School Psychologist

Psychologist Under limited supervision, provides a broad range of psychological services to assigned schools, including but not limited to psychological testing, consultation and counseling of students. Reports to the Director of Special Services. Essential Functions: Conduct comprehensive psychoeducational evaluations to determine eligibility of students for special education services; administers ability, achievement, supplementary, personality and behavior psychological evaluations to students on an individual basis; scores tests and prepares reports on eachstudent referred; communicates evaluation results to parents and teachers. Observes and evaluates student behavior; analyzes school records, teachers' evaluations, parent information and relevant medical information. Makes referrals to District staff professionals, other agencies and medical professionals as necessary. Provides mental health services such as individual and group counseling for students. Consult and collaborate with teachers, parents, administrators and outside personnel to facilitate students' learning and promote positive behavior and mental health for student with or without a disability. Conducts formal and informal consultations with teachers, administrators and parents regarding student assessments; participates in schools' Student Assessment Teams; recommends strategies to facilitate academic and social performance. Attends and participates in multi-disciplinary placement committee meetings. Reviews psycho-educational assessments and participates in developing IEPs. May serve as Lead Psychologist, coordinating psychological services throughout the District, including ordering supplies, monitoring Medicaid billing, monitoring colleagues' reports and providing guidance and assistance as needed, assisting in the selection of new school psychologists, etc. Coordinates crisis management programs and provides crisis intervention services at the school and District levels. Collaborates with medical, mental health and social service agencies for the benefit of students and their families. Conducts and/or participates in in-service instruction for teachers and parents. Keeps abreast of developments, legislation and innovations in the profession. Serves on District and state-wide committees for education and psychology. Uses a computer to retrieve and record student information, to prepare reports and correspondence and to score tests. Completes forms for Medicaid reimbursement. Receives, reviews, prepares and/or submits various records and reports including professional studies, psychological reports, school records, activity logs, travel log, placement forms, memos, correspondence, etc. Operates a variety of equipment such as a computer, telephone, vehicle, etc. Interacts and communicates with various groups and individuals such as the immediate supervisor, other administrators, teachers and other District personnel, private mental health professionals, community service agencies, medical professionals, students, parents, etc. Complies with all federal laws, state statutes, Board policies, administrative rules, and directives Additional Duties: Performs various administrative / clerical tasks as required, including but not limited to typing, copying and filing documents and forms, answering the telephone, attending meetings, etc. Performs related duties as required. Minimum Training and Experience: Requires Master's degree in school psychology supplemented by two years of experience as a school psychologist intern, or an equivalent combination of education, training and experience that provides the required knowledge, skills and abilities. Must be state-certified as a School Psychologist. Physical Requirements: Must be physically able to operate a variety of machines and equipment including a computer, telephone, and vehicle. Must be able to exert up to five pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Sedentary work involves sitting most of the time, but may involve walking or standing for periods of time. Must be able to lift and/or carry weights of five to ten pounds. Data Conception: Requires the ability to compare and/or judge the readily observable functional, structural or compositional characteristics (whether similar to or divergent from obvious standards) of data, people or things. Interpersonal Communications: Requires the ability of speaking and/or signaling people to convey or exchange information. Includes receiving assignments and/or direction from supervisor. Language Ability: Requires the ability to read a variety of laws, policies and procedures, professional studies, etc. Requires the ability to prepare psychological assessment reports, correspondence, records, etc. with proper format, punctuation, spelling and grammar, using all parts of speech. Requires the ability to speak with and before others with poise, voice control and confidence. Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical, schedule or diagrammatic form; to deal with several abstract and concrete variables. Requires the ability to learn and understand complex principles and techniques; to make independent judgments in absence of supervision; to acquire knowledge of topics related to primary occupation. Must have the ability to comprehend and interpret received information. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow verbal and written instructions; to counsel students and parents. Must be able to communicate effectively and efficiently with persons of varying educational backgrounds and in a variety of technical and/or professional languages including education, child psychology, counseling, etc. Numerical Aptitude: Requires the ability to add and subtract totals, to multiply and divide, to determine percentages and decimals and to determine time. Must be able to use advanced applications of statistics. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape, and visually read various information. Motor Coordination: Requires the ability to coordinate hands and eyes using office machinery; to operate motor vehicles. Manual Dexterity: Requires the ability to handle a variety of items, keyboards, office equipment, control knobs, buttons, switches, catches, etc. Must have minimal levels of eye/hand/foot coordination. Color Discrimination: Does not require the ability to differentiate colors and shades of color. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress when confronted with emergency situations or tight deadlines. Physical Communications: Requires the ability to talk and/or hear: (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear). Performance Evaluation Criteria: Job Knowledge: Has thorough knowledge of the methods, procedures and policies of Student Support Services as they pertain to the performance of duties of the Psychologist. Is knowledgeable in the laws, ordinances, standards and regulations pertaining to the specific duties and responsibilities of the position. Has considerable knowledge of the functions and interrelationships of Richland District One and other governmental agencies. Has thorough knowledge of psychological skills, techniques and theories. Is able to organize, collect and report psychological data in order to develop prescriptive educational programs. Adheres to strict timelines for notification of testing, test result conferences and placement decisions. Has the ability to offer guidance and assistance to parents, teachers, colleagues and employees of other departments as required. Has the ability to use independent judgment as needed in performing routine and non-routine tasks. Is able to take the initiative to complete the duties of the position without the need of direct supervision. Is able to read and interpret complex professional studies, reports and related materials pertaining to the responsibilities of the job. Knows how to prepare complex psychological assessment reports, student records, correspondence, etc. Has comprehensive knowledge of the terminology and various professional languages used within the department. Knows how to maintain effective relationships with personnel of other departments, professionals and members of the public through contact and cooperation. Is able to make sound, educated decisions. Knows how to react calmly and quickly in emergency situations. Has the mathematical ability to handle required calculations. Has the ability to plan, organize and prioritize daily assignments and work activities. Has good organizational, technical and human relations skills. Has the ability to learn and utilize new skills and information to improve job performance and efficiency. Has skill in the use of computers. Quality of Work: Maintains high standards of accuracy in exercising duties and responsibilities. Exercises immediate remedial action to correct any quality deficiencies that occur in areas of responsibility. Maintains high quality communication and interaction with all District departments and divisions, co-workers and the public. Quantity of Work: Performs described "Specific Duties and Responsibilities" and related assignments efficiently and effectively in order to produce quantity of work which consistently meets standards and expectations of the District. Dependability: Assumes responsibility for completing assigned work. Completes assigned work within deadlines in accordance with directives, District policy, standards and prescribed procedures. Remains accountable to assigned responsibilities in the technical, human and conceptual areas. Attendance: Attends and remains at work regularly and adheres to District policies and