Abstract
SUMMARY School psychologists are well prepared to provide leadership in an era when gathering and interpreting data is center-stage in education reform. The leadership literature is not well known in school psychology and a summary of major leadership theories pertinent to the practice of school psychology is provided. Strategies for leading change in a high stakes testing climate are provided through case studies of two school psychologists who have assumed leadership roles in advocating for fair, effective, and comprehensive uses of data with children.
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