Description

Be Noble. Be a School Psychologist at Noble. Noble is Chicago’s highest-performing and largest network of public charter high schools. Our 18 schools and 1,300 employees currently serve over 12,300 students, 98% of whom are minority, 89% low-income, and 83% first-generation college goers. The School Quality and Rating Policy scores for the Chicago Public Schools rated Noble campuses as ten of the top fifteen public high schools in the city. 18% of our student body has an IEP, representing over 2,000 of our students, over 78% of whom are admitted to four-year universities. We believe our people are the most valuable asset in preparing our students to be successful in college and lead exemplary lives. For that reason, we are looking for the best talent in education. Who We’re Seeking Being a School Psychologist is ideal for individuals motivated by the certainty that all of their students can and will succeed. We are looking for School Psychologists to support the overall success of students by providing evaluation services which will facilitate the development of IEPs and interventions. School Psychologists are responsible for participating in the identification of disabilities, the development of Individualized Education Plans, and the implementation of related services. The psychologist will report to the Director of Student Services and will be responsible for working collaboratively with school personnel in the identification, diagnosis, and remediation of students with specialized needs.

Our School Psychologists are expected to:

• Partake in a blended approach where evaluation services include the traditional psychometric (norm-referenced) approaches where appropriate and/or a pragmatic, MTSS approach (focused on measuring changes in individual performance over time)
• Conduct and report assessment results as determined by the IEP team
• Support instruction and social emotional development by working with students in a counseling manner as determined by the IEP team
• Serve as a member of crisis team(s)
• Collaborate with learning specialists to develop norms for academic achievement (e.g. curriculum-based measures and other measures of student progress) and monitor the reliability and validity of these norms over time
• Identify systemic patterns of student need and evidence-based intervention strategies
• Observe students in order to identify appropriate intervention strategies and barriers
• Participate in the development and monitoring of Behavior Intervention Plans
• Have strong organizational skills to best support multiple campuses
• Work in full cooperation with, and respect the dignity and rights of, Noble colleagues, scholars, and families