Summary:

Qualifications:

• Experience: Completion of clinical and/or school training as an intern in the area of psychology and/or school psychology.
• Education: Appropriate degree and licensure as a school psychologist under Massachusetts DESE regulations and requirements.

• Experience providing psychological services within a school setting.

Essential Job Duties and Responsibilities (Not Limited To):

• Practices in ways that meet all appropriate ethical, professional, and legal standards.
• Understands and applies federal, state, and local policies and regulations in the delivery of school psychological services.
• Maintains confidentiality of student records and information.
• Uses technology in ways that are consistent with ethical and responsible professional practice.

• Recognizes issues of diversity that affect routine interactions with other people and organizations.
• Modifies or adapts routine practice to effectively meet these diverse needs.
• Demonstrates sensitivity and skills needed to work with families, students, and staff from diverse cultures and backgrounds.

• Establishes and maintains expertise in using technology such as data management, report writing, web pages, literature reviews, and data analysis.
• Uses spreadsheets or other software programs to organize and graphically display data and monitor progress when appropriate for use at the system, building, and individual student level.

• Evaluates and synthesizes a cumulative body of research findings as a foundation for effective service delivery.
• Collects, analyzes, and interprets program evaluation data in applied settings.
• Evaluates the effectiveness of school-based intervention plans.

• Understands the organization of schools and systems change to provide leadership in developing and implementing early intervention and prevention programs.
• Demonstrates knowledge and leadership when assisting in the development of school policy that impacts student learning and safety.
• Demonstrates knowledge of school and classroom climates and uses such knowledge to assist in developing school improvement plans and classroom interventions.

• Assesses cognitive abilities, executive functioning skills, and social/emotional skills using a variety of instruments and techniques, including classroom observation, that are appropriate for the individual student.
• When necessary, assesses student academic skills.
• Collaborates with others to develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, needs, and develops interventions to achieve these goals.
• Follows school district procedures in assessment of students for suicide, threat, or safety risk.
• Submits records, reports and assignments promptly and efficiently.

• In collaboration with building administration and staff, may provide direct services to individuals or groups of students (e.g., counseling, crisis interventions, mentoring, and individual safety plans, when appropriate).
• Consults and confers with teachers, staff, and families about strategies to facilitate the social and affective adjustment of students.
• Establishes and monitors appropriate individual and group caseloads, procedures, and resources and works cooperatively with administration and staff relative to such caseloads.
• Maintains appropriate data on students to document current levels of performance and other pertinent information. Evaluates when appropriate to determine the extent of progress and efficacy of therapy.

• Demonstrates strong interpersonal skills and the ability to work, communicate, and collaborate effectively with teachers, other school staff, and families as part of a team within the school setting.
• Ensures that students and families know about community services and programs and assist them in accessing these, as appropriate.
• Helps schools develop challenging, achievable, cognitive and academic goals for all students.
• When supervising interns, practicum students, or other students, follows professional ethical and school/program guidelines and policies.

• Participates in planning and implementing prevention programs to address the social and affective needs of students, including programs to address bullying, school violence, and school safety.
• Follows school district procedures in assessment of students for suicide, threat, or safety risk.
• In collaboration with building and school district administration, identifies resources and coordinates services with other professionals and/or agencies, e.g. Riverside Community Care, DCF, DYS, Newton Police Department, area hospitals to address students’ behavioral, affective, or social needs.
• Works collaboratively with administration relative to following procedures such as CHINS or filing a 51A with DCF regarding child abuse or neglect.
• Participates in planning and/or implementation of school or system-level crisis response.

• Uses empirically supported strategies to design, implement, and evaluate effective policies.
• Employs practices that promote home, school, and community partnerships and enhance learning and mental health goals for students.
• Identifies diverse cultural issues, situations, and other factors that influence family, school, and community interactions and address such issues when developing and providing services.

• Demonstrates knowledge regarding the social, affective, and adaptive domains of child development.
• Identifies and applies sound principles of behavior change within these domains to assist in designing and implementing prevention and intervention programs.
• Implements appropriate and alternative ways to monitor and assess the effectiveness of interventions and individual student progress toward goals.

• Provides leadership in developing a safe, caring, and inviting school with a sense of community where contributions of all persons are valued, where there are high expectations of excellence for all students, and where home-school-agency partnerships are valued.
• Supports and implements federal and state regulations, procedures, and administrative directives. Supports and follows the policies and procedures of the school district.

• Demonstrates expertise in collecting, managing, and interpreting various types of individual and group data.
• Applies sound principles of data-based decision making to all aspects of practice, e.g., designing interventions, monitoring student progress, consulting with school administrators, and disseminating intervention research findings within the school setting.

• Has knowledge of universal screening techniques, as well as early reading and math literacy.
• Participates in designing prevention and intervention methods to address programs that influence student learning.

• Participates in planning and/or implementation of school or system-level crisis response.
• Identifies resources and coordinate services with other professionals and/or agencies to address students’ behavioral, affective, or social needs.

• Assists with other responsibilities as assigned by the Superintendent, Coordinator for Therapeutic Services, or building administrator.
• Responsible for implementing “other job related duties” as needed.
• Consistent and on-time attendance is required.

Work Environment & Physical Requirements:

• Majority of work is performed in a school environment. Travel between school locations may be required depending on assignment.

• Ability to operate computer, printer, telephone, copier, facsimile machine and all other standard office equipment
• Ability to sit or stand for extended periods of time
• Ability to lift and/or move objects weighing up to 15 pounds
• Sufficient mobility to navigate within a large school building
• Ability to travel between multiple school locations (must possess valid driver’s license)