School Psychologist

JOB TITLE: School Psychologist

DEPARTMENT: Special Services

REPORTS TO: Director(s) of Special Education

FLSA STATUS: Exempt 

SALARY: Based on Experience and Degree

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 the position and are not intended to represent an exhaustive list of all responsibilities, duties and skills required.

1. Improve Academic Achievement:
   1. Assist in the collection and interpretation of school-wide, classroom and student data.
   2. Conduct individual psychological and academic evaluations.
   3. 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:
   1. Consult with school staff on the development of effective Behavior Intervention Plans and appropriate data collection to determine effectiveness.
   2. 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. Consult with school staff to promote school-wide behavioral supports, school connectedness, positive discipline, crisis prevention and intervention, and improved school climate.
3. Support Diverse Learners:
   1. Assess learning needs
   2. Provide culturally responsive services to students and families from diverse backgrounds.
   3. Consult with school staff to develop appropriate Individualized Education Programs (IEPs), modify and adapt curriculum and instruction, monitor effectiveness of special service programs and effectively communicate needs and outcomes.
4. Strengthen Family-School Partnerships:
5. Help families understand their child's learning and mental health needs.
6. Assist parents in navigating the special education process.
7. Help students and their families in efforts to transition between school and community.
8. Build rapport with school site and families
9. Assist sites and parents in understanding student needs as it relates to special education
10. State and District Procedures:
    1. Support the district's Child Find obligation in identifying children with disabilities in need of special education services.
    2. Assure parents receive informed consent before conducting psycho-educational evaluations.
    3. Complete evaluations in a professional manner and by established timelines
    4. Complete appropriate paperwork within identified timelines.
    5. Be punctual and professional at all required meetings.
    6. Facilitate understanding by all stakeholders of the applicable federal and state regulations during evaluations and student placement into special education.

ESSENTIAL BEHAVIOR:

Ability to use sound judgment in any situation. Ability to deal successfully and rapidly with changes in assignments and properly respond to applicable correspondence/communication received. Ability to project a professional company image through in-person, phone, and electronic interaction. Ability to build and foster harmonious rapport and work cooperatively with District staff and the public while achieving the objectives and goals of the position. Ability to handle problematic and/or difficult situations professionally by communicating with the appropriate person.

ATTENDANCE STATEMENT:

Regular and reliable attendance is required. Employee must be able to meet attendance expectations of at least 95% for assigned responsibilities, consistent with district policy and contractual agreements.

ENVIRONMENTAL CONDITIONS:

Primarily inside working conditions with some exposure to extreme environmental conditions during duty assignments. Some outside duty assignments required with exposure to pollen, heat, cold, wind, humidity or other weather conditions. Exposure to bodily fluids.

PHYSICAL STANDARDS:

Able to perform activities that require standing, sitting, bending, and lifting as necessary for therapy sessions; able to engage with students in various classroom settings. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to sit at a desk or in meetings for long periods, travel to school sites, work on a computer for long periods.