Licensed School Psychologist

School Psychologist Job Description

New Dimensions: A Public Charter School Grades K–8

The School Psychologist provides comprehensive psychological services to support the academic, behavioral, social, and emotional success of students at New Dimensions. The School Psychologist works collaboratively with administrators, teachers, Exceptional Children staff, counselors, families, and other professionals to identify student needs, develop appropriate interventions, conduct evaluations, and promote positive outcomes for all students.

This position is aligned with the North Carolina Professional School Psychologist Standards and the National Association of School Psychologists (NASP) Practice Model. NCDPI identifies five professional standards for school psychologists: leadership; respectful environments for diverse populations; knowledge of schools, child development, curriculum and instruction; systematic problem solving; and reflective practice. NC DPI

These responsibilities reflect North Carolina's emphasis on leadership, advocacy, collaboration, and ethical practice. NC DPI

The School Psychologist:

• Demonstrates leadership in developing and providing effective school psychological services.
• Advocates for the academic, behavioral, social, and emotional needs of students.
• Collaborates with school leadership to identify schoolwide and individual student needs.
• Participates in MTSS, Exceptional Children, problem-solving, and student support teams as appropriate.
• Promotes prevention and early-intervention practices.
• Maintains high standards of professional and ethical practice.
• Follows applicable federal and state laws, NCDPI policies, confidentiality requirements, and professional ethical standards.

North Carolina's second professional standard specifically addresses nurturing relationships, diversity, high expectations, unique student needs, and collaboration with students and families. NC DPI

The School Psychologist:

• Promotes positive, safe, supportive, and inclusive learning environments.
• Develops positive relationships with students, families, and staff.
• Recognizes and respects cultural, linguistic, developmental, and individual differences.
• Uses culturally responsive and appropriate assessment and intervention practices.
• Supports students with unique learning, behavioral, social, and emotional needs.
• Collaborates with families as partners in educational decision-making.
• Promotes high expectations and positive outcomes for all students.

NCDPI describes school psychologists as professionals with expertise in mental health, learning, behavior, and school systems whose focus includes students' academic, behavioral, social, and emotional success. NC DPI

The School Psychologist:

• Applies knowledge of child and adolescent development, psychology, learning, behavior, mental health, curriculum, and instruction.
• Helps identify factors that may interfere with student learning.
• Consults with teachers and administrators regarding academic, behavioral, and social-emotional concerns.
• Assists teams in developing evidence-based interventions.
• Supports students' development of academic, behavioral, social, emotional, and problem-solving skills.
• Helps staff understand the relationship between learning environments, instruction, behavior, and student outcomes.
• Provides professional consultation and training when appropriate.

NCDPI guidance emphasizes responsible, research-based assessment practices and the use of assessment information across academic, cognitive, behavioral, affective, social, and adaptive areas as appropriate. NC DPI

The School Psychologist:

• Uses a systematic problem-solving process to identify student needs and recommend appropriate supports.
• Collects and analyzes multiple sources of data when making educational decisions.
• Conducts comprehensive psychoeducational evaluations as appropriate.
• Selects and administers appropriate standardized and non-standardized assessment measures.
• Assesses areas that may include cognitive functioning, academic achievement, behavior, social-emotional functioning, and adaptive functioning, as appropriate to the referral question.
• Conducts observations, interviews, record reviews, and other assessment procedures.
• Integrates assessment information into clear, meaningful written reports.
• Communicates evaluation results to parents/guardians and school teams in understandable language.
• Assists eligibility teams in determining whether students meet applicable criteria for special education services.
• Provides recommendations based on evaluation results and student needs.
• Maintains appropriate evaluation and service documentation.

NCDPI guidance emphasizes responsible, research-based assessment practices and the use of assessment information across academic, cognitive, behavioral, affective, social, and adaptive areas as appropriate. NC DPI

The School Psychologist:

• Participates in the school's Multi-Tiered System of Support (MTSS).
• Assists teams in analyzing academic, behavioral, attendance, and social-emotional data.
• Helps identify students who require additional intervention or support.
• Assists in selecting evidence-based interventions.
• Supports progress monitoring and evaluates students' responses to interventions.
• Consults with teachers regarding classroom interventions and behavioral supports.
• Helps teams determine when additional assessment or referral may be appropriate.
• Supports schoolwide prevention and intervention initiatives.

These duties also align with NASP's current practice domains, which include data-based decision-making, consultation and collaboration, academic interventions, mental and behavioral health services, schoolwide practices, safe and supportive schools, family-school-community collaboration, equitable practices, research, and legal/ethical practice. NC DPI

The School Psychologist works collaboratively with the Exceptional Children team to:

• Participate in referral, evaluation, eligibility, reevaluation, and other EC processes as appropriate.
• Conduct psychological and educational assessments within established timelines.
• Review existing evaluation data.
• Assist teams in identifying additional data needed to make educational decisions.
• Participate in eligibility determination meetings.
• Explain assessment findings to parents and educational teams.
• Develop educationally relevant recommendations.
• Maintain required documentation.
• Support compliance with IDEA, North Carolina policies governing services for students with disabilities, Section 504 when applicable to assigned responsibilities, FERPA, and other relevant requirements.

Within the scope of school psychological practice, the School Psychologist:

• Consults regarding students experiencing behavioral, social, or emotional difficulties.
• Provides short-term, school-based psychological interventions when appropriate.
• Supports positive behavioral interventions.
• Assists with functional behavioral assessment and behavior intervention planning when appropriate.
• Participates in crisis prevention and response.
• Supports school teams in responding to student safety and mental health concerns.
• Connects families and staff with appropriate school and community resources.
• Collaborates with school counselors and other student support professionals while maintaining appropriate professional role boundaries.

The School Psychologist:

• Consults with teachers, administrators, parents, counselors, EC staff, and other professionals.
• Communicates student needs and recommendations clearly and professionally.
• Participates in multidisciplinary meetings.
• Builds productive relationships between home and school.
• Coordinates with outside providers when appropriate and when proper authorization has been obtained.
• Serves as a resource regarding learning, behavior, development, assessment, and mental health.

The School Psychologist:

• Evaluates the effectiveness of psychological services and interventions.
• Uses data to improve professional practice.
• Establishes professional growth goals.
• Participates in continuing professional development.
• Maintains knowledge of current research, evidence-based practices, legal requirements, and professional standards.
• Participates in the North Carolina evaluation process as applicable.
• Adapts practices to meet changing student and school needs.

These expectations align directly with North Carolina's fifth standard, which focuses on analyzing the impact of services, linking professional development to professional goals, and functioning effectively in changing educational environments. NC DPI

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