Section IV: Evaluating School Psychological Services Utilizing the NASP Practice Model

This section is made up of two related but independent parts, Part 1: Individual Level—Embedding the NASP Practice Model in Personnel Evaluation, and Part 2: Systems Level—Evaluating School Psychological Services Delivery Programs. Part 1 focuses on the evaluation of individual practitioners and their services. Part 2 focuses on the collective services of practitioners offered as part of the overriding school psychology programs of a school district. While both approaches to evaluation have some common best practices, how an individual evaluation is conducted and used is different from how a comprehensive program of school psychological services is conducted and used. Although improving services and outcomes for students is a common goal of both evaluation systems, the growth of the professional is of critical importance to individual personnel appraisal.

In This Section:

Key Ideas:

  • Evaluation and accountability must include both individual appraisal and examination of system effectiveness.
  • The NASP Framework for the Personnel Evaluation of School Psychologists provides guiding principles for developing effective processes.
  • Personnel evaluation rubrics should address the full range of practices school psychologists are trained to provide. However, individuals should be evaluated against only those elements that are reflected in the individual’s workload.
  • Personnel evaluations should incorporate a continuous improvement cycle in which regular feedback and opportunities to demonstrate growth are provided.
  • Use of multiple evaluation measures is critical to the valid evaluation of staff and services.
  • Effective supervision and mentoring are critical to a legitimate evaluation process.

Learning Objectives

After reading this section, you will be able to identify the steps and resources to:

  1. Embed the NASP Practice Model within the personnel appraisal process.
  2. Identify effective and ineffective practices related to the application of the NASP Practice Model to the personnel appraisal process.
  3. Distinguish between using the model to evaluate individual (personnel appraisal) and district-wide (program evaluation) school psychological services.
  4. Advocate for effective evaluations linked to the NASP Practice Model.