School Psychologist

School Psychologist

Qualifications:

• Education: Specialist or Master's Degree with a minimum of sixty (60) semester hours and including a practicum in the schools.
• Licensure: Meet Iowa licensure requirements.
• Experience: Experience in an educational setting preferred.

Responsibilities:

Common to all MBAEA Licensed Employees:

All licensed MBAEA employees are expected to demonstrate through work actions, work products, and outcomes the following: 1) All Iowa Teaching Standards and Alternative AEA Criteria. 2) Improved teaching and learning in schools/districts assigned resulting from programs and/or services provided. 3) Continuous improvement of professional practice through collaborative teams and individual study. 4) Effective design and/or delivery of professional development for Agency and LEA staff and administration. 5) Successful problem solving in the prevention and resolution of conflicts. 6) Use of data to inform and advance teaching and learning. 7) An awareness, understanding, and/or working knowledge of: a) Iowa Core b) Tiered Intervention Systems c) Iowa Professional Development Model d) Child Find process and procedures e) Individual Family Service Plan (IFSP) and Individual Education Plan (IEP) f) Service on committees, projects, leadership groups and other activities as determined by the Agency and their supervisor. 8) Other duties as assigned.

Common to all Special Education Licensed Employees:

1) Focus AEA services on three student-related core functions (including academic and behavioral issues): a) Child Find—Screening b) Child Find—Evaluation and Planning c) Support and/or implementation of IFSP/IEP Services 2) Provide systems level support for school improvement:

3) Support procedural compliance.

4) Improve student achievement through consultation and coaching with teachers, school leaders, and families.

Specific Responsibilities - School Psychologist:

1) Use valid and reliable formal and informal assessment techniques across multiple areas (i.e., executive functioning, intellectual, behavior, mental health, and academic achievement.) 2) Provide developmentally appropriate academic and mental health services (focused on individuals with IEPs), including academic and behavioral coaching, supporting the implementation of classroom interventions and specially designed instruction.

3) Support school crisis teams, use data based decision-making methods, and problem-solving strategies. Provide response and recovery to students/building/district crisis through consultation, collaboration, and direct services.

Reports to: District Support Administrator

Working Environment: Inside Outside Both

Climatic Environment: Heat/air-conditioned Hazards: General school/classroom hazards

Special Requirement Summary Sedentary Light Medium Heavy

Physical Requirements Physical Requirements Never Occasional Frequent Constant (0%) (1-32%) (33-66%) (67+%) Standing X Walking X Sitting X Bending/Stooping X Reaching X Climbing X Driving X Lifting X Update: August 2019

Iowa Teaching Standards with AEA Criteria

Alternative Criteria for Area Education Agency Staff Who Meet the Definition of "Teacher"

Standard 1: Demonstrates ability to enhance academic performance and Standard 5: Uses a variety of methods to monitor student learning. support for and implementation of the school district's student achievement goals. The staff member: (1) Uses appropriate assessment, data collection, and data analysis methods that support alignment of services with learner needs.

(2) Works collaboratively within the learning community to establish mission, goals, and strategic priorities to provide services that enhance measurable goals and to identify formative and summative methods to monitor progress and the quality of implementation.

(3) Communicates the rationale and criteria of assessment and monitoring methods.

(4) Participates in and contributes to a positive learning culture.

(5) Elicits and provides timely and quality feedback on assessment and monitoring effectively and accurately.

(6) Uses area education agency, district, and student data as a guide for decision making.

Standard 2: Demonstrates competence in content knowledge appropriate to the teaching position. The staff member:

(1) Models respectful dialogue and behaviors within and across job responsibilities.

(2) Promotes and maintains a positive, safe, and productive environment.

(3) Works collaboratively and is flexible.

(4) Communicates accurately and effectively.

Standard 3: Demonstrates competence in planning and preparing for instruction. The staff member:

(1) Demonstrates habits and skills of continuous inquiry and learning.

(2) Works collaboratively to improve professional practices.

(3) Applies and shares research, knowledge, and skills from professional development.

(4) Establishes and implements professional development plans aligned to area education agency, district, and student learning goals.

(5) Uses district and student data to develop goals and interventions.

(6) Demonstrates the flexibility to plan for professional services based on changing conditions of the work context and environment.

(7) Uses available resources, including technology, to plan and develop professional services.

Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs of students. The staff member:

(1) Aligns service delivery to district, teacher, parent, and student needs.

(2) Provides consultation, instruction, interventions, and strategies that align with learner needs.

(3) Demonstrates flexibility and responsiveness in adjusting services to meet diverse learner needs.

(4) Uses and supports research-based and evidence-based practices to meet learner needs.

(5) Uses available resources, including technology, to provide professional services that meet learner needs.