SCHOOL SERVICES PROFESSIONALS

The Standards for School Services Professionals are designed to serve as a core set of standards for all school services providers. These standards are not designed to serve as profession-specific standards in any school services area.

Standard #1: Students and the Learning Process.

School Services Professionals promote the success of all students by facilitating the academic, emotional, social, and physical development of the student and the quality and effectiveness of the learning environment.

Performances

School Services Professionals facilitate, engage in, and demonstrate a variety of prevention, intervention, and educational activities by means of:

1. using effective communication skills (oral and written) with other educators, parents, and other support and community social service agencies;

2. collaboration with both internal and external publics;

3. using effective instructional techniques with groups and individuals;

4. protecting the rights and confidentiality of students, parents, and school personnel;

5. recognizing a professional code of ethics which results in ethical decision making.

Knowledge

School Services Professionals have knowledge and understanding of:

1. human growth and development and the impact of mental and physical disorders as related to students;

2. student behavior and classroom management;

3. student emotional, behavioral, and learning disabilities including biological bases of behavior;

4. learning theory and instructional techniques;

5. curriculum development and implementation in the schools;

6. the role of technology in promoting both student learning and professional growth;

7. learning goals in a diverse and pluralistic society.

Dispositions

School Services Professionals believe in and are committed to:

1. the dignity and worth of all students;
2. the proposition that all students can learn;
3. sensitivity to the needs of all students;
4. the acceptance of different learning and teaching styles;
5. the importance of the teacher and student relationship;
6. the understanding that societal forces and family issues influence learning.

 

School Services Professionals understand the breadth and scope of education systems and learning organizations. They are able to facilitate processes and engage in practices that promote lifelong development and learning.

Performances

School Services Professionals demonstrate the ability to:

1. practice collaborative approaches to the development of strategies that will lead to improved education and learning systems and organizations;

2. improve educational programs through decisions and actions based on assessment, data collection, and empirical evidence;

3. affirm the dignity and worth of all students by engaging in practices that value the contributions of all;

4. operate educational programs efficiently within the economic parameters established by school governance;

5. communicate effectively with all stakeholders in an education environment;

6. engage stakeholders in problem solving;

7. practice positive interpersonal relations;

8. promote the purpose of schooling and the goals of education and learning systems and organizations.

Knowledge

School Services Professionals have knowledge and understanding of :

1. the role and importance of schooling in a democratic society;
2. the implications of public support for school funding;

4. the impact of interest groups on educational systems and schools;

5. the structure, governance, and organizational principles of schools;

6. the use of technology to facilitate learning and school management.

Dispositions

School Services Professionals believe in and are committed to:

1. equitable treatment for all individuals;
2. continuous self-evaluation and professional improvement;
3. broad-based collaboration and cooperation;

Standard #3: Family and Community.

School Services Professionals work within the educational system to promote lifelong development and learning. They collaborate with families and work with community resources to respond to student needs.

Performances

School Services Professionals demonstrate the ability to:

1. empower families to be involved in collaborative approaches to their children's development;
2. advocate for and protect the rights of students and their families;
3. maintain positive working relationships with community-based agencies;
4. work collaboratively with other professionals and programs to benefit students;
5. communicate issues of families to other school personnel.

School Services Professionals have knowledge and understanding of:

1. family systems and how they impact student growth;
2. rights of parents and students;
3. availability of local and extended agencies, services, and resources;
4. how to identify and work with various community service providers;

6. evolving social and demographic issues.

Dispositions

School Services Professionals believe and are committed to:

1. sensitivity to and appreciation of issues of diversity;
2. respect for the needs of individual students and families;
3. sensitivity to the issues, needs, and workings of community agencies;

5. a proactive position toward programs which bring together families and community resources.

Standard #4: Assessment.

School Services Professionals understand formal and informal assessment techniques and the theory and research upon which administration, application, and interpretation of such techniques are based. A variety of assessment techniques are employed within the specific area of competence of the professional as appropriate for the given situation.

Performances

School Services Professionals demonstrate the ability to:

1. develop an assessment plan designed to assess students within their area of competence;
2. administer assessment instruments in an appropriate manner;
3. interpret results of assessment in a manner understandable to diverse populations;
4. apply results of assessment to curriculum, placement, and intervention decisions and plans.

School Services Professionals have knowledge and understanding of:

1. a variety of approaches to assessment and are firmly grounded in a theoretical orientation within which student problems may be conceptualized and assessed;

2. standards for assessment as required for their specific area of competence;

3. technical properties of assessment instruments including validity, reliability, test development, scoring scales, norms, and comparability of instruments within their area of competence;

4. appropriate uses of assessment instruments, results, and interpretations based on knowledge from test materials, research, and standards for assessment;

5. issues related to assessment of students from diverse cultural and linguistic backgrounds and individuals with disabilities;

6. rights of individuals in assessment situations.

Dispositions

School Services Professionals believe and are committed to:

1. recognizing the limits of their area of competence and referring or seeking consultation when necessary;

2. appreciating the limits of assessment instruments and the appropriate uses and interpretations of results obtained through assessment;

3. valuing the need for multiple forms of assessment in evaluating students.

Standard #5: Intervention.

School Services Professionals understand intervention and prevention options available to address the needs of students and the theory and research upon which such interventions are based. Interventions are employed as appropriate within the professional's area of competence.

Performances

School Services Professionals demonstrate the ability to:

1. develop and implement intervention strategies for individuals, groups, and systems;

2. evaluate interventions before, during, and following implementation with individuals, groups, and systems;

3. use appropriate interviewing and counseling skills;

4. collaborate with other professionals to determine and address needs of individuals, groups, and systems;

5. work effectively with parents and others to determine and address needs of students, families, and communities;

6. determine and address the needs of individuals, groups, and systems in conflict and crisis situations;

7. assist others in accessing school and community resources.

Knowledge

School Services Professionals have knowledge and understanding of:

1. a variety of theoretical approaches to intervention and have mastered at least one theoretical orientation within which student problems may be conceptualized and interventions may be developed and implemented;

2. group processes, dynamics, and patterns of behavior and the theory and research related to individual interactions within groups;

3. theory and research related to consultation service delivery, models, processes, and roles within the relationship;

4. the impact of crises on individuals, groups, and systems, as well as current best practice in developing, implementing, and evaluating crisis intervention plans;

5. the nature of conflict between individuals and groups and techniques to prevent and resolve conflict as related to the learning environment;

6. school and community resources which may be accessed or developed to provide assistance to students;

7. procedures to determine needs of individuals, groups, and communities, and strategies to develop interventions based on needs;

8. evaluation procedures for programs and interventions.

Dispositions

School Services Professionals believe and are committed to:

1. valuing and respecting all persons;

2. exploring a range of prevention and intervention strategies designed to maintain the educational opportunities for all students;

3. recognizing the limits of their expertise and referring or seeking consultation within the schools;

4. respecting the role, knowledge, expertise, and contribution of other professionals within the schools.

Standard #6: Legal Issues.

School Services Professionals are aware of and have an understanding of local, state, and federal laws that affect schools and the educational process.

Performances

School Services Professionals:

1. advocate for and promote the rights and privacy of children and families;
2. demonstrate professionalism in working relationships with community agencies;

4. maintain accurate and appropriate documentation for procedural accuracy.

Knowledge

School Services Professionals have knowledge and understanding of;

1. state laws and administrative rules that impact students and schools;
2. federal laws and regulations that impact students and schools;
3. the Family Educational Rights and Privacy Act;
4. civil and criminal liability laws as related to students and schools.

School Services Professionals believe and are committed to:

1. protecting the legal rights of students through enforcing state statutes related to child abuse;

3. recognition of personal limitations in interpreting education and public health laws.

Standard #7: Ethics and Professionalism.

School Services Professionals conduct themselves in an ethical and professional manner.

Performances

School Services Professionals demonstrate:

1. the ability to articulate ethical standards and beliefs;
2. the application of ethical principles to ethical dilemmas;

Knowledge

School Services Professionals have knowledge and understanding of:

1. ethical standards of their respective professions;
2. laws and regulations regarding confidentiality and release of student information;
3. the strength and limitations of their training and experience;
4. continuing education opportunities.

School Services Professionals believe in and are committed to:

1. the right of each student to be treated with respect and dignity;
2. the proposition that all students deserve the best service that can be offered;
3. the student's right of choice and responsibility for decisions;
4. continuing personal and professional growth and development;

6. the professional practice in which they are competent.