School psychologists understand systems structures, organization, and theory; general and special education programming; implementation science; and evidence-based, school-wide practices that promote learning, positive behavior, and mental health. School psychologists, in collaboration with others, develop and implement practices and strategies to create and maintain safe, effective, and supportive learning environments for students and school staff.
National Association of School Psychologists, 2021
Examples of School-Wide Practices to Promote Learning include:
- Leverage my understanding of universal screening programs to pinpoint learners who require both academic and behavioral assistance, tailoring our school’s support services to their individual needs.
- Actively advocate for the application of school policies and practices that bolster successful discipline measures, meaningful instructional support, transparent grading systems, partnerships between home and school, smooth student transitions, and more.
- Engage in collaborative efforts with fellow school personnel to construct and uphold a layered continuum of services. This network aims to cater to the academic, social, emotional, and behavioral aspirations of our students, ensuring each learner receives appropriate and customized support.
- Champion policies and practices that encourage and maintain a positive school environment. This involves creating an inclusive, welcoming, and nurturing space where each student can thrive and achieve their potential.
- Harness the power of data from universal screening programs to identify students in need. By recognizing and responding to these needs swiftly, we can ensure all learners receive the support and services necessary to succeed in their school journey.
(Adapted from the National Association of School Psychologists, 2023, p. 6)
Relevant Courses:
EDPS 653: the Professional Practice of School Psychology
This course was one of the first ones I took and the one that offered some of the first insights into the field of school psychology in Canada. The course exposes students to the multifaceted roles and responsibilities of a school psychologist and the historical evolution of the profession. A primary focus of the course is the relationship of school psychology with special education, inclusive education, and diversity education, as well as standardized assessment practices.
Relevance: This course has crucially expanded my understanding of a school psychologist’s role within an educational setting, particularly in relation to school-wide interventions. The broadened perspective gained from this course has reframed how I view the function of a psychologist within an educational system, emphasizing the significance of pro-active universal intervention. In essence, this course has served to enhance my capabilities within the domain of School-Wide Practices to Promote Learning by offering me a nuanced understanding of school psychology’s diverse applications and the importance of standardized assessments.
EDPS 696: Social, Emotional, & Behavioural Assessment & Intervention
The course on Social, Emotional, & Behavioural Assessment & Intervention was an in-depth exploration into the assessment and intervention techniques applicable to children and youth exhibiting significant social, emotional, and behavioural needs within both school and community environments. The course utilized a comprehensive, evidence-based approach to examine individual child behavior, recognizing the importance of strengths, weaknesses, cultural context, and risk and protective factors. Furthermore, it imparted the knowledge of creating and monitoring evidence-based interventions to evaluate their overall effectiveness.
Relevance: The importance of this course lies in its focus on evidence-based assessment and its applications within a school environment. The course provided critical insights into collaborative efforts needed in a school setting to develop and implement effective classroom practices based on these assessments. Furthermore, it highlighted the necessity for bespoke interventions, reinforcing that not all concerns, like anxiety and depression, can be addressed by universal practices, and emphasized the importance of evidence-informed decisions in school or class-wide practices.
EDPS 690: School Based Interventions & Consultations
This course delved into an exploration of various models of consultation and a number of evidence-based interventions applicable at individual, small-group, class-wide, and school-wide levels. The course equipped students with effective consultation skills for collaborating with school personnel and families. Additionally, it provided an in-depth understanding of designing and assessing the effectiveness of school-based interventions, promoting a comprehensive learning experience spanning cognitive, academic, executive, social-emotional, and behavioural interventions.
Relevance: The knowledge and skills gained from this course have been instrumental in enhancing my consultative problem-solving abilities and promoting capacity-building among teachers for effective intervention delivery in schools. This aligns directly with the NASP’s emphasis on the development and implementation of strategies for school-wide learning. I recognize, however, a gap in my expertise regarding the implementation of school-wide interventions and consultation models; an area I’ve identified for further development. The ability to design and execute school-wide interventions to bolster student learning is a growth area I aim to pursue, consolidating my understanding of school-wide practices to promote learning.
Work Samples:
I included this work sample within the School-Wide Practices to Promote Learning domain because it serves as an example of my effort to address study skills among adolescents, a task especially crucial in today’s era of designer distractions, with algorithms tuned to capture our attention online. It embodies my active effort to provide targeted, practical support, encouraging positive behavioral and academic outcomes while fostering an environment conducive to focused learning.
I included this work sample within the School-Wide Practices to Promote Learning domain because it serves as an example of our use of strength-based assessments to enhance the learning environment. Working with my cohort partner, Ansone, we explore the application of the Social-Emotional Assets and Resilience Scales (SEARS) in our educational setting. This presentation details how SEARS transitions the focus from illuminating student deficits to endorsing their innate social-emotional strengths. It shows how such a mindset is instrumental in shaping our preventive and responsive efforts, thereby cultivating a proactive, empowering atmosphere that nurtures resilience and positive development in our students.
Annotated Bibliography:
Iznardo, M., Rogers, M. A., Volpe, R. J., Labelle, P. R., & Robaey, P. (2020). The effectiveness of daily behavior report cards for children with ADHD: A meta-analysis. Journal of Attention Disorders, 24(12), 1623-1636.
I included this article within the “School-Wide Practices to Promote Learning” domain because it gives a clear demonstration of my ability to apply data-informed decision-making in tailoring interventions for students’ needs. The article “The Effectiveness of Daily Behavior Report Cards for Children with ADHD: A Meta-Analysis” by Iznardo et al., conducts a meta-analysis on the effectiveness of daily behavior report cards (DBRCs) as an intervention for children with ADHD. The authors detail how DBRCs, when used strategically, can significantly improve the academic performance and behavioral outcomes of students with ADHD. This research underlines the importance of personalized and structured support systems in promoting learning and positive behavior among students with special needs. As per the guidelines of the National Association of School Psychologists, this approach aligns with creating a supportive, inclusive, and effective learning environment. This article, therefore, strengthens my understanding of the value of tailored interventions like DBRCs and reinforces the need for data-informed decision-making in school-wide practices to promote learning and positive behavior.
Alperin, A., Reddy, L. A., Glover, T. A., Bronstein, B., Wiggs, N. B., & Dudek, C. M. (2023). School-based interventions for middle school students with disruptive behaviors: A systematic review of components and methodology. School Psychology Review, 52(2), 180-205.
I included this article within the “School-Wide Practices to Promote Learning” domain because it demonstrates my learning journey in implementing evidence-based interventions to manage disruptive behaviors among middle school students. The article by Alperin and colleagues emphasizes the importance of well-structured interventions and a robust methodology in assessing their effectiveness, which aligns with the need for data-informed decision-making in this domain. This work deepens my understanding of collaboration among school staff to create and uphold a layered continuum of services for students, a concept emphasized by the National Association of School Psychologists. Furthermore, it underlines the necessity of school-wide practices that promote learning, positive behavior, and the fostering of a supportive, inclusive, and effective learning environment.
De Riggi, M. E., Moumne, S., Heath, N. L., & Lewis, S. P. (2017). Non-suicidal self-injury in our schools: A review and research-informed guidelines for school mental health professionals. Canadian journal of school psychology, 32(2), 122-143.
I included this article within the School-Wide Practices to Promote Learning domain because it showcases my application of this domain’s principles in identifying and addressing non-suicidal self-injury (NSSI) in schools. The article by De Riggi and colleagues emphasizes the role of school psychologists in fostering mental health awareness, early NSSI detection, and supportive environments that diminish stigma and promote help-seeking behaviour. It serves as an example of how a resource can enhance my understanding of NSSI, underlining the need for universal screening programs and a layered continuum of services for affected students. Leveraging these insights, I have learned to cultivate a positive school environment and apply data-driven decision-making to support students in need, aligning with the National Association of School Psychologists’ guidelines on school-wide practices that promote learning.
Self Evaluation
In terms of the domain of School-Wide Practices to Promote Learning, my grasp and application of related skills have been satisfactory, aligning with expectations, hence I rate myself At Standard in this domain as well. My studies in courses such as EDPS 653, EDPS 696, and EDPS 690 have guided me in understanding systems structures, general and special education programming, as well as the application of evidence-based school-wide practices that boost learning, encourage positive behavior, and nurture mental health. My experience in the classroom in the past year as a teacher on call has extended to fostering safe, productive, and supportive learning environments in collaboration with others, advocating for effective school policies, and utilizing universal screening programs to identify students who need tailored assistance. Additionally, my reading of various research papers has augmented my perspective on school-wide practices. While confident in my progress, I recognize that certain areas, such as the implementation of school-wide interventions and consultation models, need more depth and focus. The pursuit of continuous learning and improvement is, therefore, my ongoing aspiration.
(c) Besart Hysniu 2025 