Profile for Daniel Hyson

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Daniel Hyson

Associate Professor
University of Wisconsin-La Crosse

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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.  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 one of the Equity Liaisons 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 systems-level data-driven decision making and the association between early elementary school teacher-student relationships and student engagement and student achievement.  I am also a Certified Provider of Dr. Ross Greene's Collaborative and Proactive Solutions model for working with students with challenging behaviors.  I live in Minnesota with my wife, Jess, five 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. (2020). The data-driven school: Collaborating to improve student outcomes. New York: Guilford Press. (

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.




Leslie Rogers, Educational Studies and Daniel Hyson, Psychology, co-authored the article "Creating Brave & Productive Learning Environments for Young Adolescents: Parents’ Perspectives of Teacher-Parent and Teacher-Student Relationships" in Middle Grades Review published on May 31 by University Libraries of the University of Vermont through the ScholarWorks @ UVM Institutional Repository. Dr. Rogers' and Dr. Hyson's interest in teacher relationships led them to complete a literature review. The result is an interesting article recently published in Middle Grades Review. Their investigation highlights the importance of connections, to include those between teachers, their students, and their students' caregivers. The next steps will be considering how to continue this work to help both preservice teachers and future school psychologists in their important work.

Submitted on: June 1, 2022



Robert Dixon, Daniel Hyson and Jocelyn Newton, all Psychology; and School Psychology 2nd Year Graduate Students (Amanda Bach, Kelly Hinden, Kayla Larson, Claire Schecklman, Zach Noethe-Wolford, Shayde McKay, Carissa Hemb, Destiny Miller, and Katie Sorebo); presented "School Psychology NASP Poster Presentations" at National Association of School Psychologists (NASP) Annual Convention on Wednesday, Feb. 16 in Boston, MA.

Submitted on: Feb. 16, 2022



Daniel Hyson, Psychology, presented "Data-Driven Schools: Improving Outcomes for All Students" at National Association of School Psychologists (NASP) Annual Convention on Feb. 15 in Boston, MA.

Submitted on: Feb. 16, 2022



Robert Dixon, Daniel Hyson, Jocelyn Newton and Ruth Schumacher-Martinez, all Psychology, presented "Integrating Equity and Social Justice Throughout a Graduate Program" at Trainers of School Psychologists Annual Conference on Feb. 14 in Boston, MA.

Submitted on: Feb. 16, 2022



Daniel Hyson, Psychology, co-authored the book "The Data-Driven School: Collaborating to Improve Student Outcomes" published on July 10 by Guilford Press.

Submitted on: Sept. 5, 2020