Rate My Professor Dan Hyson

Hyson's scholarly interests center on systems-level data-driven decision making and the links between early elementary teacher-student relationships and student outcomes such as engagement and achievement. His listed specialty areas include equity-minded teaching and school psychology, particularly teacher-student relationships, alternative approaches to behaviorally challenging students, and data-driven practices at the systems level. He has taught a range of courses, including SPY 700: School Psychology Role and Function, SPY 751: Core Instruction and Classroom Management Practices, SPY 758: Psychoeducational Assessment II, PSY 759: Assessment of Personality and EBD, practicum and internship supervision courses, and PSY 357: Adolescence. Notable publications co-authored by Hyson include the book The Data-Driven School: Collaborating to Improve Student Outcomes (Guilford Press, 2020), along with J.F. Kovaleski, J. Pedersen, and B. Silberglitt; "Results from the NASP 2015 Membership Survey, Part Two: Professional Practices in School Psychology" (NASP Research Reports, 4(1), 2019), with K.M. McNamara and C.M. Walcott; and "Results from the NASP 2015 Membership Survey, Part One: Demographics and Employment Conditions" (NASP Research Reports, 3(1), 2018), with C. Walcott. Additional works feature contributions to Best Practices in School Psychology VI (2014) and Communique (2016). In professional leadership, Hyson served as Past President of the Minnesota School Psychologists Association and as a Delegate for Minnesota to the National Association of School Psychologists.