APA Teachers of Psychology in Secondary Schools - TOPSS

Thinking of all the students taking the AP psychology test today - good luck students and well done teachers - thank you for all your work preparing your students for today!

We post this essay every year for Teacher Appreciation Week - a piece by Dr. Lee Gurel written twelve years ago about his support of high school psychology teachers and the long-lasting APA/Clark University Workshop, written for the PTN newsletter. We echo his message of thanks to each of you.

Thoughts on Teaching and Teachers of High School Psychology
Lee Gurel, PhD

In responding to the APA Education Directorate’s request that I tell you “...why (I) have supported teachers and what (I’ve) learned (and most) enjoyed from 11 years of the APA/Clark University workshop,” I will start by telling you I could not believe any more strongly than I do in the importance of education in general and of psychology in particular. I see them as having so much to offer our society.

That said, let me ask if there aren’t many days when you question whether you are having much impact on your students. Then, allow me to list a few names: Sloan, Couming, Shaugnessy, Powers, LaCouture, Wilmott. Not names to be found in the References section of psychology texts. They are the names of some of the wonderful public school teachers I had for Geography, Math, English literature, Latin, French, and English comp, respectively.

When I tell you I am 89 years old, an age when memory is decidedly less than perfect, you will likely guess where I’m taking you.

Yes, my point is that teachers do have a profound and unforgettable impact on students. And not just in terms of subject matter content. Phys Ed teacher Granger publically praised my basket shooting form in a way that poured long-lasting confidence onto my short, not-meant-for-basketball frame. And not only teachers whom a student likes. Mr. Wassell, the band and orchestra director whom I disliked, nevertheless left me with lasting personal responsibility lessons that had little to do with music.

In a word, I am indebted beyond measure to the wonderful teachers I have had. They escorted a three-year-old immigrant without a word of English to his being editor of the Clark University student newspaper, to publishing in professional journals, and to being honored by the request to write this memoir.

It is that feeling of indebtedness that underlies my support for teachers and for education in general. It is different from monetary support of CARE (http://www.care.org) or of the ACLU. Yes, I owe such organizations in an abstract way for the wonderful work they do. But not in the way I owe the teachers and schools that have so enriched my life; when I contribute dollars to education, it is in partial payment of a very real debt that I can never fully repay.

I must admit, however, that as a student, I did not much appreciate all that my teachers were giving me. On the other hand, neither did my parents nor I loudly complain, as today’s parents and students increasingly do, that the teacher should have recognized Mary’s leadership skills and given her a teacher assistant position or rewarded Johnny’s outstanding work (read sub-standard) with an “A” not a “D”.
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It was within that framework of appreciation and recognition of teacher effort that the Clark/APA/APF workshop was developed.

As luck would have it, my wife’s college roommate, TOPSS member Joyce Hylton, was proof that psychology was being taught in high school – the extent of which I had not fully appreciated. That knowledge resonated with my recognition that, degrees from top notch schools notwithstanding, lots more exposure to psychology, maybe even in high school, would have been helpful when starting my first position. As it was, one of my interns filled the lacunae in my diagnostic evaluation skills. Likewise, my Martinsburg, WV location, about 50 miles from Catholic University made possible my taking Mauri Lorr’s advanced statistics. Thus, I could not help thinking in the mid-1990’s as high school psychology was starting to thrive and expand of the benefits of a start in high school for the study of psychology (see K. Keith, et al, High School Psychology: A coming of Age Story, Sage Publications.com, October 7, 2013).

Updating of my knowledge of high school psychology continued during APA’s 1997 Chicago convention when Ms. Hylton arranged a meeting with her co-worker Pam Hannah (also a TOPSS member). Next, Joyce and I met with Rob McEntarffer (then TOPSS Chairperson) and with Education Directorate staff. It was there that the prospect of an APA/Clark collaboration was introduced. Feasibility of such a collaboration was pursued with Dr. Nancy Budwig, Clark’s Associate Provost and Dean of Research; she responded with characteristic enthusiasm to my inquiry.

The next step was the crucial one of approval by Dr. Cynthia Belar, (then) head of the Education Directorate, of initial plans regarding funding and sharing of responsibilities. The hopeful idea of a workshop format had been envisioned, but the real work of continuing development and implementation was left for Dr. Budwig and Education Directorate staff, primarily Emily Leary (-Chesnes). As I have often said and repeat here, it is they who are mostly responsible for the widely heralded success of each of the eleven, three-legged-stool workshops held to date.

Did I say three-legged resounding success of the workshops? Yes. First and foremost, Budwig and Chesnes, and the organizational strengths and resources they draw on. Secondly, the knowledgeable and exciting group of lecturers the two of them and their co-workers assembled year after year. The third leg of the stool which supports the workshop success structure should be known to those familiar with stage and musical presentations. It is the audience. Or, in the case of the APA-Clark workshop, the high school teachers as student learners. Just as the interplay between an involved vs. uninvolved audience and the actors/musicians on stage is the difference between an OK performance and one that is memorable, so too has been the interaction between workshop presenters and audience.

One could not have sat, as I have, as an observer/participant during the classroom presentations, during the evening participant demonstrations, during the exchanges at meals and breaks, and not have felt the electricity generated by the student group. These were people who were not just attentive; they were energized and involved, anxious to learn. Examples they gave of their classroom techniques evidenced creative, passionate teaching and their commitment to the educational effort which was their occupation.

Lest you suspect exaggeration, I remind you that for many teachers a mid-summer workshop came at a cost of disrupting family vacation plans or passing up earning opportunities. As further support of my admiring characterization of the teacher students: Not once during the eleven workshops was there an opportunity to characterize an excess of enthusiasm as “show-off” behavior. Nor was I aware of any “just resting my eyes.”
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The predominantly scientist group reading to this point have undoubtedly read and heard much about adequately large sample size but little about small sample qualitative analysis. In spite of this being an N=1 product, please allow me the following closing thoughts.

I feel compelled to note the socio-political environment which defines public education efforts and within which the educators described above function. To begin with, one need only compare salaries a decade after college graduation of education majors to those of graduates in almost all other majors. A 2008 follow-up report by the Bureau of Labor Statistics showed education majors earned half as much salary. Albeit true that most teachers did not go into teaching for the salary, it is tempting to see the comparison as other than scandalous. As of this writing, the No Child Left Behind effort was recently replaced. Levels of teacher salaries and recognition have not been replaced and remain relatively the same.

I have very much enjoyed being in the company of these devoted teacher-students, and I am proud to have had a role in adding to their skills.

We love this piece by TOPSS past chair Natasha Alston, on the top 10 reasons YOU should consider attending APA this year! Here are the top 10 reasons it is a great opportunity to learn about psychology and network with colleagues:

1. It's more affordable than you think

2. Hear from the researchers you teach about all year

3. Access to groundbreaking keynote speakers

4. Stay current with cutting-edge topics

5. APA preconvention workshops designed just for you

6. Connect with a community committed to excellence

7. Hundreds of sessions tailored to your interests

8. Reenergize your passion for psychology

9. Explore the exhibit hall for classroom resources

10. Social opportunities and more

Read the full piece at https://www.apa.org/ed/precollege/psychology-teacher-network/introductory-psychology/top-reasons-attend-convention.html! APA 2026 will take place August 6-8 in Washington, DC. We hope to see you there! Virtual programming is available too.

August 5 workshop: https://www.apa.org/ed/precollege/topss/workshop

Top 10 reasons high school psychology teachers should attend the APA convention Discover why high school psychology teachers should attend the APA convention for practical, inspiring professional development and classroom-ready resources.

We are so excited to announce a one-day workshop for high school psychology teachers in Washington, DC, on Wednesday, August 5, before APA 2026 begins!! Registration for the workshop is separate from APA registration. We hope you'll consider attending, especially if you live in or near DC!

APA 2026 Workshop for High School Psychology Teachers
Wednesday, August 5, 2026
9 a.m.–4:30 p.m.
APA Headquarters, 9th Floor Conference Room
750 First Street, NE
Washington, DC 20002

APA and the APA Teachers of Psychology in Secondary Schools (TOPSS) are pleased to announce an APA 2026 Workshop for High School Psychology Teachers, held with support from the American Psychological Foundation Lee Gurel Fund for High School Psychology.

All interested high school psychology teachers are invited to apply to attend; the workshop will be open to 40 teachers. The workshop will start promptly at 9 a.m.; coffee and tea will be available at 8:30 a.m. Lunch will be provided for all participants.

Workshop topics
The workshop will focus on integrating psychology’s integrated themes into the course and science practices; it will also address challenging teaching topics. TOPSS resources will be shared with participants.

Presenters
The workshop presenters will be Melissa Rogers, MS, of Cedar Falls High School in Cedar Falls, Iowa, and Holly Tatum, PhD, of Randolph College. Beth M. Schwartz, PhD, senior director of precollege and undergraduate psychology education at APA, and Chris Hakala, PhD, of Springfield College, will deliver a keynote address on “Using Psychological Science to Guide our Use of AI in the Classroom.”

Registration
The registration fee is $35 for any APA teacher affiliate (TOPSS member) or APA member, and $45 for all others. This fee includes tea/coffee, lunch, and workshop materials. The registration deadline is July 22, 2026.

For full details and to register, please see: https://www.apa.org/ed/precollege/topss/workshop

Full Details for the APA 2026 Workshop for High School Psychology Teachers The workshop will focus on integrating psychology themes and addressing challenging topics.

We are so excited to help announce this opportunity! From Drs. Elizabeth Yost Hammer and Wyndolyn Ludwikowski:

The Gulf South Psychology Teacher’s Workshop
Saturday, August 8, 2026
8:30AM - 3:00PM (CST)
Held at Spring Hill College
Mobile, Alabama
Apply here: https://forms.gle/KJ4LNfF4Wtui8LX28
________________________________________
We invite high school psychology teachers from Alabama, Mississippi, and Louisiana to apply for the 2nd annual day-long Gulf South Psychology Teacher’s Workshop.

Our workshop is intended to support high school teachers in effectively and confidently integrating data analysis and interpretation across the five pillars established by the American Psychological Association’s (APA) Introductory Psychology Initiative and by the APA’s National Standards for High School Psychology Curricula. The workshop will provide learning opportunities for high school teachers to gain hands-on experience with data analysis and interpretation within the content of each pillar, with the goals of increasing self-efficacy and continued engagement. As such, our objectives are to
• provide a refresher on data analysis and interpretation,
• demonstrate how to integrate data analysis and interpretation across the five pillars,
• increase data analysis and interpretation self-efficacy of high school teachers, and
• build a network of regional high school teachers in the Gulf South who can support and collaborate with one another.
We are pleased to announce that this year's keynote speaker will be...Dr. David Myers!

Eligibility and Application Process
Any full-time secondary teacher of psychology can apply. Applicants should submit complete electronic copies of their applications by 5:00PM (central) May 18, 2026. Applications can be submitted through this form: https://forms.gle/KJ4LNfF4Wtui8LX28

It is anticipated that 17 applications will be accepted. Attendees will receive a $250 stipend to aid in attending the day-long workshop. Teachers whose applications are accepted will be notified by June 1, 2026.

Workshop Expectations
It is expected that all attendees will attend the entire workshop and will actively participate. Further, each attendee will complete pre- and post-workshop assessments.

Schedule of Payment
Attendees will be paid the $250 stipend at the end of the workshop and after completing the post-evaluation.

Application Requirements
Applications will be submitted via this form: https://forms.gle/KJ4LNfF4Wtui8LX28

The application form generally asks for the following. Please take a look at the form to see more details.
1) Brief bio (not to exceed 100 words): What is your teaching background, and how long have you taught psychology at the high school level?

2) Description of classes (not to exceed 100 words): What type of psychology course do you teach (e.g., on-level, AP, IB)? Describe your typical student population.

3) Statement of interest (not to exceed 100 words): Why are you specifically interested in integrating research methods across the five pillars of psychology? What is your goal in doing so? To what extent do you already do this?

4) Statement of commitment: Do you agree to attend the entire workshop and actively participate, including completing the pre- and post-workshop assessments?

5) Updated CV or Resumé Please attach an updated CV or resumé.

Applications will be evaluated using the following rubrics.

Criteria Excellent (100%) Fair (50%) Poor (0%)
Brief Bio of
Teaching Background & Experience
(10 points) Clearly outlines teaching background, including high school psychology courses Outlines teaching background, including high school psychology courses; Unclear Does not outline teaching background, including high school psychology courses
Description of Classes and Student Demographics
(10 points) Provides a clear description of class types and student demographics Provides a description of class types and student demographics;
Unclear Does not provide a clear description of class types and student demographics
Statement of Interest, Goals, and Current Integration
(20 points) Thoughtfully and completely explains interest in integrating research methods across pillars; clear, relevant goals and self-awareness of current integration Explains interest in integrating research methods across pillars; relevant goals and self-awareness of current integration; Unclear and not well-developed Does not identify interest in integrating research methods across pillars and does not identify goals or current methods of integration
Statement of Commitment
(10 points) Explicitly agrees to all commitments: full attendance, active participation, assessment completion Unclear or partial agreement to commitments Does not agree to all commitments
CV
(10 points) Well-organized and relevant Some minor gaps in relevance or completeness Poorly organized or unrelated

Questions
Any questions about the workshop can be directed to Dr. Elizabeth Yost Hammer at [email protected] or Dr. Wyndi Ludwikowski at [email protected]

This workshop has been supported by a grant from the American Psychological Foundation David and Carol Myers Fund to Support Teachers of Psychology in Secondary Schools.

From the APA Style team!

Calling all high school teachers: Tell us about your assignments! Share your teaching strategies, experiences, and questions related to writing instruction.

We hope you can join us tonight, Wednesday, April 29, at 7:30 PM eastern, for the first TOPSS webinar of the year on regional teaching networks. A link to register is below.

TOPSS webinar: Building, Guiding, and Sustaining Regional Teaching Networks
Wednesday, April 29, 7:30 p.m. Eastern

Regional teaching networks offer a high impact way to provide local, low-cost professional development opportunities for high school psychology teachers and are a great way to build a community among those in your area teaching psychology. If you have ever considered starting a regional network or have started one and want to discuss successes and challenges with others, please join us for this free, hour-long webinar. You will hear from teachers who have held regional teaching networks in different parts of the country and be able to ask questions and brainstorm ideas with other teachers.

Please register here for the webinar: https://apa-org.zoom.us/meeting/register/VsSDJd3zT_OLstcQNo-Inw #/registration. The webinar will be recorded and shared with those who register.

It's always a good day when we can announce the recipients of the national APA TOPSS Charles T. Blair-Broeker Excellence in Teaching Awards! Eric Castro, MA, of St. Ignatius College Preparatory School in San Francisco, California; Alundra Dickson, MEd, of Little Rock Central High School in Little Rock, Arkansas; and Mark Minnick, MAT, of Southside High School in Fort Smith, Arkansas were selected as the 2026 award recipients. Congratulations Erica, Alundra, and Mark! Announcements about the three awardees will be shared here in the coming weeks.

The APA TOPSS Charles T. Blair-Broeker Excellence in Teaching Awards are given to outstanding high school psychology teachers recognized for exemplary teaching, for advancing the science of psychology, and for their commitment to academic and professional excellence. Each award recipient will receive a framed award certificate, an engraved award, a cash prize of $500, complimentary copies of APA Style’s Publication Manual and Concise Guide to APA Style books, a curated $200 value package of APA books selected by the APA TOPSS Committee, and a complimentary TOPSS membership renewal for 2027.

We are honored to count Eric, Alundra, and Mark as TOPSS members and to recognize their achievements both inside and outside of the classroom. Our thanks to all the outstanding 2026 award candidates.

Just announced - the call for nominations for the TOSSS Committee! In 2026, two member-at-large and a chair-elect will be elected. Nominations are due July 15. Details are below and online.

2026 TOPSS Committee Call for Nominations

If you would like to become more involved with the APA Teachers of Psychology in Secondary Schools (TOPSS), and are interested in gaining leadership experience and positively impacting the teaching of high school psychology, we encourage you to consider serving on the TOPSS Committee.

In an effort to broaden the representation of the TOPSS community on the committee, in 2026 TOPSS seeks to recruit candidates for one of its two open member-at-large positions who are early career teachers within their first 10 years of teaching. The second open member-at-large position is open to any candidate. Candidates who teach outside the United States and/or have experience teaching on-level psychology (those teaching only on-level psychology are particularly encouraged) are encouraged to consider running for either member-at-large position.

Elected positions and descriptions

In 2026, the following elected positions will be filled:

Chair-elect
Member-at-large: Open slate
Member-at-large: Early career slate (to be held for candidates within their first 10 years of teaching)

All are 3-year positions. The TOPSS Committee typically meets once a year in Washington, DC. Hybrid meetings have been held since 2022. When in-person meetings are held, APA covers travel and accommodation expenses. All committee members are expected to attend monthly calls (held via Zoom) and contribute to TOPSS work and initiatives throughout their terms. Please consider nominating a colleague who you feel would make a positive impact. Self-nominations are also welcomed.

Each term of office begins in January and continues for the succeeding 12 months. Position descriptions are provided below.

Nomination instructions

Nominations are due by July 15, 2026. A submission portal is available online.

Nominees for the 2026 TOPSS election are asked to submit the following materials/documents. The personal statement will be posted to the TOPSS website during the voting period:

Vita or resume
Personal statement

Personal statements must be limited to one page and provide information in two sections: (1) education and professional experience and (2) a personal statement. Personal statements should include the following information:

How will you support and further the mission of TOPSS?

Depending on the position for which you are nominated:

For a member-at-large position: How will your personal and/or professional experiences help broaden perspectives on the TOPSS Committee?

For the chair-elect position: Describe any professional activities and/or leadership experiences that you feel have prepared you to serve in this role. You may also include any awards or honors that may be relevant.

2026 TOPSS Committee Call for Nominations Get involved, gain leadership experience, and have a positive impact on the teaching of high school psychology

Registration for APA 2026 opens today!! APA will be held August 6-8, 2026, in Washington, DC. APA and TOPSS are holding a one-day workshop for high school teachers on August 5 in the APA headquarters in DC - there is a separate registration for the workshop, which we will share here separately. APA offers hundreds of sessions in all subfields of psychology and dozens of sessions are specifically for educators. TOPSS will sponsor 3 sessions at APA (see below). TOPSS members receive the most discounted registration rates - only $125 today through May 20!! We hope you'll consider joining us in DC! Virtual registration is also an option.

TOPSS invited speakers:

Randal M. Ernst Lecture: From Instagram to Textbook: Teaching Psychological Science in the Age of Misinformation and Self-Diagnosis, Tania Thomas-Presswood, PhD, NCSP, ABSNP, Gallaudet University

Lee Gurel Lecture: Whose Identity Is It, Anyway?: Teaching Belonging in Today’s Classrooms, Gabrielle Smith, PhD, Texas Woman’s University

Building Student Resilience in Times of Turmoil: Strategies for Teachers, Ronald S. Palomares-Fernandez, PhD and Laurel Jones, Texas Woman’s University

Find all details here:

APA Convention 2026 | Registration Opens April 22 Mark your calendar for APA 2026, August 6-8, in Washington, DC, and virtually. Sign up for email alerts to be the first to know when registration opens.

We hope you can join us for the first TOPSS webinar of 2026!

TOPSS webinar: Building, Guiding, and Sustaining Regional Teaching Networks
Wednesday, April 29, 7:30 p.m. Eastern

Regional teaching networks offer a high impact way to provide local, low-cost professional development opportunities for high school psychology teachers and are a great way to build a community among those in your area teaching psychology. If you have ever considered starting a regional network or have started one and want to discuss successes and challenges with others, please join us for this free, hour-long webinar. You will hear from teachers who have held regional teaching networks in different parts of the country and be able to ask questions and brainstorm ideas with other teachers.

Please register here for the webinar: https://apa-org.zoom.us/meeting/register/VsSDJd3zT_OLstcQNo-Inw #/registration. . The webinar will be recorded and shared with those who register.