School Psychologist

School Psychologist

Diagnose and collaboratively design remediation programs for students displaying academic and/or social emotional difficulties. Actively participate in the Response to Intervention process.

Adheres to the guidelines outlined in the Woodland School District 50 Staff Handbook. Contributes to a positive school climate through the support of the district's Strategic Plan and Positive Behavior Intervention and Support (PBIS) program. Orders materials and supplies as per district procedures, with appropriate authorization and within budgetary constraints. Collaborates with staff and paraprofessionals to meet the needs of students with special needs. Meets and instructs assigned classes in locations and at the times assigned. Maintains control of storage and use of school-owned property; keeps supplies in good working condition, is responsible for all materials as well as manages repair of equipment. Adheres to all school and district policies and procedures, including maintaining confidentiality. Collaborates as needed with appropriate school personnel regarding students who may need specialized interventions. Uses a variety of avenues to communicate and consult regularly with parents and school personnel regarding students' levels and rates of progress. Establishes and maintains standards of pupil conduct in alignment with the Parent/Student Handbook and PBIS in order to provide for a safe, orderly, productive environment. Participates in the screening of students, including the selection and/or administration of screening instruments and procedures. Conducts valid intellectual, academic, and personality assessments to answer the referral questions using select non-biased assessment procedures that are consistent with the identified referral questions. Act as case manager for initial evaluations/triennial revaluations (as designated by supervisor). Participates in Problem Solving Team meetings and individual team meetings. Assists in the collection and analysis of data from Problem Solving Team meetings for the identification and implementation of supplemental services. Through the Problem Solving Team process and Individualized Education Plan (IEP)/Team meetings participate in the domain discussions about RtI data and if and what further assessments may be needed to determine special education eligibility. Provides direct instruction as needed for Tier 2 and Tier 3 Response to Intervention (RtI) interventions as time permits. Works collaboratively with other school personnel in the identification, diagnosis and recommendation of individual students with specialized needs to include providing RtI support. Meets with the IEP team to interpret assessment results, review/interpret RtI interventions/data, develop recommendations and plan educational strategies. Participates in school level and district wide Pupil Personnel Service (PPS) meetings. Participates in school level and district wide Positive Behavior Intervention and Support (PBIS) initiative. Attends Annual Review/IEP meetings as needed. Writes formal psychological reports which include results and recommendations based on the assessments. Reports are fully completed and in ESPED prior to the IEP and forwarded to parents prior to the IEP meeting. Implements intervention strategies consistent with the assessment data. Evaluates intervention outcomes by maintaining contact with persons involved and modifies strategies as needed. Serves as a liaison between the school system, home, and the community to enhance services to students. Provides individual and group counseling as available to do so. Assists in crisis situations. Plans, conducts, evaluates, and/or interprets psychological and education research for schools, community, and parent use. Makes provisions for being available to students and parents for education-related purposes outside the instructional day when necessary. Performs other such duties and assumes other such responsibilities as may be assigned by the Special Education Supervisor, School Principal, Assistant Principal, and/or in consultation with the Director of Special Education.

Knowledge, Skills and Abilities: Planning and Preparation Must be able to demonstrate knowledge of content and pedagogy, students, and resources. Professional Responsibility Reflects on performance, maintains accurate records, communicates professionally, contributes to the school and district, grows and develops professionally, and shows professionalism. Technical: Demonstrated skills in writing, editing and public speaking. Competent in digital environments; databases, spreadsheets, publishing software, Microsoft Office, etc.) Interpersonal: Ability to develop and maintain positive relationships with students, staff, and parents, Strong organization, communication and interpersonal skills. Comprehensive strategic thinking and rapid problem-solving skills to effectively handle crisis communications. Ability to cope with deadline pressures. Creative problem solver. Ability to facilitate meetings efficiently. Empathetic, humanistic and open-minded. Strong sense of teamwork. Strategic thinker. Must be able to work harmoniously with the community, students, parents, staff, and administration, etc. Must be able to communicate effectively with students, parents and staff. Must exhibit sound judgment in dealing with people. Must have strong organizational skills.

District Core Competencies: Support the establishment of mutual respect and equal human dignity across the entire school community. Welcomes inclusion, equity and diversity. Have an unwavering commitment to the success of all students. Understanding that your identity may be different than students, parents, and staff, you are willing to put those differences aside for the success of all students. Regardless of the identities of students, staff, or parents, works collaboratively to build a successful relationship with them. Willingly anticipate, identify and adopt change. Engage in all job-related interactions and activities, with contacts from within and outside the District, in a courteous and professional manner. Communicate with styles that are approachable and respectful. Participate in professional development and training to become more effective and efficient. Take initiative to manage multiple tasks. Effectively organize work to be as productive as possible.

Physical Demands: Manual Dexterity: Work requires definite skilled and accurate physical operations requiring some closely coordinated performance. Physical Effort: Work requires handling average weight materials or equipment, but not for sustained periods. Working Conditions: Some exposure to definitely disagreeable elements may exist. May be traveling to various schools, venues, etc.

Terms of Employment: Full-time - 190 days Monday through Friday. 7:15 AM and 2:50 PM. Salary Range: PS45 / Step 1: $55,767 - PS45 Step 8: $66,505 (Based on experience and education as defined in the Collective Bargaining Agreement)