The term advocacy elicits a range of reactions from school psychologists. The term may even inspire anxiety in those who may not consider advocacy a part of their professional practice or see themselves as advocates. However, most school psychologists engage in advocacy efforts on a regular basis, even if they do not realize it. Advocacy simply involves arguing in favor of something, such as a cause. Thus, because they aspire toward serving the best interests of students, educators, and families, school psychologists regularly advocate as part of their professional practice. Similar to the diverse roles that school psychologists perform, advocacy efforts among school psychologists also vary considerably. From recent successes on Capitol Hill in which school psychologists advocated to increase recognition of the profession to the daily practices associated with convincing administrators to adopt best practices, school psychologists have become agents of change through advocacy. Because of the symbiotic relationship between advocacy and the professional practice of school psychology, as well as the countless ways that school psychologists advocate on a regular basis, a guiding framework is needed to help school psychologists perform these important roles, especially early career school psychologists who may have limited experience acting as advocates. Fortunately, the National Association of School Psychologists (NASP) has developed professional practice standards, the "NASP Model for Comprehensive and Integrated School Psychological Services" (otherwise known as the NASP Practice Model), to help school psychologists advocate for clients within their professional role. School psychologists can use the NASP Practice Model to help establish proper expectations regarding the types of services they can provide and to convey excellence in service delivery.