Evaluating the Performance of School Psychologists: Current Status and Future Directions with a 360-Degree Evaluation Process

Autor/inn/en	Morrison, Julie Q.; Hutchinson, Courtney E.; Talapatra, Devadrita
Titel	Evaluating the Performance of School Psychologists: Current Status and Future Directions with a 360-Degree Evaluation Process
Quelle	In: Psychology in the Schools, 57 (2020) 5, S.699-717 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morrison, Julie Q.) ORCID (Talapatra, Devadrita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22360
Schlagwörter	Counselor Evaluation; Job Performance; School Psychologists; Standards; Professional Associations; Evaluation Methods + Suchen Sie Ihr Suchwort? Work performance; Arbeitsleistung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Standard
Abstract	The purpose of this article is twofold: (a) to present the results of a study examining the current status of performance evaluations for school psychologist and (b) to use those findings to inform future directions. A content analysis of a national sample of 36 performance appraisal rubrics was conducted to examine their alignment with the professional standards established by the National Association of School Psychologists (NASP). Among the rubrics reviewed, 88.9% featured eight or more of the NASP domains of practice, yet only 56% of the rubrics featured all 10 domains, suggesting variability in the degree to which the rubrics aligned with the standards of practice, particularly for rubrics developed at the district-level. The results of this study informed the development of a 360-evaluation process based on the Framework for Personnel Evaluation of School Psychologists Utilizing the NASP Practice Model and Morrison's four key principles for evaluating the performance of school psychologists. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01