School Psychologist

SCHOOL PSYCHOLOGIST

Practice of psychology in an educational setting, including exceptional education students. To promote the academic, social, behavioral, and emotional success of all students through work with educators, parents, students, and other professionals to provide supportive learning environments that foster inclusion at every opportunity.

QUALIFICATIONS

1. Specialist degree or its equivalent from an institution with an approved program 2. Holds a valid Michigan School Psychologist certificate 3. National certification as a School Psychologist preferred 4. CPR certified 5. Electronically fingerprinted

ESSENTIAL REQUIREMENTS: To perform this job successfully an individual must be able to execute each requirement satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability needed for the position. 1. Ability to interpret and implement all Board policies, administrative regulations and negotiated agreements. 2. Interpreting evaluations of outside agencies. 3. Ability to serve as liaison between the school and encouraging parent involvement with the school. 4. Ability to work harmoniously with others and to communicate effectively (both orally and in writing) with students, parents, teachers and community. 5. Ability to maintain confidentiality when dealing with student, staff and/or parent information. 6. Ability to communicate with individuals of varied cultural and educational backgrounds. 7. Ability to keep and maintain accurate records and to meet deadlines. 8. Supervision interns as may be assigned. 9. Such alternative to the above requirements as the School Board or the Administration may deem appropriate and acceptable.

RESPONSIBILITIES: include the following. Other duties may also be assigned.

• Consults with teachers, administrators, parents, and school personnel about students' learning, social, behavioral, and emotional challenges to maximize students' abilities to profit from their learning experiences
• Serves as a member of building teams, as required, to address student concerns and improve student outcomes
• Evaluates students' behaviors and develops behavior intervention plans when needed (following the Functional Behavior Assessment model)
• Has appropriate familiarity with the policies and procedures delineated in IDEIA, and can apply state, county, and district procedures in special education decision making
• Serves as an interdisciplinary team member in the special education eligibility process, administering a range of appropriate assessment tools that are linked to the presenting problem for each referred student. Has knowledge of the varied assessment practices useful in the identification of student strengths and needs, and has facility in utilizing data to measure student progress
• Supports the district's prevention efforts and inclusive education practices with psychological and educational expertise that promotes these philosophies
• Serves on IEP Teams in South Redford and as a district representative, as needed, in Center Programs representing the range of disabilities identified within IDEIA
• Is knowledgeable about family systems and can apply that knowledge to positively influence student development, learning, and behavior
• Understands data-driven decision making, and can use data to evaluate the outcomes of interventions at the student and the system level
• Serves as a liaison between the school and appropriate community agencies
• Cultivates and models a respectful working and learning environment.
• Works effectively and collaboratively with diverse student, staff and community populations.
• Strives to improve professional competence through an ongoing program of reading, workshop, seminars, conferences, classes, and other professional development activities.
• Remains an active learner, being willing to learn new ways to do things.
• Follows-up appropriately on all referrals for assessment services.
• Uses a wide variety of assessment and logistic techniques to evaluate students' academic skills, learning aptitudes, personality and emotional development, adaptive behavior, and social skills.
• Participate in screening and/or the development of pre-referral interventions to determine response to intervention and whether further evaluation is needed.
• Integrates assessment data into a concise, organized and educationally relevant evaluation report.
• Coordinates all special education evaluations and three year re-evaluations for all students in the district. Participates in these meetings to the extent possible.
• Prepare and submit required reports and documentations to establish special education eligibility.
• Attends meetings in the assigned schools (as needed), IEP meetings and meetings of the special education department.
• Conduct Functional Behavior Assessments, write/develop Behavior Improvement Plans, and help draft IEP goals related to behavior and social/emotional development.
• Responds to questions from parents concerning the evaluation process and district procedures.
• Maintains accurate, complete and confidential records as required by law, district policy an administrative regulations.
• Maintains compliance with state and federal rules for establishing special education eligibility and completing evaluations.
• Consult with parents, teachers and other educational personnel to help them understand child development and how it affects learning and behavior.
• Provide consultation on the special education needs of children.
• Models and educates school personnel and parents in the use off positive behavioral supports and in the appropriate implementation of academic and behavioral intervention plans.
• Collaborates with school personnel to develop school-wide initiatives to make schools safer and more effective.
• Works harmoniously with others and communicates effectively (both orally and in writing) with students, parents and staff.
• Works as an active, contributing team member of school teams, district teams, and PLC teams to review student data and develop strategies to increase student academic achievement.
• Facilitates and mediates difficult meetings where there are conflicting interests or opinions.
• Conducts in-service programs for parents and school personnel.
• Operates computer and software programs as related to job responsibilities.
• Follows district and school policies, procedures, rules, regulations, and guidelines, and the provisions of the contract and exercised professional judgment when acting in the absence of a covering guideline or policy.
• Performs other duties as requested by the Director of Student Services administrator.

PHYSICAL CHARACTERISTICS: Must be able to bend, stoop, reach, lift and stand for prolonged periods; see to read fine print and for depth perception; use hands and fingers to perform tasks; speak clearly and hear well enough to communicate effectively.

SUPERVISION EXERCISED OR RECEIVED

Under the immediate direction of the site administrator.