As people, we are all products of our environment. In order for the education system to produce individuals that can reach the peak of Maslow’s pyramid, the schools should also take a similar approach and rather than focus on the product (education), they should instead focus on meeting the needs of the client (student).
The new role for school psychologists will affect student learning and teacher development through consultation, direct observation and intervention, group professional development, and prereferral activities directly related to the problem solving approach (Glickman, et al., 2004, p. 12).
The evaluation system known as the Teacher Performance assessment or TPA was developed at Stanford University with support from Pearson, but it will be solely administered and prospective teachers will be entirely evaluated by Pearson and its agents.
Lelia Christie Mullis, teacher of 20 years, writes, she encourages Â“students to reach back into their own memories and remember the fears, the embarrassment, and the joy of learning they felt I hope they will give their students a liter positive environment, full of oral and written languages, which breeds joy more than any other emotion, That magical process we call learning can change lives forever (Perlich, 2000, p. 105).
As such, these schools are “always studying teaching and learning, setting common priorities, making decisions about internal changes and resource allocations, and assessing effects on student learning,” (Glickman, et al., 2004, p. 6). The new vision for school psychologists will include a purposeful vision of what teaching and learning should be and the collaboration with administrators, teachers, and other members of the CBDM team, acting as the glue utilizing knowledge and interpersonal skills, along with consultative, behavioral, and technical skills to help develop and carry out instructional and behavioral improvement plans school-wide, class-wide, and individually (Glickman, et al., 2004, pp. 8-9).