School Psychologist

School Psychologist Under supervision of the Director of Educational Resources, the School Psychologist will serve in a leadership role to integrate services to best meet the needs of students, families, and the school community. The School Psychologist will provide a comprehensive range of direct and indirect services which align with the National Association of School Psychologists (NASP) Practice Model Domains, which includes ensuring the implementation of the policies and procedures of the district and the Special Education Regulations, Delaware Administrative Code. The salary range for this role can be found in the provided link: Salary Scales. Appoquinimink School District may require you to be trained in Safety-Care or a similar competency-based crisis prevention intervention training program as a condition of your continued employment. Failure to meet or maintain any of the licensing or certification Minimum Qualifications listed further below in this job posting may result in the withdrawal of the job offer prior to employment or termination of employment if already hired. The district reserves the right to assess compliance at any time. If deficiencies are identified, employees may be subject to disciplinary action up to and including dismissal. Additionally, any misrepresentation or failure to disclose relevant information during the hiring process may be considered grounds for immediate rescission of the offer or termination. The following information is intended to describe the overall nature and scope of the work being performed in relation to the position. This is not a comprehensive listing of all the responsibilities or tasks; other work may be assigned when deemed appropriate: Utilize data-based decision making: apply knowledge of data based decision making to the Functional Behavioral Assessment and Positive Behavior Support Plan process conduct comprehensive psychoeducational assessments as delineated by federal, state, and local regulations and procedures identify strengths and needs in individuals as well as systems and processes develop effective interventions, services, and programs measure progress and outcomes within a multitiered system of supports (MTSS) Engage in consultation and collaboration: with individuals, families, groups, and systems demonstrate skills to consult, collaborate, and communicate effectively with others fully participates in the IEP process where psychoeducational assessments are interpreted and explained, and eligibility for special education services is determined Academic Interventions and Instructional Supports: use assessment and data collection methods to implement and evaluate services that support academic skill development recognize the importance of taking a whole child approach to developing interventions and supports Collaborate with teams to write meaningful, measurable, observable IEP goals Mental and Behavioral Health Services and Interventions: design, implement, and evaluate services that promote resilience and positive behavior support socialization, social-emotional learning and adaptive skills, and enhance overall mental and behavioral health School-Wide Practices to Promote Learning: develop and implement practices and strategies to create and maintain safe, effective, and supportive learning environments for students and school staff work collaboratively to cultivate a culture of care and ensure that students feel connected, protected, and respected Services to Promote Safe and Supportive Schools: promote preventive and responsive services that enhance learning, mental and behavioral health, and psychological and physical safety and implement effective crisis prevention, protection, mitigation, response, and recovery serve as facilitator of Manifestation Determination IEP meetings and takes leadership role in designing and implementing plans which result Family, School, and Community Collaboration: facilitate family and school partnerships and interactions with community agencies to enhance academic and social–behavioral outcomes for children support the district's commitment to a community schools approach Equitable Practices for Diverse Student Populations: knowledge of individual differences, abilities, disabilities, and other diverse characteristics and the impact they have on development and learning implement evidence-based strategies to enhance services in both general and special education recognize that equitable practices for diverse student populations, respect for diversity in development and learning, and advocacy for social justice are foundational to effective service delivery Research and Evidence-Based Practice: evaluate and apply research as a foundation for service delivery use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels Legal, Ethical, and Professional Practice: provide services consistent with ethical, legal, and professional standards engage in responsive ethical and professional decision-making effective interpersonal skills, responsibility, adaptability, initiative, dependability, technological competence, advocacy skills, respect for human diversity, and a commitment to social justice and equity Performs other duties and responsibilities as assigned by the Principal and/or Director of Educational Resources. Below are the qualifications for this position: Must be eligible for State of Delaware Certification as a School Psychologist. Knowledge of best practices in special education. Thorough knowledge of IDEA/504 and the IEP process. Knowledge and ability to interpret psychometric measures behavioral observation scales and monitoring student progress through data collection. Thorough knowledge of conducting Functional Behavior Assessments and developing Positive Behavior Support Plans. Excellent organizational, communication, and computer skills. Criminal background check, Tuberculin testing The work of this class is generally performed in a school environment. Work may require the ability to move around the school and classroom. All persons employed by the Appoquinimink School District are required to submit a criminal background check and a tuberculosis test. Anyone offered employment is required to provide the following: proper identification (Social Security Card and Driver's License), documentation of eligibility for employment in the U.S.A., completion of I-9 form, and completion of paperwork for the Delaware Child Protection Registry. Under the Americans with Disabilities Act (ADA), the Appoquinimim School District is required to provide reasonable accommodations to qualified employees with disabilities, unless doing so would pose an undue hardship. Qualified employees must have the requisite skills, experience, education, and licenses for the job, and must also be able to perform the essential functions of the job, with or without reasonable accommodations. The Appoquinimink School District is an equal opportunity employer that is committed to diversity, equity, and inclusion in its educational programs, services, and activities for all students and employees. The Appoquinimink School District does not discriminate or retaliate in the hiring, training, assignment, promotion/transfer of employees on the basis of race, creed, color, religion, national origin, age, sex, sexual orientation, domicile, marital status, handicap, or any other characteristic as outlined by federal, state, or local laws. Job performance will be evaluated in accordance with the provisions set forth in the negotiated contract between the Appoquinimink School District Board of Education and the corresponding workgroup union/association, if applicable. Visit us at to apply. Delaware Schools Consortium