Reformatted 8/01
Professional Teaching Standards
for
School Psychologists/Behavior Specialists
PROFESSIONAL KNOWLEDGE
School psychologists possess the professional knowledge and expertise to effectively deliver
psychological services within the school setting.
This is demonstrated by:

knowledge of Psychological Foundations: biological bases of behavior; human learning; social
and cultural bases of behavior; child and adolescent development; individual differences.

knowledge of Educational Systems and Processes: organization and operation of schools;
curriculum and instruction; foundation in education of exceptional learners; group processes;
community resources.

knowledge of assessment: psychoeducational assessment of personality, emotional status, social
skills and adjustment, intelligence and cognitive functioning, academic skills, adaptive behavior,
language and communication skills, sensory and perceptual-motor functioning, educational
setting, family/environment/cultural influences, career and vocational development, aptitude,
and interests. A variety of instruments, procedures, and techniques, including interviews,
observations, and behavioral evaluations. Test administration, scoring, interpretation.

knowledge of Special Education Law: current state and federal regulations, history of special
education practices.

knowledge of Statistics and Research Methodology: research and evaluation methods, statistics,
and measurement.

knowledge of Professional School Psychology: NASP and APA ethical guidelines, department
procedures, roles and functions of the school psychologist, professional issues and standards of
practice.
LEARNING ENVIRONMENT
School Psychologists are responsible for providing services that support the child’s learning
environment.
This is demonstrated by:

consulting and collaborating with parents, teachers, related professions, and community
personnel regarding educational, behavioral, and mental health concerns (including, but not
limited to, individual consultations, multidisciplinary team, child study team, teacher assistance
team, and IEP team).

designing, developing and evaluating programs and/or procedures for preventing disorders,
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intervening to promote mental health and learning, and improving educational systems.

working collaboratively on a multidisciplinary team to develop individualized educational and
behavior support plans.

providing skill enhancement activities regarding issues of human learning, development, and
behavior (such as parent education, student and parent counseling, and inservice training).

describing school psychological services and clearly communicating an access and referral
system for staff, parents, and other professionals.

creating a safe environment for student and parent counseling (while maintaining
confidentiality) in such areas as referrals to outside agencies, developing interventions, problem
solving, assessment feedback, and educational planning.
ASSESSMENT/REFLECTIVE PRACTICES
School psychologists are responsible for assessing the psychoeducational functioning of children
and developing and practicing reflective strategies.
This is demonstrated by:

conducting multifactored psychoeducational assessments, utilizing a variety of instruments,
procedures, and techniques.

taking into account cultural, contextual, and setting influences when conducting
psychoeducational assessments.

communicating interpretations of assessment results, in oral and written form, to parents,
students, and related professionals in a manner that is respectful, accurate, understandable, and
useful.

integrating their knowledge of curriculum, instruction, the child’s needs, assessment results, and
the resources available to provide practical recommendations to those who work directly with
the child.

conducting psychoeducational assessments and completing required documentation in
compliance with state, federal, and district regulations in a timely and organized fashion.
FAMILY AND COMMUNITY INVOLVEMENT
School psychologists foster connections between schools, families, and the community.
This is demonstrated by:

maintaining relationships and collaborating with other professionals in the community who
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provide services to children and families.

demonstrating respect for the parents’ role by involving them in decision making, educational
planning, and advocacy for their child.

using effective communication skills, taking into account diversity in families’ culture,
environment, and language.

communicating with parents in an environment which protects student and family rights to
privacy in compliance with ethical and legal guidelines.

referring families to community agencies and providing follow-up support as needed.
PROFESSIONAL COMMITMENT AND INVOLVEMENT
School psychologists are committed to their profession.
This is demonstrated by:

actively participating in activities designed to continue, enhance, and upgrade professional
training and skills to help ensure quality service. This includes, but is not limited to, membership
in professional organizations, reading of professional journals and books, discussion of
professional issues with colleagues, and participation on special committees.

being aware of their professional and personal limitations and strengths in carrying out
professional activities.

practicing in full accordance with ethical guidelines as published by professional organizations.

becoming integrated members of their assigned schools and department as evidenced by
participation in school and department activities and decision making.

building and fostering positive relationships with colleagues.
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