Virtually every educator espouses a model of human learning that has evolved from or has been influenced by the research of psychologists. It seems that psychological knowledge has and will continue to hold an indispensable place in American education. The question of importance is whether school psychologists can elevate their status from one of helper to leader and become equally indispensable. Issues or problems that affect virtually all educators and students are the assessment of learning or performance, the development of understanding and respect for individual differences, and the capacity to motivate and regulate one's own work efforts. School psychologists are often the most knowledgeable and skilled assessment personnel in the schools, yet it is often the case in schools engaged in reforming their assessment and instruction practices that school psychologists are rarely seen or heard. School psychologists can provide continuing professional development for teachers in the area of assessment, can take leadership in the development of Individual Educational Programs to ensure they include information on accommodations that a student will need to fully participate in a large-scale assessment, and can provide much needed leadership in educational assessment by facilitating communication among the many educational stakeholder currently interested in assessment. (JBJ)