LICENSED SCHOOL PSYCHOLOGIST Full or Part Time

LICENSED SCHOOL PSYCHOLOGIST - Full or Part Time

The Monarch School and Institute provides an innovative, therapeutic education for individuals with neurological differences—such as those associated with autism spectrum disorder, attention deficit (hyperactivity) disorder, learning disabilities, Tourette syndrome, mood disorders, anxiety disorders, traumatic brain injury and seizure disorders. We offer a learner-centered approach that helps students progress in Four Core Goal areas.

The Licensed School Psychologist has primary responsibility for the coordination of all activities of the therapeutic programs within The Monarch School and Institute. Supervised by the Head of School and Institute and considered a member of the Institute and the Leadership Team.

REPORTS TO THE HEAD OF SCHOOL AND INSTITUTE

EDUCATION AND EXPERIENCE

• At least a Master’s degree in School Psychology.
• Licensure as a school psychologist in Texas.
• 3-5 years of administrative experience, preferably in special education in Texas Public Schools.
• Experience in the assessment and treatment of childhood developmental and mental health conditions, with emphasis on Autism Spectrum Disorder.

EXPECTATIONS

Organizational

• Supports areas regarding Clinical Services including multiple disciplines: Therapy Services, Diagnostic Clinic, Safety Supports, and Therapeutic Supports (coaches).
• Works closely with the Head of School and Institute (HoS) and Senior Director.
• Responsible for working with a team in regards to maintenance and training as it pertains to the Monarch Integrated Methodology.
• Responsible for all aspects of the Monarch Four Core Goals Global Assessment. Create and implement assessment schedule including who is assessed, when assessment occurs and how results are used in the planning process, including working with the HoS and Program Leaders to review program recommendations as students transition across Monarch.
• Works closely with and supports the Director of Admissions and Program Directors (PDs) throughout the admissions process and student therapeutic needs as they progress through The Monarch School and Institute levels of care.
• Active member of HoS Leadership Team and attends meetings to disseminate information and coordinate services across The Monarch School and Institute levels of care.
• Provides administrative and clinical supervision to therapeutic teams for the therapeutic facets of The Monarch School and Institute. Provides formative and summative feedback.
• Coordinates therapeutic services between programs within the Monarch levels of care.
• Supports HOS and Senior Director in program evaluation, identifying the short- and long-range strengths and needs of the programs.
• Researches evidence-based therapeutic programs and interventions, trains faculty in those methods, and ensures implementation of the programs.
• Supports The Monarch School curriculum advancements with adoption and implementation of The Monarch School academic scope and sequence.
• Works to develop and/or support programs that will enhance the performance of the therapeutic day school, and Training Center.

Integrated Coach Team and Faculty

• Supports an integrated team of Coaches on the implementation of learners Therapeutic Education Plans
• With the integrated team of Coaches, triages and coordinates care in incidents involving suicidal ideation or threats of harm to self or others.
• Attend faculty and coach meetings.
• Collaborate with Senior Director on therapeutic potential applicants with appropriate faculty.
• Responsible for working with coaches and Program Leaders to create toolboxes for learners and respond to behaviors/consequences aligned with a therapeutic environment.
• Responsible for Coordinator with the ISD Specialist on matters that pertain to IEP, Goal Setting and implementation as well as ARD requirements.

Therapy Services

• Supports all therapeutic services on the implementation of learners’ therapeutic goals.
• Collaborates with parents, therapist, and Program Director to support therapeutic goal implementation.
• Facilitates plan development to ensure learners are able to acquire therapy services as part of their program
• Attends Therapy Services meetings.

Training and Development

• Actively supports and is involved with development and communications department initiatives.
• Actively promotes The Monarch School and Institute by networking with and presenting to appropriate outside entities.
• Identifies and oversees plans supporting therapeutic training needs during all in-service dates, including Four Core Goals Assessment and Monarch’s Core Practices, Four Core Goals, Level System, and Reflections. Specifically support faculty/teachers in successfully implementing strategies and process leads to student success.
• Works to enhance the professional, educational, and clinical reputation of Monarch Institute through maintaining a positive, active presence in local professional and parent support organizations, including development of a body of presentations to offer to the greater community and fee-based engagements.
• May collaborate with outside providers, such as psychiatrists, psychologists, and therapists regarding the clinical needs of learners.
• May supervise graduate students, per graduate program guidelines.
• Works collaboratively with the project manager of the Master Schedule to ensure cohesiveness and flow of assignments.
• Responsible for identifying needed areas for parent training/education opportunities related to clinical services and current topics of interest to support our families, and responsible for developing and implementing these parent education opportunities.
• Co-responsibilities with Marketing for The Monarch Institute Training Center with presentations, demonstrations, and provision of literature regarding clinical services, including innovative clinical methods, research outcomes, and other relevant topics to area parent groups and organizations on request; this includes faculty in-service and Parent Education Sessions.

Other

• Attends all necessary school functions. (Graduation, Prom, Special field trips that may include overnight.)
• Other duties as assigned.

SKILLS

• Highly organized with excellent attention to detail and strong written/verbal communication skills.
• Highly skilled in Office 365.
• Exhibit ethical behavior and confidentiality.
• Advanced knowledge of psychoeducational assessments, specifically cognitive, achievement, behavior rating scales, and the ADOS-2.
• Understanding of neurodevelopmental disorders and their treatment.
• Knowledge of IDEA/TEA criteria for special education, as well as experience performing IEEs. Understanding of services provided in the public schools and how that differs from the private sector.
• Experience with insurance billing and coding to help parents receive reimbursement for services.
• Knowledge of accommodations provided in college for students with disabilities, and how to submit supporting documentation.
• Knowledge of HIPAA and FERPA.

WORKING CONDITIONS

Working conditions range in a wide variety of challenges and deadlines. The best candidate should be able to perform well under pressure, think logically, remain calm, and be a great problem solver. Although the position is emotionally rewarding, and provides endless opportunities to have positive effects, it can be stressful at times. Ability to lift up to 40 pounds. Frequent standing, kneeling, stooping, and bending. Ability to move desk, classroom equipment and adaptive equipment.

Highly professional, confidential, and friendly environment.