Volusia County Schools anticipates several openings for full-time (10-month/199 day and 11-month/216 day) School Psychologists beginning in the 2018-2019 school year.

School psychologists in Volusia County Schools enjoy working in an innovative, professional, proactive and collaborative department. As valued team members, school psychologists have opportunities to engage in district and school initiatives that include problem solving, consultation, leadership, the provision of behavioral and mental health supports, and data analysis. Our school psychologists have opportunities to engage in all activities within the field while working within an Integrated Student Services model.

REQUIRED QUALIFICATIONS

• A Specialist’s or higher degree in School Psychology, or appropriate credentials based on Florida Department of Education requirements for School Psychologists
• Hold or eligible to hold professional certification as a School Psychologist through Florida Department of Education
• Possess a valid Florida Driver’s License; if a holder of any other valid US state-issued Driver’s License, agree to acquire a Florida Driver’s License within thirty (30) days of employment, except in a case where accommodation is required

REQUIRED SKILLS

• Strong written and verbal communication skills, including presentation skills
• Strong skills in planning, organization, task completion and decision-making
• Demonstrates ability to collaborate with school-based and district staff, students and parents on professional, technical and general areas of School Psychology
• Demonstrates competence in the techniques to analyze the needs and potential of individuals
• Ability to work harmoniously and effectively with professionals, school community, parents, and service agency personnel to accomplish the required tasks
• Ability to exercise sound judgment in handling problem situations with competence in human and interpersonal relations skills
• Demonstrates knowledge within the area of specialization to a degree consistent with the educator’s professional preparation
• Strong working knowledge of federal and state laws and policies related to Exceptional Student Education(ESE) and assessment issues
• Ability to exercise sound judgment in handling sensitive and confidential information
• Ability to exhibit appropriate control of emotions
• Ability to effectively and efficiently use the tools of technology

REPORTS TO                       Coordinator, School Psychological Services

SUPERVISES                        Not Applicable

POSITION GOAL To provide comprehensive and exemplary School Psychological Services to students, educators, and parents

PERFORMANCE RESPONSIBILITIES

1. *Complete comprehensive psychological evaluations and re-evaluations as required by the Individuals with Disabilities Education Act (IDEA) and State Board Rules in a timely manner.
2. *Complete written psychological reports in a timely manner and communicate results to stakeholders to inform instruction and to assist in determining appropriate educational programming.
3. *Effectively communicate critical components of Problem Solving/Response to intervention (RtI) and Functional Behavioral Assessment (FBA) processes to educators and parents.
4. *Actively participate on schools’ Problem Solving Teams (PST).
5. *Assist in the collection, graphing, and analysis of academic and behavioral data used for problem analysis and progress monitoring necessary to inform instruction.
6. *Assist and coach teachers and intervention providers in the identification of research-based school-wide, class-wide and individual academic and behavioral interventions to improve outcomes and fidelity.
7. *Support school teams in the Functional Behavioral Assessment (FBA)/Behavioral Intervention Plan (BIP) process.
8. *Provide professional development/training to educators, parents, and community members when requested.
9. *Provide individual and/or group behavioral and mental health supports to students, including social skills training and counseling.
10. *Provide Counseling as a Related Service to eligible students in ESE programs.
11. *Assist with school reform efforts through involvement with School Improvement Teams and data analysis meetings.
12. *Attend meetings to support school and district needs including PST meetings, staffings, re-evaluation meetings and staff meetings.
13. *Support schools in identifying students eligible for educational accommodations under Section 504 of the Vocational Rehabilitation Act.
14. *Participate on crisis intervention teams and threat response teams.
15. *Refer students and families to outside agencies as appropriate.  
16. *Support the implementation of Coordinated Early Intervening Services (CEIS).
17. *Remain knowledgeable of district, state and federal laws and policies affecting the practices of School Psychologists and the students that they serve in order to appropriately consult with school faculty, parents and the community.
18. *Participate in professional development and maintain knowledge of federal, state and district policies, guidelines, and best practices related to ESE, data analysis, problem solving/RtI, mental health and other relevant areas. Provide all activities appropriate for School Psychologists in a professional, ethical manner consistent with best practices as dictated by the Florida Association of School Psychologists and the National Association of School Psychologists.
19. *Maintain accurate records, statistics, and reports for effective communication, documentation, accountability and program evaluations. Follow all district policies and procedures, including those identified in the Volusia County Schools Equity Plan. Perform other duties as assigned by the Coordinator, School Psychological Services.

Physical Requirements (physical conditions of a position)

• Sedentary Work - Exerting up to 10 pounds of force occasionally and /or a negligible amount of force frequently to lift, carry, push, pull, or move objects. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met.
• Light Work - Exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force frequently. If the use of arm and/or leg controls requires exertion of forces greater than that for sedentary work and the worker sits most of the time, the job is rated as Light Work.

The School Board of Volusia County does not discriminate based on race, color, national origin, sex, disability, marital status, political beliefs, sexual orientation, or age in its educational programs, services or activities, or in its hiring or employment practices.

For more information about school psychology employment opportunities within Volusia County, contact Troy Radford, Ed.S., NCSP, Coordinator School Psychological Services at (386) 734-7190, ext. 20757 or at twradfor@volusia.k12.fl.us.

ADA Codes:

Physical Activity (physical activities of a position)

• Sitting - Resting with the body supported by the buttocks or thighs.
• Bending – Lowering the body forward from the waist.
• Twisting - Moving body from the waist using a turning motion.
• Reaching - Extending hand(s) and arm(s) in any direction.
• Pushing - Using upper extremities to press against something with steady force in order to thrust forward, downward or outward exerting up to 10 pounds of force.
• Pulling -Using upper extremities to drag, haul or tug objects in a sustained motion exerting up to 10 pounds of force.

• G. Lifting - Raising objects from a lower to a higher position or moving objects horizontally from position to position through the use of the upper extremities and back muscles exerting up to 10 pounds of force.
• H. Finger Dexterity - Picking, pinching, typing or otherwise working primarily with fingers rather than with the whole hand or arm.
• Grasping - Applying pressure to an object with the fingers and palm.
• J. Repetitive Motions - Substantial and continuous movements of the wrists, hands, and/or fingers.
• K. Talking - Expressing or exchanging ideas by means of the spoken word. Those activities in which detailed or important spoken instructions must be conveyed accurately, loudly or quickly.
• L. Hearing Acuity - The ability to perceive speech and other environmental sounds at normal loudness levels.
• M. Visual Acuity - The power to see at a level which allows reading of numbers and text, operation of equipment, inspection of machines, etc.

Working Conditions (conditions the worker will be subject in a position)

• Indoors - The worker is subject to inside environmental conditions. There is protection from weather conditions but not necessarily from temperature changes.