School Psychologist

POSITION TITLE

School Psychologist

WORKING TITLE

School Psychologist

SCHOOL/DEPARTMENT

Exceptional Children

LOCATION

Pender County Schools

PAY GRADE

NC State Salary Schedule for Central Office

Administrators

FLSA STATUS

Exempt

REPORTS TO

Director of Exceptional Children's Programs

WORK WEEK SCHEDULE

37.5 Hours a week

WORK HOURS

8:00AM- 4:00 PM

MONTHS/YR

10

POSITION PURPOSE

School psychologists help students succeed academically, socially, and emotionally. They collaborate with educators, administrators, families, and other mental health professionals to create safe, healthy, and supportive learning environments for all students and strengthen connections between home and school. Reports to the Exceptional Children Director. The School Psychologist is directly responsible for the psychological assessment of academic, social, emotional, and behavioral domains utilizing problem-solving and standardized evaluations. The School Psychologist monitors the completion of case study evaluations and participates in Individual Education Program (IEP) conferences and problem-solving meetings designing systems, programs, and services that maximize students' social, emotional, and educational success. In collaboration with staff, families, students, and communities the school psychologist promotes effective educational environments.

MINIMUM QUALIFICATION STANDARDS

KNOWLEDGE, SKILLS, AND ABILITIES

• Assessment and Interpretation: Identifies and assesses the learning, development, and adjustment characteristics and needs of individuals and groups, as well as the environmental factors that affect learning and adjustment. Uses assessment data about the student and his/her environment in developing appropriate interventions and programs, entering the data In ECATS and including a written report based on assessments. Participation in IEP conferences, team meetings, and problem-solving meetings is expected when appropriate. Typical evaluations include psychological, intellectual, behavioral, adaptive, and educational.

• Direct interventions for students: Provides interventions to students to support the teaching process and to maximize learning and adjustment. Provides a planned and coordinated program of counseling as a related service per IEP requirements. Integrate psychological services into the classroom environment as appropriate.

• Consultation: Provides consultation to the IEP team to enhance the learning and adjustment of students. Attends IEP, MDRs, FBAs, BIP, initial referral, and MTSS meetings to help interpret data as needed.

• Program development: Assists staff in the planning, design, implementation, and evaluation of programs, accommodations, and interventions to meet identified learning and adjustment needs. Participate in the development of functional behavioral analyses and behavioral intervention plans. Contribute to program development that furthers the integration of social, coping, and problem-solving in the classroom.

• Professional practice and development: Applies ethics and standards of professional practice in the delivery of school psychological services and observes relevant laws and policies that govern practice. Participates in professional organizations and continually seeks to improve professional knowledge and skills. Provide and/or assist in professional development for staff, parents, and/or community.

• Communication and relationship skills: Communicate effectively with students, parents, and school staff. Proficiently use technology to communicate, compile reports, and collect data.

EDUCATION, TRAINING, AND EXPERIENCE

• 60-hour Master's degree in school psychology from an approved school psychology training program plus a one-year internship providing psychological services; or any equivalent combination of training and experience that provides the required knowledge, skills, and abilities.

SPECIAL REQUIREMENTS

• Must be certified as a school psychologist by the State of North Carolina.

• Must possess a valid North Carolina driver's license.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Professional Legal, Ethical, and Professional Practice

• Practice in ways that meet all appropriate ethical, professional, and legal standards.

• Understand and apply federal, state, and local policies and regulations in the delivery of school psychological services.

• Maintain confidentiality of student records and information.

• Use technology in ways that are consistent with ethical and responsible professional practice.

Student Diversity in Development and Learning

• Recognize issues of diversity that affect routine interactions with other people and organizations.

• Modify or adapt routine practice to effectively meet these diverse needs.

• Demonstrate sensitivity and skills needed to work with families, students, and staff from diverse cultures and backgrounds.

Information Technology

• Establish and maintain expertise in using technology such as data management, report writing, web pages, literature reviews, and data analysis.

• Use spreadsheets or other software programs to organize and graphically display data and monitor progress when appropriate for use at the system, building, and individual student level.

Research and Program Evaluation

• Evaluate and synthesize a cumulative body of research findings as a foundation for effective service delivery.

• Collect, analyze, and interpret program evaluation data in applied settings.

• Evaluate the effectiveness of school-based intervention plans.

School Systems Organizational Change, Policy Development, and School Climate

• Understand the organization of schools and systems change to provide leadership in developing and implementing early intervention and prevention programs.

• Demonstrate knowledge and leadership when assisting in the development of school policy that impacts student learning and safety.

• Demonstrate knowledge of school and classroom climates and use such knowledge to assist in developing school improvement plans and classroom interventions.

PROFESSIONAL PRACTICE

COMPETENCIES School Psychologist: Home/School/Community Collaboration

• Use empirically supported strategies to design, implement, and evaluate effective policies.

• Employ practices that promote home, school, and community partnerships and enhance learning and mental health goals for students.

• Identify diverse cultural issues, situations, and other factors that influence family, school, and community interactions and address such issues when developing and providing services.

Enhancement of Student Wellness, Social Skills, and Life Competencies

• Demonstrate knowledge regarding the social, affective, and adaptive domains of child development.

• Identify and apply sound principles of behavior change within these domains to assist in designing and implementing prevention and intervention programs.

• Enhancement of Student Cognitive and Academic Skills

• Help schools develop challenging but achievable, cognitive and academic goals for all students.

• Collaborate with others to develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs, and develop interventions to achieve these goals.

• Implement appropriate and alternative ways to monitor and assess the effectiveness of interventions and individual student progress toward goals.

• Assess students' cognitive abilities using a variety of instruments and techniques that are appropriate for the individual student.

Systems-Based Service Delivery

• Provide leadership in developing a safe, caring, and inviting school with a sense of community where the contributions of all persons are valued, where there are high expectations of excellence for all students, and where home-school-agency partnerships are valued.

Data-Based Decision Making and Accountability

• Demonstrate expertise in collecting, managing, and interpreting various types of individual and group data.

• Apply sound principles of data-based decision-making to all aspects of practice (e.g., designing interventions, monitoring student progress, consulting with school administrators, and disseminating intervention research findings within the school setting).

Consultation and Collaboration

• Demonstrate strong interpersonal skills and the ability to work, communicate, and collaborate effectively with teachers, other school staff, and families as part of a team within the school setting.

• Ensure that students and families know about community services and programs and assist them in accessing these, as appropriate.

Prevention, Early Intervention, and Crisis Management

• Participate in planning and implementing prevention programs to address the social and affective needs of students (e.g., programs to address bullying, school violence, and school safety).

• Know about universal screening, as well as early reading and math literacy.

• Participate in designing prevention and intervention methods to address programs that influence student learning.

Group and Individual Counseling Techniques

• Provide direct services to individuals or groups of students (e.g., counseling, crisis interventions, mentoring, and individual safety plans, when appropriate).

• Consult and confer with teachers, staff, and families about strategies to facilitate the social and affective adjustment of students.

Promoting Safe and Effective Learning Environments

• Participate in planning and/or implementation of school or system-level crisis response.

• Identify resources and coordinate services with other professionals and/or agencies to address students' behavioral, affective, or social needs.

WORKING CONDITIONS

PHYSICAL DEMANDS

• Essential duties require, but are not limited to, the following physical abilities:

• Sit at a desk, table, on low chairs, on the floor or on mats, or in classrooms of various configurations for extended periods of time.

• See, read and distinguish colors, a computer screen, educational materials, books and other printed matter, with or without vision aids.

• Manual dexterity to enter data into a computer, and to perform assigned classroom tasks using both hands.

• Hear and understand speech at normal classroom levels and outdoors, and to hear and understand speech on the telephone.

• Speak in audible tones so that others may understand clearly in normal classrooms, outdoors, and on the telephone.

• Physical agility to lift up to 25 pounds to shoulder height and 50 pounds to waist height; and to bend, stoop, sit on the floor, climb stairs, walk and reach overhead.

• Mental acuity to perform the essential functions of this position in an accurate, neat, and timely fashion; to make good judgments and decisions; and to evaluate the results of decisions and judgments.

WORK ENVIRONMENT

• Must be able to work in office and public school environments, and come into direct contact with staff and students

DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position. This description may be revised by the supervisor, with HR review and approval, at any time.

VERSION DATE(S)

05/06/24