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Evaluating the performance of school psychologists: Current status and future directions with a 360‐degree evaluation process.
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- Author(s): Morrison, Julie Q.; Hutchinson, Courtney E.; Talapatra, Devadrita
- Source:
Psychology in the Schools; May2020, Vol. 57 Issue 5, p699-717, 19p, 3 Charts- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- 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. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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