Profile for Daniel Hyson

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Specialty area(s)

Equity-Minded Teaching

School Psychology (especially Teacher-Student Relationships, Alternative Approaches to Working with Behaviorally Challenging Students, Systems-Level Data-Driven Decision Making)

Brief biography

I have been a faculty member at the University of Wisconsin-La Crosse (UWL) since August 2014.  Prior to that, I was a school psychology practitioner for 13 years in Minnesota, six in a traditional direct service role and seven in a systems-level data coach position.  The current Membership Committee Chair for the National Association of School Psychologists (NASP), I am also a past NASP Delegate from Minnesota and Past President of the Minnesota School Psychologists Association (MSPA).  I have most frequently taught courses addressing the roles and functions of school psychologists, assessment of students with emotional and behavioral needs, and practicum and internship supervision. 

Equity and social justice are also an important part of both my teaching and service.  I currently serve as the Equity Liaison and Diversity Committee Chair for the Psychology Department, as well as a member of the Academic Subcommittee of Equity Liaison Steering Committee and the Institute for Social Justice Inclusive Teaching Subcommittee.  In January 2020, I participated in UWL's Racial (and Intersecting) Identity Symposium for Equitable University Progress (RISE UP).

My primary research interests include the association between early elementary school teacher-student relationships and student engagement and student achievement, alternative approaches to working with students with challenging behaviors, and systems-level data-driven decision making.  I live in Minnesota with my wife, Jess, four cats and two horses, and am an avid baseball and basketball fan, as well as a movie buff.


Ph.D. in Child and School Psychology; University of Minnesota; 2001
B.A. in English and French; Amherst College; 1992

Teaching history

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

SPY 762/763/764 - Supervised Practicum I/II/III

SPY 797 – Internship in School Psychology

PSY 357 - Adolescence


Professional history

Data Management Coordinator, Hiawatha Valley Education District (Winona, MN), 2007-2014
School Psychologist, Rosemount-Apple Valley-Eagan Schools (Rosemount, MN), 2001-2007

Professional Practice Reassignments - Winona, MN (Fall 2015); West Salem, WI (Fall 2017); Winona, MN (Spring 2020)

Research and publishing

Recent selected publications

Hyson, D.M., Kovaleski, J.F., Pedersen, J., & Silberglitt, B. (in press). The data-driven school: Collaborating to improve student outcomes. New York: Guilford Press.

Hyson, D.M. (under review).  A picture is worth a thousand words: Using graphic syllabi in school psychology courses.  Trainers Forum.

Hyson, D.M. (under review).  Authoritative teaching: The association between coaching, teacher-student Interactions, student achievement and student engagement.  Elementary School Journal.

McNamara, K.M., Walcott, C.M., & Hyson, D. (2019).  Results from the NASP 2015 membership survey, part two: Professional practices in school psychology.  NASP Research Reports, 4(1), 1-14.

Walcott, C. & Hyson, D.M. (2018).  Results from the NASP 2015 membership survey, part one: Demographics and employment conditions.  NASP Research Reports, 3(1), 1-17.

Schilling, E.J., Grapin, S.L., & Hyson, D.M. (2016).  Developing undergraduate school psychology courses: Tips from the trenches.  Communique, 44(6), 20-22.

Silberglitt, B. & Hyson, D.M. (2014).  Best practices in using technology for data-driven decision making.  In P. Harrison & A. Thomas (Eds.), Best practices in school psychology VI (pp. 489-502).  Bethesda, MD: National Association of School Psychologists.




Ashley Edwards and Jessica Peterson, both Communication Studies; Daniel Hyson and Jason Sumontha, both Psychology; and Moira Ozias, Student Affairs Administration; received a CASSH Small Grant. The grant, "Racial Justice and Equity at UWL: Investing in Our Community," allows them to bring Rowen Thomas to campus to hold a customized workshop with CASSH faculty and staff. It will allow them to work on best practices to close equity gaps with underrepresented communities. Their workshop will ground individuals in their identities, and have CASSH faculty and staff walk away with action plans to integrate what they learn over the two hour workshop.

Submitted on: Mar. 4


Betty Deboer, Robert Dixon, Daniel Hyson and Jocelyn Newton, all Psychology, presented "Capstone Projects" at National Association of School Psychologists on Feb. 19 in Bethesda, MD. All 12 students in the graduate school psychology program presented their capstone projects at the national convention.

Submitted on: Feb. 23


Betty Deboer, Robert Dixon, Daniel Hyson and Jocelyn Newton, all Psychology, presented "Filling the seats: Strengthening the recruitment pipeline" at the National Conference on Contemporary Issues in School Psychology and Education on Feb. 18 in Baltimore, MD.

Submitted on: Feb. 23


Daniel Hyson, Psychology, received Minnesota School Psychologist's "Power of One" Award at the MSPA's Mid-Winter Conference on Jan. 25, 2019 in Plymouth, MN. The award recognizes Hyson's leadership at the state, national and international levels.

Submitted on: Jan. 30, 2019


Daniel Hyson, Psychology, authored the article "Developing Undergraduate School Psychology Courses: Tips from the Trenches" in the National Association of School Psychologists' Communiqué published on April 1, 2016.

Submitted on: April 14, 2016