Position Title: School Psychologist

Department: Student Services

Reports To: Director of Student Services / Superintendent

SUMMARY:

The School Psychologist provides a broad array of psychological services including assessment, consultation, prevention, and intervention consistent with best practices and in accordance with policies and regulations of the school board.

ESSENTIAL DUTIES AND RESPONSIBILITIES. Other duties may be assigned.

• Conducts psychological evaluations to assess students’ cognitive, social/emotional, and behavioral functioning and their educational needs; writes comprehensive psychological reports and holds parents/guardian conferences to discuss results
• Extensive knowledge of valid and reliable assessment techniques to assess progress toward academic and behavioral goals, to measure response to intervention, and to revise interventions as necessary
• Participates as an active member of the Child Study Team to effect school-based interventions for general education students; assists children and youth with emotional and behavioral disabilities; attends eligibility meetings to assist in the determination that a student has a disability and needs special education services.
• Consults and collaborates with school administration, instructional staff, parents, guardians and community agencies regarding the individual behavioral and academic needs of students using evidence-based approaches
• Assists in the implementation and provides coaching for the Positive Behavioral Interventions and Supports (PBIS) program and provides consultative services using a Multi-Tier System of Supports (MTSS) approach
• Supports the District vision within a mental health and SEL framework
• Assists with District SEL and mental health initiatives
• Works with MTSS Coordinator to analyze data and make data driven decisions
• Performs other duties and accepts other responsibilities an assigned by the Director of Special Education and the Superintendent of Schools
• Bilingual Preferred

SUPERVISORY RESPONSIBILITIES:

Supervises individual or small groups of students

QUALIFICATION REQUIREMENTS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:

• Valid State of Michigan School Psychologist Certificate
• Completion of state-approved certification preparation program in School Psychology at the Master’s level or higher
• Meet competency requirements as set forth in R 340.1156 of Special Education Rules.
• Completed one year of successful experience as a school psychologist with direction from a fully approved school psychologist.
• Strong oral and written communication abilities and productive time management skills
• Leadership qualities and personal characteristics necessary to work effectively with students, parents, teachers, administrators and colleagues
• Experience working collaboratively with cultural brokers, language interpreters and community liaisons to understand and address the needs of diverse learners
• Training in Restorative Practices
• Experience with the implementation of SEL curriculum, screenings, etc.
• Training in the MTSS process
• Experience working with teams regarding behavior supports
• Bilingual skills in Spanish strongly preferred

KEY COMPETENCIES AND SKILLS

• Knowledge of biological, cultural, developmental, and social-emotional influences on learning, behavior and mental health
• Promotion of equitable and socially just educational programs and services
• Application of systems-level service delivery including school-wide practice to promote learning, preventive and responsive services and family-school collaboration services
• Working collaboratively with other school personnel to create and maintain a multi-tiered continuum of services to support all students’ attainment of academic, social, emotional and behavioral goals
• Development and maintenance of learning environments that support resilience and academic growth, promote high rates of academic engaging time and reduce negative influences on learning and behavior
• Promotion of the principles of student-centered learning to help students develop their individual abilities to be self-regulated learners
• Design and implementation of universal screening programs to identify students in need of additional instructional and/or behavioral support services, as well as progress monitoring systems to ensure successful learning and school adjustment
• Utilization of problem-solving framework for addressing the needs of English Learners
• Assisting administrators, teachers, other school personnel and parents in understanding and adhering to legislation and regulations relevant to general and special education

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

• Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
• Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and partners of the District.
• Has demonstrated experience as a leader for equity and/or has evidence of success in closing opportunity gaps for students of color. 
• Ability to nurture a school environment that celebrates, respects, and values diversity, where teaching and learning are made relevant and meaningful to students

LANGUAGE SKILLS:

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public. Bilingual Spanish preferred.

MATHEMATICAL SKILLS:

Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY:

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.

OTHER SKILLS AND ABILITIES:

Working knowledge of normal child development as well as development of exceptional children. Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee regularly will sit, walk and stand. Specific vision abilities required by this job include close vision.

WORK ENVIRONMENT: 

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is occasionally quiet to moderate. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being of students.

Godfrey-Lee Public Schools is an equal opportunity educational institution. It is our expressed policy that no person shall be unlawfully excluded from participation, be denied benefits of, or otherwise subjected to discrimination in employment on the basis of race, color, religion, marital status, national origin, sex, age or handicap/disability in its activities or programs as required by Title VI, Title IX and Section 504. Any person believing that the Godfrey-Lee Public Schools or any part of the school organization has inadequately applied the principles and/or regulations of (1) Title IX of the Education Amendment Act of 1972, (2) Section 504 of the Rehabilitation Act of 1973, (3) the Age Discrimination Act of 1975, and (4) Title II of the Americans with Disability Act of 1990 may bring forward a complaint, which shall be referred to as a grievance, to Mark Provost, the local Coordinator at the following address: 1324 Burton St. SW Wyoming, MI 49509.