CPSE Chairperson - Non-Administrative

CPSE Chairperson Role

This position reports to the Pupil Services Division and school principal in a midsize urban school district located in the Capital region of Upstate New York. The School Psychologist will work with teachers, parents, and school leaders to develop plans and strategies to improve students' academic performance and social emotional development. School Psychologist will possess the competencies necessary for serving the psychological and educational needs of children, adolescents and families. School Psychologist will be a change agent for the district and assigned school. This position requires a high degree of culturally responsiveness, knowledge on the educational impacts of trauma and creativity when it comes to addressing the needs of students.

CPSE Chairperson Expectations

• Assessment: Administering psychological and educational assessments;
• Consultative Skills: Working with teachers, staff, and students to develop behavior plans;
• Intervention design and evaluation of programs to intervene both directly and indirectly with children's academic, behavioral, and emotional problems;
• Understanding of culturally diverse children, parents, teachers, and school personnel;
• Providing assessment and intervention solutions as part of their role as facilitator of the school-based support team;
• Demonstrate knowledge of special education regulations, processes, and procedures;

CPSE Chairperson Key Qualities

• Able to be empathetic by caring, understanding, and cultivating an empowering environment for all students;
• Demonstrates patience with serious issues, students and families;
• Able to be dependable in ways that develop trust with students;
• Able to implement an organizational system to support both case management and student needs simultaneously;
• Being able to observe with skill and listen closely;
• Being able to make impartial informed decisions on behalf of students and families;
• Ability to be persistent and resilient when dealing with setbacks;
• Willing to be flexible and multitask as needed on demand;
• Ability to use a culturally responsive approach to develop relationships and execute interventions with fidelity;
• Willingness to learn, in order to be relatable, flexible, personable and adaptable;
• Engages in continuous self-care.