School Psychologist - District

POSITION OBJECTIVES : Support students with trauma and emotional disabilities in education environments and to impact positive behavior changes in students through the provision of modeling, training and supervision to interventionists, the development of behavioral modification planning and crisis intervention, continuous progress monitoring, and participation and leadership in multidisciplinary teaming and employee management.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

A. Assessment and Interpretation

Identifies and assesses the emotional, behavioral, 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(s) in developing appropriate interventions and programs.

• Assists in early identification of students' learning and adjustment;
• Conducts assessments/observations appropriate to the focus of concern and according to prevailing professional standards;
• Conducts assessments with consideration of the characteristics of the student or group of students (including ethnic, cultural, socio-economic, and handicapping considerations);
• Assists in identifying factors in the learning environment that may affect the student and assessing their degree of psycho-social development;
• Integrates data from assessment procedures and develops programs relative to behavioral and instructional methodologies;
• Applies standards-based assessment results to address questions about student's progress in behavioral performance, learning and achievement; provides data-based recommendations for behavioral planning, curriculum/lesson change or development through collaboration, consultation, assessment and evaluation;
• Defines current problem areas, strengths, and needs at the individual, group, and systems level through assessment/measurement/observation;

B. Direct Interventions for Students

Develops, implements and evaluates behavioral, affective, adaptive and social interventions for students with specific needs to improve social/emotional functioning and to maximize learning and adjustment.

• Uses an ABA approach as one tool to design and implement programming for students with social/emotional and maladaptive behaviors;
• Teaches students how to develop effective learning strategies and interpersonal social skills;
• Evaluates effectiveness of individual and group interventions and modifies interventions based on data;
• Develops, implements and evaluates appropriate goals and interventions for students with specific challenges;
• Links assessment results and ongoing data collection to interventions which enhance student performance, participation and improvement;
• Implements strategies based upon individual characteristics, strengths, needs, and cultural factors to design programming that will promote successful student growth;
• Manage aggressive student behaviors;

C. CONSULTATION AND TRAINING

Demonstrates effective collaboration with families, educators, and other school personnel and community members to promote and to provide access to comprehensive health and mental health services to children and/or families:

• Demonstrates knowledge of consultation models and processes.
• Oversee, direct and train interventionist in working with students with significant social/emotional challenges;
• Consults with teachers, other school staff, and parents about ways to facilitate learning and adjustment for individuals or groups;
• Consults with teachers and other school staff on classroom, school, and/or system levels;
• Helps provide liaison and coordination between the school system and other relevant agencies to facilitate services for students and staff;
• Interprets education policies, programs, and procedures related to student psychological development;
• Provides information, and/or education in the application of learning theory, child development, and other psychological principles to school personnel and families;
• Plans and implements in-service needs of teachers and parents and recommends appropriate in-service therapies;
• Provides support and assistance to parents in situations that may be new, unfamiliar, or stressful;

D. PROGRAM DEVELOPMENT
Responsible for assigned students regarding planning, development, and evaluation of programs to meet identified behavioral and social/emotional needs.

• Conducts, and/or assists in conducting, formal and informal needs assessment to determine program characteristics;
• Develops student programs and program strategies for teams of professionals and paraprofessionals to maximize learning for their Supervisees, instructors, and interventionists;
• Evaluates programs being implemented for identified students and uses this data to inform changes for future programs;
• Supports school personnel in analyzing, interpreting, and disseminating results of program data;
• Develops prevention and intervention programs that promote mental health, physical well-being and tolerance for stressful situations;
• Assists schools in the development of crisis response standards, protocols and other practices that create and maintain safe, supportive and effective learning;
• Conduct Crisis Prevention Intervention (CPI) training for teachers and staff; implement CPI;

E. PROFESSIONAL PRACTICE, RESEARCH 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 skill.

• Delivers services consistent with the National Association of School Psychologists (NASP) and the American Psychological Association (APA) ethical principles and professional standards of conduct;
• Observes federal, state, and local policies and regulations in the delivery of school psychological services
• Works to ensure students' rights and welfare in the school and community;
• Engages in continuing professional development by assessing one's own needs and seeking ways to address bias;
• Uses research design, statistical procedures, and applied research to plan and conduct investigations of existing or proposed curiculum changes;
• Critiques curricula programs and applies research knowledge to help guide schools in the selection of curriculum or other academic/invention;
• Applies and translates research findings into service delivery improvements for teachers, paras and interventionists;

F. INTERPERSONAL COMMUNICATION AND COLLABORATION

• Communicates effectively with students, parents, and school staff;
• Effectively communicates knowledge and ideas orally to individuals and groups;
• Effectively communicates knowledge and ideas in writing
• Maintains effective interpersonal relationships and communication in the professional environment;
• Collaborates effectively with school personnel, parents, and community providers in the planning and decision- making process at the individual, group and systems levels;
• Collaborates with school personnel to design, implement and evaluate school-wide standards, protocols and other practices to enhance the educational structure for students;

SUPERVISION RECEIVED:
Evaluated by, reports to and receives direction from the Director of Student Support Services with input from the school principals.
SUPERVISORY RESPONSIBILITIES:
Trains and plans, assigns and is responsible for quality of work of Behavior Interventionists; plays key advisory role in evaluation and hiring;

QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:

• Education and Experience . A National Association of School Psychologist (NASP) accredited Specialist Level or Doctoral degree or an American Psychological Association accredited Doctoral degree in School Psychology, or the equivalent. A minimum of five years of relevant post-degree experience;
• Knowledge . Demonstrates knowledge of school psychological concepts and skills delineated in current national professional standards;

• Certifications and Licenses . Valid Vermont Professional Educator's License with a School Psychologist Valid VT driver's license, a good driving record, and a willingness and ability to transport students using private vehicle also required.
• Language Skills . Ability to read, analyze and interpret common scientific and technical journals and legal scripts; Ability to respond to common inquiries or complaints from parents, educators, regulatory agencies, or members of the community. Ability to write speeches and articles for publication that conform to prescribed style and format. Ability to effectively present information to top management, public groups, and/or boards of directors.
• Mathematical Skills . Ability to apply mathematical operations to such tasks as frequency distribution, determination of test reliability and validity, analysis of variance, correlation techniques, sampling theory, and factor analysis;
• Computer Skills and Experience . Ability to proficiently use Microsoft Word, Google Docs and a variety of student information databeses;
• Reasoning Ability/Mental Requirements . Ability to define problems, collect data, establish facts, and draw valid conclusions; Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
• Communication & Interpersonal Skills . Ability to communicate courteously, efficiently and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside; Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies.

Primary Location:
J.J. Flynn Elementary
Salary Range:
TBD - TBD / Per Year
Shift Type:
Full-Time