School Psychologist

PRIMARY PURPOSE:

To enhance the knowledge and skills of district staff as they implement a student-learning framework that will focus on rigorous instruction, emotional intelligence and competitive job skills for students with disabilities; to provide expertise in assessment and programming for children and youth with serious behavioral disorders; to promote a positive working relationship, among and between staff and the schools, by establishing a climate conducive to open communication and productive work.

QUALIFICATIONS:

Education/Certification:


Bachelor Degree in Psychology or related field, required


Master Degree in School Psychology, required


Licensed Specialist in School Psychology as required by the Texas State Board Examiners, required.


Board Certified Behavior Analyst (BCBA) - preferred

Special Knowledge/Skills:


Communicate effectively (verbal and written); understand needs of and programs for students with disabilities; utilize interpersonal skills; plan, organize and coordinate districtwide services, able to administer and interpret assessments in English/Spanish, preferred.

Experience:


Minimum of two (2) years of supervised professional experience in a school setting after degree, preferred.


Three (3) years of teaching experience, preferred.

MAJOR RESPONSIBILITIES AND DUTIES/ESSENTIAL FUNCTIONS:

1. Interprets student performance and assessment data for school personnel, parents, and outside agencies, as appropriate.
2. Demonstrates knowledge of the Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RtI) processes; analyzes student data to assist with intervention planning and progress monitoring.
3. Provides academic, behavioral, and social-emotional recommendations based on student data and observations.
4. Ensures compliance with local, state, and federal guidelines related to general education intervention and support timelines.
5. Assists in disseminating information and training related to MTSS, RtI, and general education intervention practices.
6. Provides training and support for data collection and intervention documentation systems.
7. Become a trainer-of-trainers CPI (crisis prevention intervention) instructor to support campus teams on proper techniques when working with students
8. Displays knowledge of student support procedures, confidentiality, and parent rights related to general education services.
9. Provides direct psychological and behavioral support services to students and maintains appropriate documentation, when necessary.
10. Serves as a liaison between campuses, families, and district support services to facilitate student access to appropriate interventions and resources.
11. Maintains and submits data and required reports according to district timelines and procedures.
12. Conducts behavioral and social-emotional assessments to inform general education interventions and supports.
13. Provides consultation and recommendations related to classroom behavior management and positive behavioral supports.
14. Builds campus capacity by training leadership and staff on behavior techniques, Functional Behavior Assessments (FBA), and Behavior Intervention Plans (BIP) within the general education framework.
15. Supports campuses in implementing and sustaining MTSS systems through data analysis, intervention planning, and staff coaching.
16. Demonstrates professional growth by attending meetings, workshops, and conferences relevant to student support and mental health.
17. Shares expertise and resources with campus staff and the community through written materials, training sessions, and collaborative partnerships.
18. Actively participates in MTSS meetings, parent conferences, and other campus or district planning meetings.
19. Assists school personnel and parents in planning and implementing student support plans within the general education setting.
20. Provides individual and/or group counseling services to support students' academic and social-emotional development, when necessary.
21. Promotes proactive student success strategies through prevention and early intervention efforts at the classroom and campus levels.
22. Follows McAllen ISD customer service standards.
23. Performs other duties as assigned by the immediate supervisor.

SUPERVISORY RESPONSIBILITIES:

None

EQUIPMENT USED:

Computer, copier, fax machine, multimedia equipment

WORKING CONDITIONS:

Mental Demands:


Maintain emotional control under stress; coordinate multiple projects; meet deadlines.

Physical Demands/Environmental Factors:


Frequent prolonged and irregular hours; frequent districtwide and occasional state or national travel


Lifting and moving of testing materials (5-10 lbs.)