School Psychologist

School PsychologistREPORTS TOBuilding Principal and Director of Pupil Personnel and Special Education ServicesQUALIFICATIONS1. Connecticut certification as a School Psychologist (070) 2. Master's degree from an accredited college or universityPosition Summary and Purpose The school psychologist analyzes and evaluates students' behavior by measuring and interpreting their intellectual, emotional, and social development and diagnosing their educational and personal issues impacting academic performance; plans and implements behavioral intervention programs for individual and/or groups of studentsKnowledge, Skills and Abilities Thorough knowledge of human growth and development; thorough knowledge of principles, practices and procedures of psychological techniques and methodologies; thorough knowledge of the principles and methodologies of effective teaching; ability to administer and analyze standardized psychological assessments and tests of educational measurements; ability to deliver articulate oral presentations and written reports; ability to establish and maintain effective working relationships with staff, students, administration, and parents; good communication skillsEvaluation Performance of this position will be evaluated annually by the Director of Pupil Personnel and Special Education Services.Knowledge of Psychological Testing Theory and Practice Demonstrates a knowledge of personality theories and practices in education Demonstrates a knowledge of learning and emotional problems and strategies for remediation Demonstrates a knowledge of psychological assessment and its application to questions of educational development Demonstrates a knowledge of the physical, social, emotional, and cognitive aspects of human learningKnowledge of Human Growth and Development Demonstrates knowledge of the major theories of human development Demonstrates understanding of how physical, social, emotional, and intellectual development affects learning Demonstrates understanding of the relationship between learning problems and school adjustment problems Demonstrates understanding of the interrelationship between teaching styles and learning styles Demonstrates understanding of the impact of stress, disability, disease, and deprivation (including neglect and abuse) on human behavior and developmentAssessment of Student Needs and progress Evaluates human behavior on the basis of test results, clinical observations, interviews with students, teachers, other school personnel and parents, school records, and reports of other professionals Independently interprets and presents findings to teachers and parents in order to help them understand and teach their students Demonstrates a working knowledge of a wide range of assessment techniques suitable for students from ages pre-school to age 21 Selects assessment techniques which are appropriate to the referral Coordinates assessment with school personnel so as to avoid duplication or unnecessary procedures Establishes positive rapport with students in order to achieve maximum cooperation and motivation Collects assessment information in accordance with established standards and procedures Analyzes and integrates assessment data to facilitate an understanding of the "whole" child Uses assessment instruments only for purposes and populations for which there are acceptable validity and reliability Uses and encourages the use of assessment practices which lend themselves to the development of effective educational interventionsProgram Planning and Implementation Plans and implements individual and/or group treatment services Assists in designing programs to enhance the cognitive, affective, social, and vocational development of students Designs and develops procedures for preventing disorders, promoting mental health, and improving affective educational programs Monitors the effectiveness and outcomes of intervention programsStudents Recognizes and understands the worth of all students and the opportunities that racial, cultural, sexual, and religious diversity present in the school environment Demonstrates sensitivity to and respect for the needs and feelings of all students, parents, and staff Demonstrates patience, empathy, and enthusiasm in dealing with students Assists staff to implement strategies which foster student positive self-concepts Obtains and uses information about students from available records Demonstrates understanding of behaviors resulting from mental, physical, emotional, sensory, speech, or any other handicapping impediments Assists parents to better understand handicapping conditions and how they interfere with a child's learning Identifies and assesses the social/emotional needs of students to make recommendations for enhancing the overall learning environment of the school Promotes appropriate behavior standards for students Advocates for effective disciplinary practices given the individual needs of studentsCommunication Reports psychological evaluation findings, both written and oral, in clear, concise, and accurate terms Provides for two-way communication with students and parents and involves them in assessment, intervention, and program evaluation procedures Interprets school psychology services to pupils, parents, staff, and the community Assists in developing and implementing I.E.P. components when school psychology related services are called for Demonstrates an ability to transmit ideas, concepts, and pertinent data in an effective manner Establishes rapport with students, parents, and staff and fosters positive interactions through verbal and nonverbal communication Fulfills a liaison role, as appropriate, with community agents who serve the school district Facilitates communication between home and school Demonstrates a knowledge of consultation theory and practice Consults with school personnel families, and others to facilitate the educational and psycho-social progress of children Assists teachers in the development of effective management strategies for students manifesting significant educational problems Consults with student support specialists to implement coordinated and comprehensive intervention/prevention programs Consults with parents to assist in developing home management programs and to help them to use the results and recommendation of assessments Consults with administrators to assist in resolving school issues and crises that have implications for the psychological and well-being of students and staff Consults and collaborates with other community professionals to provide a continuum of services and advocacy of children in need Assists in the development of a coordinated plan for accountability and evaluation of all services provided in order to maintain and improve the effectiveness of services Services as a member of interdisciplinary teams assisting students to benefit from their school experiencesParents Obtains and uses appropriate information about students from parents Assists staff to achieve effective parent-teacher communication, based upon mutual respect Informs parents of community resources and services and helps them gain access to such resources as independently as possible Helps parents to communicate their needs and concerns effectively to school and community agency staff Identifies unmet needs in the community which, if addressed, might facilitate student learning and then advocates for the fulfillment of those needsProfessional Demonstrates responsibility for professional improvement and ongoing self- evaluation Assists in the planning, organization, and review of school psychology services Works cooperatively with colleagues and administrators Follows the policies and procedures of the school district Respects the privacy of students and parents and hold in confidence all information obtained in the course of professional service unless there is a compelling reason to do otherwise Obtains informed consent of students and/or parents before taping, recording, or permitting third-party observation of counseling sessions Conducts services in a manner which protects the due process rights of the students and their parents as defined by state and federal laws and regulations Actively seeks appropriate consultation with superiors, mentors, and peers when expanding into areas of infrequent practice Limits professional activities to only those areas in which competency has been demonstratedThe Woodstock Board of Education does not discriminate on the basis of age, gender, race, religion, disability, ethnicity, or sexual orientation.The information contained in this job description is not an exhaustive list of duties performed for this position. Additional duties may be assigned.