JOB ID 1078: SCHOOL PSYCHOLOGIST POOL

Position Type:
District Wide/PSYCHOLOGIST

Date Posted:
6/25/2024

Location:
DISTRICT WIDE

Date Available:
08/28/2024

Closing Date:
OPEN UNTIL FILLEDThis posting is to create a 1.0 FTE School Psychologist pool for the 2024-2025 school year. Current or pending ESA with School Psychologist endorsment required.

SCHOOL PSYCHOLOGIST GENERAL SUMMARY: Assess and evaluate student needs for specialized educational programs; prepare reports and ensure compliance with state and federal laws, rules, regulations, and due process procedures; collaborate with and act as a resource for staff, parents, and community.

ESSENTIAL FUNCTIONS: To effectively perform the essential functions of any position with the District, regular attendance is required and expected.

Knows and applies special education laws, rules, and regulations governing the education of children with disabilities.

Selects, administers, and interprets psychological and psychoeducational assessment processes and instruments to identify the strengths and weaknesses of individual students.

Develops collaborative relationships with sta? and parents and involve them in assessment, interventions and program evaluation procedures.

Provides a thorough assessment and diagnosis; selects, administers, and interprets psychological and psychoeducational assessment processes and instruments to identify the strengths and weaknesses of individual students; provides screening and assessment to identify children at regular intervals and at specified levels.

Assists students in developing self-esteem and responsible behaviors; models appropriate behavior; acknowledges, discusses, rewards, and corrects student behavior; disciplines students as necessary; maintains student safety.

Integrates information obtained during assessment into an accurate and useful overview to be used for determining program and service eligibility and interventions.

Compiles a written report integrating assessment results, observations, and other factors including professional judgment and recommendations of the MDT.

Communicates with students, parents, administrators, counselors, specialists, sta? and others on individual student needs and progress; facilitates and participates in problem- solving as needed; maintains effective communication for student benefit.

Participates in school and district decisions; attends meetings, activities and events; serves on committees as appropriate; promotes student learning and achievement; promotes positive public and community relations.

Serves as a resource to school sta? members in the development of a balanced program; assists and guides teachers in observing, describing and referring students suspected of having a disability; collaborates with classroom teachers and other school sta? members to involve them in assessment, interventions, program evaluation procedures and implement therapy by suggestions for the student's daily activities; provides in-service education and serves as a consultant to teachers and school sta? members.

Keeps thorough ongoing records/logs/reports for the individual student receiving special education services to assure compliance with state and federal rules and regulations; maintains lists of referred, screened and eligible students as well as a directory of outside agencies, consultants, specialists and related services; compiles case history data on those cases where additional family history, health history, early developmental history and environmental history are deemed appropriate; provides reports and interpretations as necessary for program and administrative requirements.

Coordinates multidisciplinary team meetings at assigned buildings.

Maintains all records/logs/reports to assure compliance with state and federal rules and regulations.

Maintains confidentiality at all times.

Initiates, expedites, and manages referrals to other agencies and specialists,, as appropriate.

Provides district personnel with specialized information on students referred for special education and related services.

Uses effective strategies for interventions with at-risk students.

Plans academic and social/interpersonal techniques for the appropriate students.

Works effectively and communicate as a resource person for teachers, patents, sta?, and community members.

Works directly with Support Services personnel, parents, and school sta? when developing individual educational programs for students with disabilities

Consults with principal and sta? concerning behavior management and/or design of specialized curriculum.

Keeps abreast of developments and improved techniques in the ?eld by participating in in-service training and program development activities.

Has the ability to ability to work a flexible schedule and travel between buildings.

Participates in Support Services and District committees, as appropriate.

Follows The Code of Ethics and maintain a high standard of professional behavior.

Has strong computer skills.

Performs other duties as may be assigned by the Director of Learning Support Services.

Directs the activities of assigned non-certificated personnel as appropriate.

Assists in a variety of building management activities, such as supervising halls and play areas, assisting visitors, maintaining a positive school environment for learning and teaching, and related activities.

Serves as member of instructional team of the District; performs related duties consistent with the scope and intent of the position.

MENTAL DEMANDS: Requires proficiency, diplomacy, discretion, and effective oral/written communication skills in the form of student/parent/sta? relations and con?ict/problem resolution; requires good listening skills; requires excellent planning, organizational, and time management skills; requires excellent concentration skills; requires adaptability and flexibility to different student, sta?, parent, and community learning/working styles and abilities to promote effective relationships; requires effective student discipline; requires regular and effective decision-making skills, including creativity and flexibility in problem-solving; requires performing under stress when confronted with emergency, critical and unusual situations, and day-to-day deadlines; stress and/or tension is a frequent part of the job; requires ability to establish and complete priorities and objectives; requires substantial self-discipline in behavior and attitude; requires modeling effective and appropriate behavior at all times; requires ability to work independently; requires excellent collaboration/cooperation skills and ability to work as part of a team which may include outside professionals; requires patience and understanding when working under stressful situations in a classroom setting and when working with students with special needs; requires setting up and maintaining accurate ?les and records; requires excellent reading, writing, math, and written/oral communication skills; requires a high degree of proficiency in English usage including grammar and spelling for the composition and formatting of own correspondence and records/reports; requires performance of detailed work in reference to preparation and computation of data and analysis of information both verbally and in written form; requires maintaining composure when working with distraught, angry, or hostile individuals; requires de- escalation and mediation skills; requires knowledge and understanding of special education laws (WAC 392.172); requires knowledge and understanding of current research, theories, and trends in psychology and special education; requires administration of rules, regulations, policies, and laws related to public education; requires demonstration of knowledge of type of psychological assessment tools and technology applications and uses; requires proficiency in assessment skills and analysis and evaluation of assessment results and student progress and achievement; requires strict confidentiality; requires understanding and proficiency in operation of personal computer and software programs; requires effective ability to direct activities of non-certificated staff; must possess genuine interest in helping others with mental, social, physical, educational, and vocational needs.

PHYSICAL DEMANDS: Exposure to visual display terminal; dexterity and precision required in the operation of a computer; sitting for extended periods of time without restrictions to provide concentrated individual testing to disabled students; twisting upper torso and neck and slight bending forward without restrictions; occasional bending at waist to ?oor; lifting/carrying objects weighing up to ten pounds constantly, 11-24 pounds occasionally; 25 and over pounds rarely, assistance may be requested; good visual ability; must possess excellent hearing to communicate with disabled students, especially when providing individual instruction to those who may have speech impairments; possible exposure to diseases carried by children; may require attending to students' personal hygiene; may be required to attend evening meetings or activities; may represent the district on potentially sensitive or controversial matters.

MINIMUM QUALIFICATIONS: Educational Staff Associate (ESA) certificated psychologist; Master of Education; fingerprinting required (satisfactory background clearance; valid Washington State driver's license required.

CONDITIONS: The preceding list of essential functions is not exhaustive and maybe supplemented as necessary.