Position Type:
Student Support Services/Psychologist

Date Posted:
11/3/2021

Location:
Student Services

Date Available:
08/29/2022

Closing Date:
When Filled

School Psychologist / 1.0 FTE

Gov. Kate Brown has directed that Oregon will implement a legal requirement that all public and private school teachers, staff, coaches and volunteers must be fully vaccinated against COVID-19. "Fully vaccinated" is defined as 14 days after receiving all required doses of an approved COVID-19 vaccine (currently two shots of Pfizer or Moderna vaccine, or one shot of Johnson & Johnson vaccine). All staff members will need to provide proof of COVID-19 vaccination. Exceptions may be made only for eligible medical or religious reasons. There will not be an option to opt out for other reasons or choose testing in lieu of vaccination, under the state mandate .

Purpose Statement:
The job of 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 studies; interpreting and applying state and federal codes; and developing strategies and interventions to address the special education needs of eligible students.

Reports To: Director of Student Services

Essential Functions:

• Act as coordinators for school data teams for the purpose of data collection and analysis related to school improvement, student outcomes and accountability requirements.
• Assesses students' functional capabilities and home and/or classroom environment for the purpose of determining student's functional level and developing Student Study Team (SST) for the purpose of establishing and communicating instructional goals for school success, assisting with allocating and managing resources to support the school's instructional program, sharing leadership responsibilities, and participating in decision-making that advances the school's mission.
• Ensure consultation, interventions, and assessments are appropriately designed to meet student, staff, and parental needs for the purpose of upholding cultural competence in every area of our service delivery.
• Facilitate trainings for regular and special education staff and facilitate parent meetings for the purpose of conveying and/or gathering information required to perform functions.
• Identify the best instructional approaches and strategies by differentiating for students needs for the purpose of improving student learning.
• Implement school-wide prevention programs for the purpose of maintaining positive school climates conducive to learning.
• Leads and facilitates small groups and whole class sessions to work on skills related to executive functioning, social situations, self regulation, friendship, anger management, and various other areas for the purpose of improving students' social/emotional/behavioral/academic functioning.
• Maintain direct involvement in the development and implementation of educational programs and interventions at the classroom, building and district level for the purpose of ensuring effective programs to assist children who experience physical, mental, social or emotional difficulties.
• Participates in meetings, workshops and seminars as assigned (e.g. representative for domain meetings; annual reviews; and IEP review meetings, etc.) for the purpose of conveying and/or gathering information required to perform functions.
• Participates in all tiers of PBIS supporting students' social, emotional, and behavioral health for the purpose of creating positive classroom environments.
• Perform informal and formal classroom observations and collect and analyze data for the purpose of measuring the success of interventions.
• Promote policies and practices for the purpose of ensuring the safety of all students by reducing school violence, bullying, and harassment.
• Provide educational training on specific disabilities and data collection tools; advocate for students' rights to be educated in the least restrictive setting; and participate in co-planning sessions with general and special education teachers for the purpose of enhancing student success in school.
• Provide consultation with regular education teachers, special education teachers, related services (i.e. speech therapists, social workers, occupational therapists), and administration on an ongoing basis for the purpose of contributing to gains in student achievement.
• Provides individual and group counseling (includes the implementation of the IEP with regard to special education students receiving counseling services) for the purpose of enhancing student success in the school.
• Provides leadership, direct services, and coordination with needed community services for the purpose of responding to crises.
• Researches resources and methods (e.g. intervention and treatment techniques, assessment tools and methods, community resources, etc.) for the purpose of determining the appropriate approach for addressing students' functional goals.
• Review individual student data for the purpose of determining appropriate interventions (such as, check in/check out, social-academic intervention groups, mentoring).
• Serves as mental health experts for the purpose of providing expertise regarding various mental health related issues and psychiatric disorders that may impact the learning environment.
• Serves as members of the building crisis intervention team for the purpose of conducting risk assessments of students who demonstrate suicidal ideation according to district procedures, and are among the first responders in a building or district crisis.

Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform multiple, highly complex, technical tasks with a need to occasionally 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; and preparing and maintaining accurate records; conducting meetings; physical restraint practices.

KNOWLEDGE is 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; age appropriate activities/behaviors; knowledge of community resources; recordkeeping and record retention practices; school safety and security practices; stages of child development; treatment modalities.

ABILITY is required to schedule 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 but different 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 significant. 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.

Responsibilities:
Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; Utilization of resources from other work units is often required to perform the job's functions. There is a continual opportunity to impact the organization's services.

• Masters degree in job-related area
• Job related experience within a specialized field is required
• Oregon Teaching License with School Psychologist endorsement

Job Availability: Hiring for the 2021-2022 school year.

Salary / Benefits: Annual Salary Range $46,020 - $89,187 (Salary will be prorated depending on start date)
Initial placement based on education and experience.
$1,000 Professional Work Day Stipend

Required Documents:

• Online Application
• Letter of interest
• Resume
• 3 current letters of recommendation
• Transcripts (may be unofficial until hired)
• Copy of Oregon license

District / School Profile: Available at web site: www.oregontrailschools.com

Oregon Trail School District is an Equal Opportunity Employer and Educator. Reasonable accommodations for application opportunity will be provided upon request to the Personnel Department (503) 668-5541. Speech/hearing impaired assistance is available through Oregon Relay at 1-800-735-2900.