School Psychologist / Transition Program
Apply NowCompany: Mundelein Consolidated High School District 120
Location: Mundelein, IL 60060
Description:
Position Type:
Student Support Services
Date Posted:
7/17/2024
Location:
District 120 Transition
Date Available:
08/13/2018
School Psychologist
QUALIFICATIONS:
REPORTS TO: Transition Coordinator
JOB GOAL:
The School Psychologist is responsible for the evaluation of students and serves as a member of the multidisciplinary team. The School Psychologist provides consultation and direct services to students in the Transition Program.
The School Psychologist has specialized training in both psychology and education. The School Psychologist teams with educators, parents and other mental health professionals to ensue that every child learns in a safe, healthy and supportive environment.
PERFORMANCE RESPONSIBILITIES:
1. Maintains adequate daily attendance
2. Individual and group assessment
3. Counseling with students and parents
Application Procedure: Apply Online
Due to the volume of applications we receive, the district is unable to respond to email and phone inquiries
Student Support Services
Date Posted:
7/17/2024
Location:
District 120 Transition
Date Available:
08/13/2018
School Psychologist
QUALIFICATIONS:
- Valid Illinois Professional Educator License (PEL)
- Endorsed in SPSY (School Psychologist)
- National certification from NASP (highly preferred)
- Master's Degree in Psychology and a one year ISBE approved supervised internship
- Bilingual (Spanish) preferred
REPORTS TO: Transition Coordinator
JOB GOAL:
The School Psychologist is responsible for the evaluation of students and serves as a member of the multidisciplinary team. The School Psychologist provides consultation and direct services to students in the Transition Program.
The School Psychologist has specialized training in both psychology and education. The School Psychologist teams with educators, parents and other mental health professionals to ensue that every child learns in a safe, healthy and supportive environment.
PERFORMANCE RESPONSIBILITIES:
1. Maintains adequate daily attendance
2. Individual and group assessment
- Assessment
- Use a wide variety of standardized and curriculum based techniques at an individual, group, and systems level to evaluate:
- Intellectual functioning
- Academic skills.
- Independent living skills
- Learning aptitudes
- Personality and emotional development
- Social skills
- Learning environments and school climate
- Eligibility for special services
- Adaptive behavior
3. Counseling with students and parents
- Individual, i.e., short-term, long-term, crisis intervention
- Group, i.e. development of social skill, support groups for special issues
- School personnel
- Parents/community
- Students
- Give healthy and effective alternatives to teachers, parents and administrators about problems in learning and behavior
- Help others understand child development and how it affects learning and behavior
- Strengthen working relationships between educators, parents and community services
- Applying curriculum-based assessment to program effectiveness
- Evaluate effectiveness of curriculum materials with specific populations
- Reviewing recent scientifically based research relevant to assessment, intervention and instruction
- Work face-to-face with children and families
- Teach the utilization of conflict resolution and problem solving skills
- Provide social skills training, behavior management, and other strategies
- Help families and schools deal with crisis, such as separation and loss
- Liaison as needed between family, school and community support agencies/professionals
- Providing information to community groups
- Demonstrates dependable attendance, punctuality and work ethics
- Adheres to Illinois Professional Teaching Standards (2010)
Application Procedure: Apply Online
Due to the volume of applications we receive, the district is unable to respond to email and phone inquiries