JOB TITLE: School Psychologist
DEPARTMENT: Special Services
REPORTS TO: Special Education Director and Site Principal
FLSA STATUS: Exempt
EMPLOYMENT STATUS: Certified
MINIMUM JOB REQUIREMENTS:
Education: Completion of either a specialist-level degree program (at least 60 graduate semester hours) or a doctoral degree (at least 90 graduate semester hours) from an accredited school psychology program resulting in successful application and receipt of OSDE Certificate as a School Psychologist
Experience: Completion of a year-long, 1200 hour, supervised internship required
Skills: Knowledge and skills in:
● Psycho-educational Evaluation of Individual Differences
● Data-Based Decision Making and Accountability
● Consultation and Collaboration
● Interventions and Instructional Support to Develop Academic Skills
● Interventions and Mental Health Services to Develop Social and Life Skills
● School-Wide Practices to Promote Learning
● Preventative and Responsive Services
● Diversity in Development and Learning
● Research and Program Evaluation
● Legal, Ethical and Professional Practice
SUMMARY:
ESSENTIAL JOB FUNCTIONS: These statements are intended to describe the responsibilities assigned to this position and are not intended to represent an exhaustive list of all responsibilities, duties and skills required.
1. Improve Academic Achievement:
a. Assist in the collection and interpretation of school-wide, classroom and student data.
b. Conduct individual psychological and academic evaluations.
c. Consult with school staff on topics of motivation, engagement, classroom management and research-based academic interventions using a Response to Intervention Model.
2. Promote Positive Behavior:
a. Conduct Functional Behavior Assessments
b. Provide individual and group counseling
c. Coordinate community services
d. Consult with school staff on the development of effective Behavior Intervention Plans and appropriate data collection to determine effectiveness.
e. Consult with school staff on the topics of problem solving, anger management, conflict resolution, coping skills, positive peer relationships and research-based behavioral interventions using a Response to Intervention Model.
3. Support Diverse Learners:
a. Assess learning needs.
b. Provide culturally responsive services to students and families from diverse backgrounds.
c. Consult with school staff to develop appropriate Individualized Education Programs (IEPs), modify and adapt curricula and instruction, monitor effectiveness of special service programs and effectively communicate needs and outcomes.
4. Create Safe and Positive School Climates
a. Prevent bullying and other forms of violence.
b. Support social-emotional learning.
c. Identify at-risk students in need of intervention.
d. Consult with school staff to promote school-wide behavioral supports, school connectedness, positive discipline, crisis prevention and intervention, and improved school climate.
5. Strengthen Family-School Partnerships
a. Help families understand their child’s learning and mental health needs.
b. Assist parents in navigating the special education process.
c. Help students and their families in efforts to transition between school and community.
6. State and District Procedures
a. Support the district’s Child Find obligation in identifying children with disabilities in need of special education services.
b. Assure parents receive informed consent before conducting psycho-educational evaluations.
c. Complete evaluations in a professional manner and by established timelines
d. Complete appropriate paperwork within identified timelines.
e. Be punctual and professional at all required meetings.
ESSENTIAL BEHAVIOR:
Ability to use sound judgment in any situation. Must be able to respond rapidly and appropriately to needs of students. Must build harmonious rapport and work cooperatively with administrators, site staff students and parents. Insures that the provision and documentation of speech/language services to students is aligned and connected to the goals and objectives of the district.
ATTENDANCE STATEMENT:
Able to be in attendance per contract and for contracted extra duties as assigned by the district.
ENVIRONMENTAL CONDITIONS:
Primarily inside working conditions; some exposure to environmental conditions during outside duty/activities.
PHYSICAL STANDARDS:
Mobility as in standing and waling to perform job responsibilities, i.e., giving presentation, travel to job sites, etc.; sitting for extended periods of time; Seeing, hearing, talking so to deliver interventions clearly to students.