26-27 School Psychologist

School Psychologist

Under the direction of the building Principal, the School Psychologist promotes and enhances the overall academic mission by providing services that strengthen home, school and community partnerships and address barriers to learning and achievement. The School Psychologist completes comprehensive diagnostic evaluations which will assist the IEP Team in making appropriate decisions regarding special education eligibility and/or placement. The School Psychologist continuously improves their practice through professional learning and collaboration with peers.

Administers comprehensive evaluations as directed by the state and federal laws and LCS.

Consults with school personnel, parents and outside agencies concerning the assessment of students as prescribed by Michigan School Code and Public Law 94-142.

Interprets results of evaluation to parents, teachers, school administrators, and other involved persons.

Attends IEP Team meetings as a diagnostic staff member of children evaluated, as prescribed by state and federal regulations. This may include documentation forms on which eligibility is determined ahead of the placement meeting.

Consults with other special education members concerning relevant information which may facilitate their diagnosis and treatment of students with disabilities, including in-service training.

Provide information to IEP team for students being evaluated, i.e. testing, strengths, needs, etc.

Maintains accurate, complete, and correct records as required by law, district, policy, and administrative regulations.

Provide consultation and collaboration to students, their family members, and school staff.

Supports Strategic Plan and School Improvement process.

Focuses on student achievement and growth.

Effectively and appropriately assesses and addresses the needs, characteristics and interactions of students, families, staff and community.

Develops long- and short-term intervention plans consistent with curriculum, students' needs, strengths, diversity and life experiences, and social and emotional factors.

Provides services to students in ways that build upon individual strengths and offers students maximum opportunities to participate in the planning and direction of their own learning experience.

Advocates and facilitates change that effectively responds to the needs of students, families and school systems using appropriate statutes, case law, policies and procedures.

Promotes services to students and their families within the context of multicultural understanding and competence that enhances families' support of students learning experiences.

Consults on such issues as attendance, diversity, mental health, behavior management, delinquency, crisis intervention, homelessness, child abuse, neglect and the importance of confidentiality.

Effectively plans, implements and evaluates programs that promote student and family success.

Score and interpret results of all test measurements utilized for an evaluation to parent, teachers, administrators, and others.

Provide a written report of all evaluations completed and file them with the Multidisciplinary team report.

Provide consultation to other school personnel when needed.

Interact with co-workers, administration, students, parents, and the community in positive, supportive and cooperative ways.

Participates in professional development, maintains appropriate certification and qualifications and keeps current in changing pedagogy.

Participate in organizational quality.

Participates in district and school initiatives, adheres to building and district school improvement plans.

Keep in confidence all personal, student or personnel records and information.

Adheres to district and school rules and procedures.

Conducts behavior to demonstrate collegiality and professionalism.

Mandated Reporter for Child Abuse and Neglect.

Regular and reliable attendance is an essential function of the position.

Other duties as assigned as agreed by Administration.

Position supervises students.

Possess at least a Master's degree in school psychology or its equivalent. Completion of a minimum of 45 graduate semester hours in school psychology in addition to an internship. Completion of not less than a 500 clock hour supervised internship with school aged students under the supervision of an approved school psychologist training institution.

Meet all competencies as set forth in R 340-1156.

Completion of one year of successful experience as a school psychologist with direction from a fully approved school psychologist.

Such alternatives to the above qualifications as the Board of Education may find appropriate and acceptable;

Applicants must satisfactorily pass a criminal background check as defined by the State of Michigan.

Knowledge of records administration and maintenance techniques and procedures;

Knowledge of productivity applications such as Microsoft Office (word processing, Google, email, etc. is required;

Knowledge of the organization and administration of local and state agencies and their services for pupils; 10/19/2018

Knowledge of a comprehensive understanding of personality development and the assessment of human behavior;

Knowledge of a broad understanding of the psychology of learning and learning impairments of pupils;

Skills to effectively communicate with a variety of stakeholders, both orally and in writing;

Skills necessary to integrate and utilize district technology on a daily basis to maintain proficiency, as required skill sets change with technology and or the needs of the district;

Skills in the use of computer technology for research, data management, communications and other instruction in a networked environment utilizing the Internet and other electronic communication mechanisms;

Skills in integrating data obtained from tests and from other sources of information through both written and oral communication.

Skills in psychological report writing;

Skill to interview, consult and counsel school personnel, parents, pupils, and others;

Ability to communicate the psychological findings to professionals, parents, pupils and others in a meaningful manner;

Ability to set and meet goals evaluated through ongoing and annual Administrator feedback and achievement of objectives and agreed upon professional/personal goals;

Ability to work collaboratively with internal and external contacts;

Ability to define problems, collect data, establish facts and draw valid conclusions.

The employee must be able to perform the essential functions of the position satisfactorily and that, if requested, reasonable accommodations may be made to enable employees with disabilities to perform the essential functions of their job, absent undue hardship. The contract, salary and other employment conditions will be mutually agreed upon by the Board of Education and the Romeo Education Association.

The ADA defines "reasonable accommodation" as a change or adjustment to a job or work environment that allows a qualified individual with a disability to satisfactorily perform the essential functions of a particular job, and does not cause an undue hardship for the employer.

Examples of reasonable accommodations may include: Additional modifying equipment or devices; modified work schedules; providing an interpreter; or making the work environment readily accessible to individuals with disabilities.

While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is often required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 35 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and the ability to adjust focus. The ability to travel to other buildings and to training may be required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.

The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this positon.