Presentation on theme: "David Shriberg Loyola University Chicago NASP New"— Presentation transcript:
1David Shriberg Loyola University Chicago NASP 2008- New Orleans, @2008 Defining Leadership in School Psychology: NASP Member and Leader PerspectivesDavid ShribergLoyola University ChicagoNASP New
2AcknowledgementsJeff Charvat, Director, Research and Information Services; Susan Gorin, Executive Director; National Association of School PsychologistsAshley Marks Walker, Ray Witte: Miami UniversityMary Satchwell: Loyola University Chicago
3Leadership: My TakeBelieve leadership important in all realms of society, have a personal interest in this topic.As a practitioner, tried to assume leadership roles, as professor want to help students to see themselves as leaders and to see their leadership potentialAnd it’s not just me….
4Call to Action for Leadership in School Psychology Quotes from School Psychology: A Blueprint for Training and Practice III (Ysseldyke, Burns, Dawson, Kelly, Morrison, Ortiz, et al., 2006):“There has never been a greater need for school psychologists to take leadership in ensuring quality mental health services for children.” (p. 9)“School psychologists need to provide leadership in identifying those instructional environments and cognitive, emotional, social, and behavioral factors that have a significant impact on school achievement and the development of personal competence.” (p.18)
5More Blueprint Calls“Schools must attend to general health, mental health, and welfare in order to ensure effective academic development, and school psychologists should provide leadership in these areas.” (p.20)“They [school psychologists] should provide leadership in creating instructional environments that reduce alienation and foster the expression of appropriate behavior as well as environments in which all members of the school community—both students and adults—treat one another with respect and dignity.” (p.20)
6And More Blueprint Calls “School psychologist should provide leadership in developing schools as safe, civil, caring, inviting places where there is a sense of community, in which contributions of all persons are valued, in which there are high expectations of excellence for all students, and where home-school-agency partnerships are valued.” (p.31)School psychologists should provide
7Other Calls for School Psychology Leadership School safety initiatives (Furlong, Morrison, & Pavelski, 2000)Improving the social-emotional climate of schools (Ross, Powell, & Elias, 2002)Developing research-based, effective, and acceptable system-level change initiatives (Ho, 2002, Shapiro, 2006)Leading responses to high-stakes testing and accountability imperatives (Shriberg, 2007)
8Research QuestionDisconnect between message and research- We likely all agree that leadership is important, but what does effective leadership look like in school psychology?This is the first known study to examine this question.
9Participants Two groups- “NASP members” and “NASP leaders” Return rate= 23.6%Participant demographics- see Table 1
10School Psychology Leadership Survey InstrumentSchool Psychology Leadership SurveyDemographicsConstruct of Leadership for School PsychologistsImportanceClarityOpportunityPerceptionSelf-Rating of Leadership Effectiveness as School PsychologistPossible Leadership CompetenciesFive Most Important CompetenciesFour Qualitative Questions Related to Defining and Applying Leadership in School Psychology
11Procedure NASP Member Sample (1,000)- Fall 2005 NASP Leader Sample (156)- Spring 2006
12Results- Construct of Leadership in School Psychology Support provided for idea that school psychologists have opportunities to exhibit leadershipSupport provided for idea that leadership is important to successful practiceSupport provided for giving greater emphasis to leadership training in graduate education and professional development opportunitiesSchool psychologists not jumping at chance for greater leadership roleSupport for idea that leadership is not well-defined in school psychology
13Self-Rating of Leadership Effectiveness 1-7 scale: 1=completely ineffective, 7=completely effectiveLeaders- 5.78Members- 5.65No significant difference between groups
14Characteristics of Effective Leadership in School Psychology List generated by surveying small sample (n=12) of school psychologists47 items generatedFactor analysis yielded items that fit together statistically but not conceptually (initial hypotheses related to expert, informational, and referent power not supported, initial hypotheses related to respondent gender not supportedMinimal significant differences between groups (no more than chance)Generally, high ratings for everything (see Table 3)
15Characteristics (continued) Top 5 Characteristics Based on Overall Mean RatingsTreats others with respectWidely regarded as ethicalWidely regarded as competentStrong working relationship with teachersWorks well in teams
16Characteristics Picked in “Top 5” from List- NASP Leaders (see Table 4) Involvement of school psychologist leads to positive outcomes for students/familiesWorks well in teamsWidely regarded as ethicalWidely regarded as competentCreative thinker and problem-solverStrong verbal communicatorAdvocate for children and familiesUp to date with current research in school psychologyTreats others with respectStrong in educational/ psychological assessment
17Characteristics Picked in “Top 5” from List: NASP Members (see Table 4) Treats others with respectStrong working relationship with teachersWidely regarded as competentAble to work successfully with a wide range of personalitiesWidely regarded as ethicalCreative thinker and problem-solverFollows up on commitments/balances multiple tasksKnowledge of special education lawsStrong verbal communicatorWorks well in teams
18Characteristics Picked in “Top 5” from List: Total Sample (see Table 5) Widely regarded as competent.Treats others with respect.Widely regarded as ethical.Strong working relationship with teachers.Works well in teams.Same Top 5 as Top 5 mean ratingsCreative thinker and problem-solver.Able to work successfully with a wide range of personalities.Strong verbal communicator.Involvement of school psychologist leads to positive outcomes for students/families.Knowledge of special education laws.Advocate for children and families.
19What Might All This Data Suggest? Groups much more similar than they are differentSchool psychologists appear to feel that leadership is important, that is not well defined, that they have opportunities to lead and they give themselves pretty high marks as leadersNo one trait or dimension that describes effective leadership in school psychology. “Top 5” in combined sample were competence, respectful, ethical, works well with teachers, works well with teamsGeneral agreement between groups on ethics and competenceLeaders more likely to prioritize outcomes and effective team functioningMembers more likely to prioritize being respectful and working well with teachers
20Limitations of StudyRelatively small response rate, especially for NASP members. This may have skewed sample.Ceiling effect for list of possible characteristics/behaviors of school psychology leaders.Survey was too long—fatigue effect.
21Next StepsBased on data— further clarification of construct is needed, “top 5” choices give us a startBased on personal agenda— seek to connect emerging definitions and applications of leadership and systems change in school psychology to emerging discourage and action related to social justice. Why lead unless doing so for socially just ends?
22For DiscussionWhat is your vision of effective leadership in school psychology?How can a leadership agenda best be promoted within school psychology?Where would you suggest I go next with this research?
23ReferencesFurlong, M., Morrison, G., & Pavelski, R. (2000). Trends in schoolpsychology for the 21st century: Influences of school violence on professional change. Psychology in the Schools, 37,Ho, B. (2002). Application of participatory action research to family-school intervention. School Psychology Review, 31,Ross, M.R., Powell, S.R., & Elias, M. (2002). New roles for school psychologists: Addressing the social and emotional learning needs of students. School Psychology Review, 31,Shapiro, E.S. (2006). Are we solving the big problems? School Psychology Review, 35,Shriberg, D. (2007). The school psychologist as leader and change agent. Journal of Applied School Psychology, 23,Ysseldyke, J., Burns, M., Dawson, P., Kelley, B., Morrison, D., Ortiz, S., Rosenfield, S., & Telzrow, K. (2006). School psychology: A blueprint for training and practice III. Bethesda, MD: National Association of School Psychologists.