This vacancy is a half time (50% time) position

Overall Purpose
The job of School Psychologist is done for the purpose/s of measuring and interpreting the intellectual, adaptive, academic, social, and emotional development of children; interpreting results of psychological assessments; interpreting and applying state and federal codes; and developing strategies and interventions to address the needs of students.

Direct Supervisor
Director of School Psychology

Essential Functions

• Administers standardized and/or supplemental assessments (classroom observation, testing, diagnostic practice, etc.) for the purpose of measuring the intellectual, adaptive, academic, social, and emotional development of children and/or determining eligibility for services in compliance with regulatory requirements.
• Assesses students' functional capabilities (transfers from home schooling, referrals from private practice, students in classroom environment, etc.) for the purpose of determining student's functional level and developing recommendations and/or placement.
• Communicates with a variety of individuals and groups (students, parents or guardians, teachers, administrators, community health organizations, etc.) for the purpose of providing appropriate information to students, parents or guardians, community health professionals, and district personnel.
• Compiles information from a variety of sources (teachers, nurse, probation officer, mental health agencies, out-of-district transfer students, other professionals, etc.) for the purpose of producing a comprehensive evaluation report in compliance with established guidelines.
• Consults with a variety of individuals (teachers, counselors, parents or guardians, outside professionals, etc.) for the purpose of providing requested information, developing plans for services, providing feedback, and making recommendations to appropriate personnel.
• Coordinates with community agencies (medical, judicial, social service, mental health services, etc.) for the purpose of determining appropriate treatments, strategies, and activities to meet the needs of specific students.
• Counsels students, parents and guardians (individual, group, facilitative therapy for students who may benefit from such intervention, recommendations to support students with challenges in and out of special education, consultations on mental health topics, etc.) for the purpose of enhancing student success in school.
• Develops psychology reports, behavior plans, curriculum modifications, and eligibility reports (transfer students, students with special needs, students with behavior issues, etc.) for the purpose of implementing treatment programs and maintaining case records.
• Facilitates a variety of meetings (case conferences on placement of individual students in terms of staffing, evaluation meetings, eligibility requirements, etc.) for the purpose of meeting curriculum guidelines and ensuring that state mandates are achieved.
• Implements school wide program development and program evaluation (crisis intervention services, etc.) for the purpose of ensuring effective programs to assist children who experience physical, mental, social, or emotional difficulties.
• Intervenes in occurrences of inappropriate behavior of students (crisis situations; mental health support to students and staff, etc.) for the purpose of assisting students in modifying such behavior and developing successful interpersonal skills.
• Participates in meetings, workshops, and seminars (staff, professional, interagency meetings, in-service training of school personnel, etc.) for the purpose of conveying and/or gathering information required to perform functions.
• Prepares a wide variety of written materials (psychological reports, eligibility reports, required documentation, etc.) for the purpose of documenting activities, providing written reference, conveying information, and meeting Georgia DOE and Federal Standards.
• Researches resources and methods (intervention and treatment techniques, assessment tools and methods, community resources, new developments, etc.) for the purpose of determining the appropriate approach for addressing students' functional goals.
• Supervises interns, practicum students, and others (UGA/Professional Development School program, etc.) for the purpose of monitoring performance, providing for professional growth, and achieving overall objectives of school's curriculum.

Marginal Functions

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Competencies

• Skills-based Competencies

Required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; analyzing data from assessments; operating standard office equipment including pertinent computer software; and preparing and maintaining accurate records.

• Knowledge-based Competencies

Required to perform advanced math; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: psychology and educational principles; and pertinent codes, policies, regulations, and/or laws.

• Ability-based Competencies

Required to schedule a number of activities, meetings, and/or events; routinely gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined and similar processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working as part of a team; working with detailed information/data; and maintaining effective working relationships.

Requirements
Specialist Degree
Valid Georgia professional service certificate in school psychology at the S-6 level (or is eligible for)

Physical Requirements
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.

Generally the job requires 35% sitting, 35% walking, and 30% standing.


Continuing Education/Training
Valid Georgia professional service certificate in school psychology at the S-6 level

Clearances
Criminal Justice Fingerprint
Background Clearance

Fair Labor Standards Act
Exempt