Psychologist

School PsychologistJoin D33: We are looking for motivated and energized psychologists! District 33 is rich in resources which creates a supportive learning environment for our students. Each building has one psychologist and our middle school has a psychologist for each grade level. In addition, our psychologists attend the ISPA conference annually and meet monthly as a team to talk about best practices. We also have the most current assessment tools and great data systems which allow you to keep track of student's performance. West Chicago Elementary School District 33 is a Pre-K through 8th grade system. For the 24-25 school year, there will be a Birth to 3 program, Preschool, five elementary schools, and one 6/7/8 middle school. West Chicago Elementary School District 33's population reflects the diverse demographics of West Chicago and portions of Winfield and Wheaton, from which it draws its student enrollment. The overall student population is 3,338. Of that number, approximately 80.3% of the students come from Hispanic origins, 12.6% White, 2.2% Asian/Pacific Islander and 3.1% Black. The Mission of West Chicago Elementary School District 33 is to equip students to become life-long learners who embrace diversity, welcome innovation, and aspire to be catalysts for positive change and growth. Our vision is to be recognized as a school district that fosters: An innovative, rigorous & future-oriented education A culture of equity, diversity & personalized learning Student agency to develop voice, choice, ownership & self-sufficiency Active community partnerships Salary: $51,302.59 (BA-0, Step 1) - $98,532.09 (MA-48, Step 15) (based on education) + $15,000 signing bonus! Benefits include: Medical, dental, and vision insurance Paid Time Off Board Paid $20,000 life insurance policy 403b options Excellent Mentoring program Multitude of professional development opportunities Bilingual Preferred Don't have a PEL? That's okay, we can help you earn your PEL if you have a Master's Degree in Clinical Psychology!The School Psychologist is directly responsible for the assessment of cognitive, academic, functional, social, emotional, and behavioral domains utilizing both formal and informal measures. The School Psychologist monitors the completion of evaluations to determine eligibility for special education and participates in Individual Education Plan (IEP) conferences and problem-solving meetings to collaboratively design systems, programs, and services to maximize students' social, emotional, and educational potential.1. PROFESSIONAL KNOWLEDGE & APPLICATION: a. Demonstrates knowledge of adolescent and child development as it relates to cognitive development, emotional functioning and academic achievement b. Understands mental health diagnoses, treatment plans, and interventions that are most effective with adolescent and child populations. c. Implements appropriate legal practice in accordance with guidelines related to MTSS, the special education evaluation process, student discipline, and diversity of student needs, including non-native English speaking students, English language learners, or bilingual students. d. Utilizes knowledge related to the effective implementation of psychological instruments, assessments, conclusions, and data systems.2. DELIVERY OF SERVICE & PRACTICE: a. Develops effective interventions for school-wide, sub-groups and individuals within a school setting b. Utilizes skills necessary to continuously assess the effectiveness of interventions and programs c. Demonstrates effective utilization of research related skills tied to scientific inquiry as it relates to academic and social-emotional interventions in the school setting d. Provides clear analysis and interpretation of psychological, sociological, and academic assessments in a manner that is clear and easily understood by one not in the field of school psychology e. Utilizes effective assessment of student skills, abilities, and aptitudes to provide recommendations for interventions that are aligned with current research and best-practices in the fields of school psychology, child and adolescent psychology and other relevant mental health fields 3. COLLABORATIVE RELATIONSHIPS: a. Partners with school administration in developing/maintaining school-wide prevention and intervention programs to further academic, social, and emotional development for all students b. Engages and collaborate with all families, including those from diverse backgrounds c. Provides timely follow-up and consultation with teachers and other stakeholders throughout the problem solving, MTSS, 504 Plans, and/or special education process d. Communicates roles and responsibilities of staff to report suspected child abuse and/or neglect 4. PROFESSIONAL CONDUCT. LEADERSHIP & GROWTH: a. Exhibits a clear understanding of the ethical aspects of practice in accordance with APA and NASP by demonstrating confidentiality, integrity, trust, and a high degree of empathy in all professional situations b. Leads data interpretation used to develop individual, small group, or school-wide interventions and works with school administration to monitor effectiveness c. Maintains an effective communication system with parents/guardians and provides meaningful feedback regarding student progress d. Leads initiatives in the building related to suicide prevention, behavioral management, crisis intervention, attendance, mental health needs, trauma, and diversity e. Provides and seeks meaningful professional development for staff as well as parents/guardians related to improving students' social-emotional and academic outcomes f. Facilitates 504 eligibility, evaluation, and plan development meetings in collaboration with parents/guardians and school teams. g. Directly intervene in crisis situations by supporting and implementing de-escalation techniques as well as restrictive and nonrestrictive interventionsValid Professional Educators License (PEL) endorsed for a School Psychologist Extensive knowledge of applicable federal and state laws regarding special education compliance, particularly in EL populations Knowledge of a broad range of materials, resources, and best practices in special education as well as research-based strategies and interventions to address academic, behavioral, and social emotional concerns Capacity to effectively interpret, organize, prioritize, and communicate information verbally as well as in written form Spanish speaking preferredAbility to work independently, stay on-task, multi-task and take responsibilityto completeassigned projects in a timely and efficient manner. Ability to establish and maintain cooperative working relationships with others contacted in the course of work. Ability to maintain confidentiality of information. Ability to communicate effectively with parents, students, teachers, administration and community members. Ability to maintain emotional control under stress. Ability to use e-mail and office equipment effectively. Ability to work with students individually or in group settings.Travel between schools, across district may be required.Indoor classrooms/school exposure to: student noise, lawn mowing, music, odors of food,mowedgrass and possible communicable disease. Outdoor schoolyard and grounds, field trips: exposure to temperatures (hot, warm, cool & Cold) and exposure to mowed grass.Employee is Required to: Never 1-33% 34-66% 66-100% Occasionally Frequently Continuously Stand x Walk x Sit x Use hands dexterously (use fingers to handle, feel) x Reach with hands and arms x Climb or balance x Stoop/kneel/crouch/crawl x Talk or hear x Smell x Physical (Lift & Carry): Up to 10 pounds x Up to 25 pounds x Up to 50 pountes x Up to 75 pounds x Up to 100 pounds x More than 100 pounds xADOPTED: November 18, 1976REVISED: March 17, 1988 June 18, 1998 April 22, 2004 March 8, 2017 April 1, 2021