011). Performance evaluation and accountability: Are you at the table? Communiqué, 39, 2. Olive, M. L., & Smith, B. W. (2005). Effect size calculations and single subject designs. Educational Psychology, 25, 313-324. Mathur, S. R., Kavale, K. A., Quinn, M. M., Forness, S. R., & Rutherford, R. B. (1998). Social skills interventions for students with emotional and behavioral problems: A quantitative synthesis of single-subject research. Behavioral Disorders, 23, 193-201. Scruggs, T. E., Mastropieri, M. A., Cook, S. B., & Escobar, C. (1986). Early intervention for children with conduct disorders: A quantitative synthesis of single-subject research. Behavioral Disorders, 11, 260-271. Kratochwill, T. R., Elliott, S. N., & Busse, R. T. (1995). Behavioral consultation: A five-year evaluation of consultant and client outcomes. School Psychology Quarterly, 10, 87-117. Barnett, D. W., Daly, E. J., III, Hampshire, E. M., Hines, N. R., Maples, K. A., Ostrom, J. K., & Van Buren, A. E. (1999). Meeting performance-based training demands: Accountability in an intervention-based practicum. School Psychology Quarterly, 14, 357-379. National Association of School Psychologists. (2010a). Model for comprehensive and integrated school psychological services. Baltimore. MD: Author. Morrison, J. Q., Graden, J. L., & Barnett, D. W. (2009). Steps to evaluating a state-wide internship program: Model, trainee, and student outcomes. Psychology in the Schools, 46, 989-1005. Kiresuk, T. J., Smith, A., & Cardillo, J. E. (Eds.). (1994). Goal attainment scaling: Applications, theory, and measurement. Hillsdale, NJ: Lawrence Erlbaum Associates. MacKay, G., McCool, S., Cheseldine, S., & McCartney, E. (1993). Goal attainment scaling: A technique for evaluating conductive education. British Journal of Special Education, 20, 143-147. Cincinnati Public Schools. (2009). Cincinnati Public Schools Teacher Evaluation System (TES), Revised 2009, Standards and Rubrics: School Psychologist Adaptation. Cincinnati, Ohio: Cincinnati Public Schools. Roach, A. T., & Elliott, S. N. (2005). Goal attainment scaling: An efficient and effective approach to monitoring student progress. Teaching Exceptional Children, 37, 8-17. Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research: Issues and applications. Behavior Modification, 22, 221-242. Kazdin, A. E. (1981). Drawing valid inferences from case studies. Journal of Consulting and Clinical Psychology, 49, 183-192. Yariv, E. (2006). "Mum effect": Principals' reluctance to submit negative feedback. Journal of Managerial Psychology, 21, 533-546. National Association of School Psychologists. (2010c). Standards for Graduate Preparation of School Psychologists. Baltimore. MD: Author. Thompson, B. (2007). Effect sizes, confidence intervals, and confidence intervals for effect sizes. Psychology in the Schools, 44, 423-432. Bonner, M., & Barnett, D. W. (2004). Intervention-based school psychology services: Training for child-level accountability; preparing for program-level accountability. Journal of School Psychology, 42, 23-43. Cook, T. D., & Campbell, D. T. (Eds.). (1979). Quasi-experimentation: Design and analysis issues for field settings. Chicago, IL: Rand McNally. Bloom, M., Fischer, J., & Orme, J. G. (2005). Evaluating practice: Guidelines for the accountable professional (5th ed.). Boston, MA: Allyn & Bacon. Steele, J. S., Hamilton, L. S., & Stecher, B. M. (2010). Incorporating student performance measures into teacher evaluation systems. Santa Monica, CA: The RAND Corporation. Polaha, J. A., & Allen, K. D. (1999). A tutorial for understanding and evaluating single-subject methodology. Proven Practice, 1, 73-77. Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011). Evaluating teacher effectiveness: Can classroom observations identify practices that raise achievement? Education Next, 11, 1-11. Sheridan, S. (1992). Consultant and client outcomes of competency-based behavioral consultation training. School Psychology Quarterly, 7, 245-270. Skalski, A. K. (2011). Should student achievement data be considered in the evaluation of school psychologists? 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| References_xml | – reference: Bonner, M., & Barnett, D. W. (2004). Intervention-based school psychology services: Training for child-level accountability; preparing for program-level accountability. Journal of School Psychology, 42, 23-43. – reference: Kazdin, A. E. (1981). Drawing valid inferences from case studies. Journal of Consulting and Clinical Psychology, 49, 183-192. – reference: Kratochwill, T. R., Elliott, S. N., & Busse, R. T. (1995). Behavioral consultation: A five-year evaluation of consultant and client outcomes. School Psychology Quarterly, 10, 87-117. – reference: Barnett, D. W., Daly, E. J., III, Hampshire, E. M., Hines, N. R., Maples, K. A., Ostrom, J. K., & Van Buren, A. E. (1999). Meeting performance-based training demands: Accountability in an intervention-based practicum. School Psychology Quarterly, 14, 357-379. – reference: Kiresuk, T. J., Smith, A., & Cardillo, J. E. (Eds.). (1994). Goal attainment scaling: Applications, theory, and measurement. Hillsdale, NJ: Lawrence Erlbaum Associates. – reference: Cincinnati Public Schools. (2009). Cincinnati Public Schools Teacher Evaluation System (TES), Revised 2009, Standards and Rubrics: School Psychologist Adaptation. Cincinnati, Ohio: Cincinnati Public Schools. – reference: Thompson, B. (2007). Effect sizes, confidence intervals, and confidence intervals for effect sizes. Psychology in the Schools, 44, 423-432. – reference: National Association of School Psychologists. (2010a). Model for comprehensive and integrated school psychological services. Baltimore. MD: Author. – reference: Skalski, A. K. (2011). Should student achievement data be considered in the evaluation of school psychologists? Communiqué, 39, 14. – reference: Polaha, J. A., & Allen, K. D. (1999). A tutorial for understanding and evaluating single-subject methodology. Proven Practice, 1, 73-77. – reference: Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single-subject research: Methodology and validation. Remedial and Special Education, 8, 24-33. – reference: National Association of School Psychologists. (2010c). Standards for Graduate Preparation of School Psychologists. Baltimore. MD: Author. – reference: Mathur, S. R., Kavale, K. A., Quinn, M. M., Forness, S. R., & Rutherford, R. B. (1998). Social skills interventions for students with emotional and behavioral problems: A quantitative synthesis of single-subject research. Behavioral Disorders, 23, 193-201. – reference: Roach, A. T., & Elliott, S. N. (2005). Goal attainment scaling: An efficient and effective approach to monitoring student progress. Teaching Exceptional Children, 37, 8-17. – reference: Morrison, J. Q., Graden, J. L., & Barnett, D. W. (2009). Steps to evaluating a state-wide internship program: Model, trainee, and student outcomes. Psychology in the Schools, 46, 989-1005. – reference: Cook, T. D., & Campbell, D. T. (Eds.). (1979). Quasi-experimentation: Design and analysis issues for field settings. Chicago, IL: Rand McNally. – reference: Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research: Issues and applications. Behavior Modification, 22, 221-242. – reference: Steele, J. S., Hamilton, L. S., & Stecher, B. M. (2010). Incorporating student performance measures into teacher evaluation systems. Santa Monica, CA: The RAND Corporation. – reference: Minke, K. M. (2011). Performance evaluation and accountability: Are you at the table? Communiqué, 39, 2. – reference: Morrison, J. Q., Ellenwood, A., Sansosti, F., Cochrane, W., Jenkins, J., Evans, J., Miranda, A. H. (2011). Evaluation of the Ohio internship program in school psychology: Five-year summary, 2004-05 to 2008-09. Trainers of School Psychologists: Trainers' Forum, 29, 36-56. – reference: Bloom, M., Fischer, J., & Orme, J. G. (2005). Evaluating practice: Guidelines for the accountable professional (5th ed.). Boston, MA: Allyn & Bacon. – reference: MacKay, G., McCool, S., Cheseldine, S., & McCartney, E. (1993). Goal attainment scaling: A technique for evaluating conductive education. British Journal of Special Education, 20, 143-147. – reference: Olive, M. L., & Smith, B. W. (2005). Effect size calculations and single subject designs. Educational Psychology, 25, 313-324. – reference: Sheridan, S. (1992). Consultant and client outcomes of competency-based behavioral consultation training. School Psychology Quarterly, 7, 245-270. – reference: Scruggs, T. E., Mastropieri, M. A., Cook, S. B., & Escobar, C. (1986). Early intervention for children with conduct disorders: A quantitative synthesis of single-subject research. Behavioral Disorders, 11, 260-271. – reference: Yariv, E. (2006). "Mum effect": Principals' reluctance to submit negative feedback. Journal of Managerial Psychology, 21, 533-546. – reference: Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011). Evaluating teacher effectiveness: Can classroom observations identify practices that raise achievement? Education Next, 11, 1-11. – reference: Sladeczek, I. E., Elliott, S. N., Kratochwill, T. R., Robertson-Mjaanes, S., & Stoiber, K. (2001). Application of goal attainment scaling to a conjoint behavioral consultation case. Journal of Education and Psychological Consultation, 12, 45-58. – volume: 14 start-page: 357 year: 1999 end-page: 379 article-title: Meeting performance‐based training demands: Accountability in an intervention‐based practicum publication-title: School Psychology Quarterly – volume: 1 start-page: 73 year: 1999 end-page: 77 article-title: A tutorial for understanding and evaluating single‐subject methodology publication-title: Proven Practice – year: 2009 – start-page: 1943 year: 2008 end-page: 1956 – year: 2005 – start-page: 243 year: 1994 end-page: 272 – volume: 49 start-page: 183 year: 1981 end-page: 192 article-title: Drawing valid inferences from case studies publication-title: Journal of Consulting and Clinical Psychology – volume: 7 start-page: 245 year: 1992 end-page: 270 article-title: Consultant and client outcomes of competency‐based behavioral consultation training publication-title: School Psychology Quarterly – start-page: 2177 year: 2008 end-page: 2191 – volume: 10 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| SubjectTerms | Accountability Administrative Principles Barriers Best Practices Case Studies Counselor Evaluation Counselor Performance Educational Legislation Evaluation Methods Goal Attainment Scale Guidelines Historical perspectives Interrater Reliability Leadership Ohio Performance Factors Psychological Services Psychologists Race to the Top School districts School Psychologists School Psychology Scoring Rubrics Teachers Trend Analysis |
| Title | PERFORMANCE EVALUATION AND ACCOUNTABILITY FOR SCHOOL PSYCHOLOGISTS: CHALLENGES AND OPPORTUNITIES |
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