School Psychologist

School Psychologist

The School Psychologist is responsible for improving the educational experiences of children who demonstrate learning difficulties with instructional program or are experiencing physical, mental, social or emotional difficulties within the classroom or school setting. He/she collaborates with the administration, staff and parents to identify, evaluate, design strategies and interventions and recommend placement when needed.

Qualifications

• Doctorate or advanced degree in School Psychology
• Valid Arizona School Psychologist Certification
• Valid Fingerprint Clearance Card
• Strong knowledge of the English language including reading, writing and oral communication with extensive skills in spelling, punctuation and grammar
• Knowledge of Spanish including reading, writing and oral communication is desired
• Must be an energetic, decisive, highly ethical, strong leader
• Must be sensitive to interpersonal relationships
• Strong leadership, decision-making and implementation skills
• Must be capable of dealing with several assignments concurrently regarding a variety of issues
• Must be capable of developing effective instructional programs
• Strong communication and interpersonal skills in dealing with students, parents and staffs
• Must be an energetic, highly ethical and possess good emotional and physical health
• School Psychology experience is preferred

Knowledge of

• Standard diagnostic tests and testing materials for identification of special education students
• Special education, Gifted Education, Section 504, language acquisition programs etc.
• Standard special education forms; such as, IEP, Parent Release, Student Placement, etc.
• Child Study Team process
• Special education and language acquisition programs
• Student intervention programs and procedures
• Technology applications and its use as an instructional tool
• Federal and Arizona School Law governing schools and districts
• Analysis of test/achievement data
• Arithmetic and basic mathematic procedures
• Policies, procedures, and regulations of the District and the schools

Ability to

• Perform functions from written and oral instructions
• Organize and prioritize work, take initiative and adhere to time restraints and attend to multiple tasks
• Establish and maintain effective relationships with teachers, administrators, students, and parents.
• Maintain strict confidentiality of staff, student and family records
• Analyze and present achievement data
• Provide in-service to staff
• Work effectively with a diverse community
• Communicate ideas and programs to individuals, staff, parents, community, etc.

Alternatives to the above qualifications as the Governing Board or the Superintendent may deem appropriate

Essential Duties and Responsibilities:

• Assist staff in identifying and evaluating at risk students and exceptional learners
• Observe and/or gather data on students who have been referred for special education testing
• Administer intelligence tests, tests of perceptual and motor development and personality assessments to individual students
• Summarize assessment(s) findings, interpret data and offer recommendations, in a timely manner
• Make recommend regarding placement for children eligible for special education programs
• Prepare and submit required reports on individual student's evaluations
• Attend parent/staff meeting to interpret test results and possible placement in special education program
• Facilitate and coordinate for special education services at each assigned school and program
• Assist special education staff in ensuring that IEP's are implemented, reviewed and progress monitored
• Provide support to ensure that IEP's are met for students receiving out-of-district placement services
• Counsel with parents regarding students' learning potential, achievement level and personality adjustment and recommend ways to help their children
• Consult with staff regarding the needs of mentally retarded, emotionally disturbed and learning disabled students.
• Confer with teachers, administrators, and other professionals on specific student diagnostic findings in an effort to maximize educational development through placement or educational management
• Consult with teachers regarding student interventions and curriculum modifications and strategies
• Work with others to develop and implement services and programs offering early intervention to students at risk for educational difficulties
• Assist teachers and others in interpreting and using assessment data and program planning for identified students
• Provide inservice training programs as requested by the administration to assist the school staff in curriculum modification as well as developing effective classroom behavior management strategies for students at risk
• Present research and information with school personnel and parents in the areas of child development, learning strategies, conflict resolution, interpersonal and group development, etc.
• Provide crisis intervention and counseling services to students as needed
• Keep administrators, parents and teachers informed regarding services available to them
• Review records of incoming students
• Maintain files and accurate records on all identified students
• Maintain compliance with federal and state statutes and district policies and procedures
• Serve as a liaison between the school, DOE correctional facilities, private schools and other social service agencies
• Participate in district sponsored professional development workshops/inservices, attend professional meetings, read professional journals and publications, etc. for continued professional development
• Maintain strict confidentiality and use appropriate discretion when working with all district personnel and student and family records and/or information
• Adhere and support all Governing School Board policies and/or regulations, Arizona Revised Statutes and federal regulations pertaining to education
• Perform all other duties as assigned by the Governing School Board, the Director of Special Education or his/her designee

Length of Employment

• Ten and one-half (10.5) months

Reports to

Student Services Director

Evaluation

Performance to be evaluated in accordance with Board Policy GDO