School Psychologist Grades K-12
Purpose/Summary To provide psychological services District-wide. Provides assessment, consultation and counseling. The School Psychologist leads IEP team decision making with accurate identification of student needs and recommendations for services. Consultation supports staff and students with positive interventions, FBA/PBSP team leadership, Child Study team, strategies, and district wide crisis response. The School Psychologist maintains legal compliance on behalf of the District by maintaining accurate special education records and documentation. Applies expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. Partners with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community. Essential Duties and Responsibilities Participate in regularly scheduled Child Study, MTSS and SAP meetings. Administer tests, evaluate and analyze results and write Evaluation Reports and Re-Evaluation Reports to provide to parents, administrators and teachers. Interpret results for meaningful recommendations to IEP Teams. Identify psychoeducational needs of referred students in pre-kindergarten through grade 12. Provide researched-based strategies for teachers to implement with tier 2 and 3 students. Evaluate the impact of those strategies and make additional recommendations. Conduct student observations, collect data in the classroom and additional venues throughout the school day. Evaluate and analyze this data for report writing. Provide IEP teams with solid baseline data, present education levels and recommended strategies for student success. Communicate effectively with teachers, administrators, parents, students, mental health providers, Intermediate Unit, related services and private schools. Work independently to maintain all necessary timelines and requirements of psychological evaluation protocols. Initiate request for parent approval for evaluation and re-evaluations adhering to timelines. Initiate and guide staff through fundamental behavioral assessments and the development of positive behavior plan. Assist teachers, parents, and students to develop effective strategies for students with behavior, medical, and academic needs. Assist with transition of and consultation services for secondary students who demonstrate transition needs. Complete Access billing for testing and counseling services. Provide counseling services to special education or tier 3 students. Consult with teachers and provide training in best practice interventions. Other duties as assigned by the Director of Pupil Services. Certifications, Licenses, Registrations PDE Certification Act 34/151/114/126/168 Clearances/Certifications required Qualification Requirements To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The requirements listed below are representative of the knowledge, skill and/or ability required Knowledge and Abilities Knowledge of school psychology, special education laws and regulations and testing protocols. Knowledge of specific learning disabilities, mental health, physical and intellectual disabilities and other identifiable issues recognized under special education law. Ability to think critically and problem solve. Ability to complete a functional behavioral assessment and guide professional staff through the development and implementation of a behavior plan. Ability to understand school education curriculum and activity as it relates to individual student needs Academic Skills - Knowledge of K-12 Education and ability to understand, manage and organize student data to diagnose and develop reports that enhance learning opportunities for students and support instructional staff in those efforts. Ability to research and provide necessary information for decision-making. Language Skills – Must possess the ability to use the language in both oral and written form. Be able to communicate information and ideas in speaking so others will understand. Ability to communicate effectively and clearly with parents in a supportive and constructive manner. Ability to read, analyze and interpret information as it relates to special education and testing protocols. Capability of maintaining confidentiality in any situation that presents itself. Math Skills – Knowledge of statistics as it relates to testing norms, averages, and individual reports. Possess the ability to develop spreadsheets to manage and provide data for interpretation. Ability to interpret individual and group test scores, develop reports and provide information to educators. Technology Skills – Demonstrate competency with up-to-date computer software, including word processing, Excel, web page development, presentation, and graphics applications. Familiarity with Web 2.0 tools, online professional development, and K-12 Web based textbooks and instruction materials. Ability to coordinate and update technology resources in an organized and retrievable protocol. Other Skills and Abilities The employee must possess the ability to maintain a high emotional energy and display enthusiasm for the special education teaching and learning environment. Must develop effective coping strategies for dealing with the high expectations, frequent demands and significant responsibility of effectively educating large groups of students. Must be able to react quickly in volatile situations and maintain composure even under stressful conditions. Must be able to advocate for students to create a positive learning environment. Possess imagination, patience, creativity, sound judgment, logical reasoning and analytical and problem-solving capabilities. Ability to make equitable decisions with sound emotional judgment. Must be able to concentrate with numerous interruptions. Maintain effective working relationships with students, parents, staff and the community. Ability to understand and facilitate needs of various personality types. Ability to perform duties with awareness of all District polices and professional obligations. Physical Demands 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. This position is considered to be a SEDENTARY Physical Demand Characteristic of Work position according to the physical demands strength rating of the Dictionary of Occupation Title , Fourth edition published by the US Department of Labor. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. recblid 6oc5t98hyd6rmbn7lqqhmzr8na9z5i
