School Psychologist

School Psychologist

The Utica City School District's mission is to ensure that all students succeed and are well-rounded, with knowledge, skills, and character to be productive members of society.

The District's vision is that students can reach their goals and find academic success through a variety of pathways and with different levels of support.

The Utica City School District serves a community of approximately 64,500 city residents in an urban and multi-cultural environment with a current enrollment of roughly 9,644 students in its 13 schools __ Proctor High School, Donovan Middle School, JFK Middle School and 10 elementary schools. The District's greatest asset is its diversity, with more than 50 languages spoken and 16% of students being English language learners.

The School Psychologist is responsible for the implementation of psychological services under the supervision of the Director of Special Education. School psychologists are professionals specializing in both mental health and education. They are trained to identify and address a wide range of barriers to school and community success, including learning differences, cognitive deficits, behavioral difficulties and emotional stressors. They are school-based mental health professionals trained in child psychology, learning and development as well as school systems and classroom environments. Furthermore, school psychologists are trained to work with multi-disciplinary teams and families using research and evidence-based strategies. The school psychologist's extensive knowledge of legal and ethical standards promotes best practices in education.

School psychologists help children and youth succeed academically, socially, and emotionally. They collaborate with educators, parents, and other professionals to create safe, healthy, and supportive learning environments for all students that strengthen connections between home and school.

School psychologists work to find the best solution for each student and situation; they use various strategies to address student needs and to improve school and district-wide support systems.

Responsibilities:

• Consultation
• Participate in CSE and IST meetings and/or case conferences to interpret the results and implement recommendations of all psychological tests and data regarding individual children.
• Collaborate with teachers, parents, and administrators to find effective solutions to learning and behavior problems.
• Help others understand child development and how it affects learning and behavior.
• Strengthen working relationships between teachers, parents, and service providers in the community.

Evaluation:

Evaluate learning environments through baseline data and progress monitoring. Assess strengths and needs of individual students through review of cumulative record, student observations and interview, consultation with staff, and administration of appropriate individual psycho-educational tests. Prepare psychological reports which contain the results of individual diagnostic evaluations and recommendations for educational programs. Provide recommendations to CSE regarding student diagnosis and educational programming.

Intervention:

Provide psychological counseling to help resolve interpersonal or family problems that interfere with school performance.

Work directly with children and their families to help resolve problems in adjustment and learning. Provide training and assisting in the implementation of research-based academic and behavioral interventions, including progress monitoring of student outcomes. Help families and schools manage crises such as death, illness, or community trauma.

Prevention:

Assist in the design of programs for children at risk of failing at school as part of a multidisciplinary team. Promote tolerance, understanding, and appreciation of diversity within the school community. Work collaboratively with others to implement programs to make schools safer and more effective learning environments. Collaborate with school staff and community agencies to provide services directed at improving psychological and physical health. Aid in the training of newly adopted district-wide initiatives.

Research and Data Management:

Use evidence-based research to select and/or recommend effective interventions. Evaluate the effectiveness of academic and behavior improvement plans. Identify and implement building and district-wide programs and strategies to improve schools.

Qualifications: Appropriate N.Y.S. Teaching Certification

Salary Range: $42,086-95,002, as per U.T.A. Contract

The starting salary ranges from $42,086 (without a master's degree) to $45,011 (with master's degree). Consideration of additional compensation may be given for graduate credit hours beyond the bachelor's or master's degree and for years of certified experience. The current Utica Teachers' Association contract salary range, depending on years of teaching and level of education, reaches a maximum salary of $110,490 for the 2024-2025 school year. Additionally, teachers are afforded the opportunity to earn above base salary if they choose to participate in extended learning time programs, additional class coverages, summer programming opportunities, act as club advisors and/or coaches.

The Utica City School District offers a comprehensive benefits package.

The Utica City School District is a longstanding recipient of the Teachers of Tomorrow Grant, which provides financial incentive for new hires.

All interested candidates must apply through our online platform.