One-year term subsequent to completion as President-Elect, January 1st to December 31st.

The President shall preside over all activities and meetings of the Division and is responsible for ensuring decisions are made by the EC to further advance the Division’s mission. The President shall become the Past-President at the end of the term of office. More specifically, the responsibilities of the President are as follows: (1) Provide direction and coordination needed to develop and facilitate long-term goals and short-term objectives of the Division; (2) Facilitate communication with Division members about their professional needs and interests; (3) Maintain communication with the EC on a regular basis, and with the Governance Committee, which consists of all the Presidents, Council Representatives, and when needed, the Treasurer monthly; (4) Review and respond to (or delegate) APA generated correspondence and activities, and in general, maintain liaison with APA; and (5) Initiate and maintain contact with Presidents of other APA Divisions and other school psychology associations with overlapping interests.

January 1st to December 31st.

The President-Elect assists the President and Past President, and when necessary, assumes Acting President. A primary objective of this office is to prepare for the Presidency. In this capacity, the President-Elect helps Vice Presidents and Committee Chairs stay on task with their assigned duties and commitments. This function is carried out with the advice and consent of the President. In addition to aiding in the completion of Division business, this function helps the President-Elect become familiar with Division, the various committees and projects, further enhancing the transition to the role of President.

One-year term subsequent to completion as President, January 1st to December 31s

The Past President serves as a consultant to the President and to the President-Elect. In addition, the Past President takes part in the regularly scheduled presidents’ conference calls, oversees the Legacy Fund, and finalizes their presidential initiatives.

Three-year term: January 1st to December 31st

The Division Secretary’s 3-year term of office encompasses a variety of responsibilities. These include attending and taking minutes at all meetings of the Division, and the EC, facilitating the Division’s relationship with the APA Division Services Office, and issuing notices of meetings and elections.

Three-year term: January 1st to December 31st

The Division Treasurer handles all financial matters for the Division including all disbursements, deposits, and investments. Consequently, a major responsibility of the Treasurer is to keep detailed records of all transactions and complete reports. The treasurer is also a member of the finance committee.

One-year term immediately prior to becoming Treasurer: January 1st to December 31st

The treasurer-elect is elected one year prior to becoming treasurer. The function of the treasurer-elect is to shadow the treasurer for a calendar year learn each of the to learn all of the different functions, processes, and contacts necessary for fulfilling the job of treasurer.

Three-year staggered terms

The Division of School Psychology advocates and supports the development and delivery of effective services, policies, and research regarding children, families and the schooling process. Successful achievement of these goals requires a strong, active membership. It is the responsibility of the (VP-M) to coordinate the recruitment activities of the Division with the Division Services Office in order to encourage Division growth and development.

Three-year staggered terms

The Vice President for Professional Affairs (VP-PA) is concerned with all aspects of school psychology as a professional discipline. In particular, this person is responsible for developing and promulgating standards and policies for the delivery of quality school psychological services, furthering the development of school psychology as a professional specialty within American psychology, acting as liaison with state school psychology associations and encouraging constructive relations with other professional groups. This VP is responsible for interacting with important APA boards and committees as the BPA and its Committee on Psychological Practice and Standards (COPPS). This VP facilitates the Division’s relationship with the Coalition with the Psychology in the Schools and Education Office within the Practice Directorate as well as the Committee for the Advancement of Professional Psychology (CAPP). Additionally, this VP acts as a liaison for the Division through active participation in the State Leadership Conference (SLC).

Three-year staggered terms

The Vice President for Social and Ethical Responsibility and Ethnic Minority Affairs is an elected officer of the Division. VP-ETSA works under the President of the Division and is a voting member of the Executive Council. Major duties of the Vice Presidency include defining the specific objectives to be accomplished during the term of the office, making appointments of Chairpersons of the committees, overseeing and coordinating the work of the committees, attending all meetings of the Division’s Executive Committee, maintaining liaisons with the APA’s Public Interest Directorate and other professional organizations (e.g., the National Association of School Psychologists) which share the common concerns with this office.

Three-year staggered terms

The Vice President for Education, Training, and Scientific Affairs (VP-ETSA has the charge of monitoring all educational and training affairs that involve school psychology and all aspects of school psychology as a scientific discipline within psychology. Specifically, the VP-ETSA monitors the policies and agenda of the APA Education Directorate, including the Board of Educational Affairs (BEA); the APA Science Directorate, including the Board of Scientific Affairs (BSA); the Joint Committee on Internship Training; the Council of Directors of School Psychology Programs (CDSPP), and Trainers of School Psychologists. In addition, the VP-ETSA maintains several standing committees for the purpose of recognizing scientific merit, including the Outstanding Dissertation Committee, Lightner Witmer Committee, Senior Scientist Committee, Jack Bardon Distinguished Service Committee, Thomas Oakland Mid-Career Scholarship Committee, Jean Baker Mid-Career Service/Practice Committee, Outstanding Commitment to Anti-Racism Committee, Nadine Lambert Committee (not given every year), and the Contributions to Practice committee.. VP ETSA also solicits nominations and facilitates selection of awardees for the Student, Early Career and Senior School Psychology Anti-Racism awards. The VP-ETSA also maintains the Continuing Education (CE) Committee. Finally, the VP-ETSA appoints additional committees and task forces that fall within the scope of the office.

Three-year staggered terms

The Vice President for Publications and Communications (VP-PC) holds the major responsibility for the dissemination of information about school psychology to its members, the school psychology community, the psychology community in general, and the public. These dissemination activities are focused on accomplishing four primary goals: To expand the scientific and scholarly knowledge base in school psychology, To inform the psychological community, particularly the community of school psychology, of effective, efficient, and innovative practices of psychology in the schools, To provide a forum for its members to enhance collegiality and share information about national and international school psychology, and To share with professional audiences and others interested in schooling information on school psychological research and practice deemed valuable in improving educational practices

Three-year staggered terms

The Vice-President of Convention Affairs and Public Relations (VP-CAPR) holds the major responsibility for planning the convention schedule at the annual APA conference, coordinating public meetings through the Division hospitality suite and public relations with constituent (e.g., NASP, ISPA, ABPP, TSP, CDSPP, SSSP, etc.) school psychology organizations. These dissemination activities are focused on accomplishing four primary goals: Expanding the scientific and scholarly knowledge base in school psychology through convention activities,  Informing the psychological community, particularly the community of school psychology, of effective, efficient, and innovative practices of psychology in the schools, Providing a forum, through convention programming, for its members to enhance collegiality and share information about national and international school psychology, and Sharing with professional audiences and others interested in schooling information on school psychological research and practice deemed valuable in improving educational practices.