The posting
Job Title: School Psychologist
Department: Student Services
Pay Grade: Licensed
Work Calendar: 10 Month 200 Day or All 12 Month Employees
FLSA Status: Exempt
GENERAL PURPOSE
Under the supervision of the Coordinator of School Psychologists and Educational Diagnosticians, the School Psychologist assists school personnel in providing an atmosphere conducive to student learning and emotional well-being. Specific responsibilities include assessment, instructional and behavioral consultation, crisis prevention and intervention, and serving as a source of information regarding psychological services.
MAIN JOB TASKS AND RESPONSIBILITIES
Serve on school-based teams related to student performance and wellness
- Consults with principals, teachers, parents, and other appropriate individuals concerning the educational needs of students.
- Serves as a core participant on the school(s) Student Education Committee (SEC) to assist in meeting the student’s individual needs.
- Participates cooperatively on Multi-Tiered Systems of Support (MTSS) teams, IEP Eligibility Committees, IEP teams, and Crisis teams as necessary to assist in the development and revision of general and special education programs for individual students, which may include intervention plans, IEPs, 504 Plans, crisis response, and other support strategies.
- Provide short-term, individual, and/or group counseling when deemed appropriate.
- Work cooperatively and collaboratively with school personnel and outside agencies.
- Participate in legal appeals and hearings as needed regarding students who have been evaluated psychologically or who are participating in special education programs.
Conduct formal and informal evaluations of student functioning
- Assesses the individual strengths and weaknesses of students, which may include observations, interviews, review of records, teacher reports, anecdotal notes, and/or the administration of standardized psychological tests.
- Selects and administers formal and informal assessments to determine student eligibility or continuing eligibility for special education services according to local, state and federal regulations.
- Produces Psychological Assessment Reports in a clear, concise, and user-friendly format reflecting knowledge of the student through team meetings, review of student’s cumulative folder, classroom observation, interpretation of assessment data, and other relevant information.
- Compiles, maintains, and files all reports and other documentation according to mandated timelines.
- Assists in providing staff development to assist school personnel with mental health, students with disabilities, and other relevant topics.
- Conduct in-service workshops and/or consultative conferences for school personnel and the community as needed.
Support and demonstrate core values of Stafford Schools
- Adheres to guidelines of confidentiality as outlined in federal and state laws and School Board Policies and Procedures.
- Adheres to ethical standards and guidelines set forth by the National Association of School Psychologists.
- Maintains a record of appropriate attendance and punctuality.
- Serves as an optimal role model for students, colleagues, and the general public.
- Works in close harmony with colleagues, supervisors, and co-workers.
- Maintains a clean, neat appearance, appropriate to position.
- Complies with all District and School policies and regulations.
- Pursues professional growth activities.
- Performs other related duties as required/assigned.
EDUCATION AND EXPERIENCE
- At minimum, EdS, MA/AC, MA/CAGS or equivalent (Master’s plus 30 graduate hours) in School Psychology from an accredited college or university, NASP-approved programs preferred.
- Eligible for Virginia Department of Education Pupil Personnel Services License in School Psychology.
KNOWLEDGE, SKILLS, AND ABILITIES
- Proficiency in the administration and interpretation of multiple assessment instruments and techniques appropriate for a variety of populations.
- Knowledge of psychometrics, diagnostic measures and procedures.
- Knowledge of student diversity in development and learning.
- Appropriate use of evidence-based psychological theories and techniques.
- Knowledge of current federal and state special education laws and regulations, as well as local district policies in the areas of evaluation, placement and planning for special education services.
- Knowledge and understanding of the DSM-5-TR
- Ability to demonstrate effective interpersonal communication, collaboration and consultation skills with students, staff members, parents, and administrators.
- Ability to demonstrate appropriate use of oral and written communication skills, including the ability to effectively present information to school administrators, school staff, parents and the general public; thorough knowledge of English grammar and usage.
- Ability to demonstrate effective time management and organizational skills.
- Ability to demonstrate effective problem-solving, data-based decision-making, and accountability.
- Ability to demonstrate the range of school psychological services set forth by the NASP Practice Model.
WORKING CONDITIONS AND PHYSICAL REQUIREMENTS
- Work environment is primarily inside, where the noise and temperature levels are moderate, and can also include outdoor responsibilities, with exposure to weather conditions.
- The work is light work which requires exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force to move objects.
- Must possess the physical ability to work primarily with fingers, perceive the nature of sounds, make rational decisions through sound logic and deductive processes, express or exchange ideas by the spoken word, substantial movements (motions) with the hands, wrists, and/or fingers, and discern letters or numbers at a given distance.
- Additionally, the following physical abilities are required: feeling, grasping, handling, lifting, mental acuity, reaching, repetitive motion, speaking, standing, talking, visual acuity and walking.
To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations shall be made, as required by law, to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties, just as though they were actually written out in this job description.
