1 School Psychologist (FT) Job in Pottsville, PA
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Schuylkill Intermediate Unit #29 is Hiring a School Psychologist (FT) Near Pottsville, PA
Qualifications:
- A valid certificate to practice as a school psychologist in the State of Pennsylvania;
- Minimum of an earned Master’s Degree.
- To provide psychological services to assist in enabling students to derive the fullest possible educational experiences from school;
- Identify exceptional children;
- Provide supportive help to exceptional children, their parents/guardians, teachers, and other school personnel;
- Provide consultation to community agencies working with the children;
- Provide insight for administration and staff concerning the effectiveness of programming as it relates to students.
- Work with school personnel and administration in preparing and reviewing referrals for psychological services;
- Observation of the referred child in the school and/or home setting;
- Confer with parents/guardians before testing or clarify any programs that could affect the child’s performance in the testing situation;
- Conduct a psychological evaluation and re-evaluation of the child in determining intellectual functioning, achievement, and social and emotional adjustment for the preschool and school-aged children who are thought to be exceptional;
- Give an oral report to the teacher of the child, school personnel, and administration; If the child is found not to be exceptional, review the nature of the problem and suggest the possible strategies to be used in the regular classroom in teaching the child; If the child is known to be exceptional, but may continue in a regular education classroom, provide suggestions to the regular class teacher that may help work with the child;
- Prepare a written report of the psychological evaluation; The report may include appropriate recommendations for outside evaluation in medical, neurological, and/or psychiatric contexts;
- Confer with the parents/guardians of the child to review the results of the psychological evaluation and to provide the parents/guardians an opportunity for further input into the evaluation;
- Confer with the designated teachers and specialists to provide input into the development of the IEP, for the child who is exceptional;
- Before the placement of a child in a special education program, discuss the child’s learning style and strengths or weaknesses with the special education teacher who is going to receive the child, and when requested, attend IEP conferences for children being placed in special education programs;
- Monitor the educational and behavioral adjustment of a child placed in a special education program until a successful adjustment is made; Confer with the parents/guardians to review the child’s adjustment to the special education class; Provide support to the special education teacher in helping the “new” pupil adjust to the class and the program;
- At the request of the Program Director, provide consultation to the teachers regarding specific problems they are having with children in their classes;
- Respond to mental health crises involving children in regular classes as needed; usually requested by guidance counselors, nurses, or building administrators;
- Participate as a member of a team (psychologist, supervisor, teacher) that does an annual, individual educational review of the children in special education programs;
- Provide psychological evaluations for all children entering private schools if requested; Participate as a member of the team, which reviews the educational program of the children, involved in private schools and does a psychological re-evaluation;
- Use psychiatric and mental health team consultation to help in the diagnosis of children who are thought to be socially/emotionally disturbed or who have medical or neurological problems that may be affecting their learning or school adjustment; also, to get suggestions for procedures that could be followed in ameliorating their problems;
- Work with the school social worker, teacher, and mental health professional in helping identify procedures to work with socially/emotionally disturbed children and their parents/guardians;
- Conduct special testing sessions, collect data, and respond to surveys at the request of the Program Director and/or the Executive Director of the Intermediate Unit, participate in approved research projects of independent or educational agencies or those generated from within the professional staff;
- Where needed, provide extended counseling to parents of exceptional children.
Job Summary
Full Time
Elementary & Secondary Education
$60k-87k (estimate)
03/10/2023
04/26/2024
iu29.org
MAR LIN, PA
200 - 500
1971
GREGORY KOONS
$50M - $200M
Elementary & Secondary Education
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About Schuylkill Intermediate Unit #29
For most of its history, Pennsylvania's public school system has consisted of three levels: the State level, the local school districts and an intermediate level. Until 1971, county superintendents supplied the structure between the State and local levels. In 1970, the General Assembly passed Act 102, creating a system of 29 intermediate units (IUs), which replaced the county superintendent offices as of July 1, 1971. The IUs were mandated to create a broad program of educational services to be offered to public and nonpublic schools, including curriculum development and instructional improvem...ent services; educational planning services; instructional materials services; continuing professional education services; pupil personnel services; State and federal agency liaison services; and management services. Since the creation of the IUs, several amendments have expanded the mandated services that the IUs are required to provide to nonpublic schools. Presently, the IUs offer a large number of programs to school districts and nonpublic schools, in the areas of personnel training and curriculum development, technology, instructional materials, educational planning, pupil instruction and personnel services, special education, cooperative administration projects and statewide programs and services. The IUs have no independent taxing authority. Their major sources of revenues are State appropriations, governmental grants, sales of services, member school district contributions, student tuition, and income from investments. IU expenditures are made for employee salaries and benefits, purchases of professional and property services, and supplies and equipment.
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The job skills required for School Psychologist (FT) include Mental Health, Special Education, Psychiatric, Psychological Evaluations, etc. Having related job skills and expertise will give you an advantage when applying to be a School Psychologist (FT). That makes you unique and can impact how much salary you can get paid. Below are job openings related to skills required by School Psychologist (FT). Select any job title you are interested in and start to search job requirements.
The following is the career advancement route for School Psychologist (FT) positions, which can be used as a reference in future career path planning. As a School Psychologist (FT), it can be promoted into senior positions as a Behavioral Health Director that are expected to handle more key tasks, people in this role will get a higher salary paid than an ordinary School Psychologist (FT). You can explore the career advancement for a School Psychologist (FT) below and select your interested title to get hiring information.
If you are interested in becoming a School Psychologist, you need to understand the job requirements and the detailed related responsibilities. Of course, a good educational background and an applicable major will also help in job hunting. Below are some tips on how to become a School Psychologist for your reference.
Step 1: Understand the job description and responsibilities of an Accountant.
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Step 2: Knowing the best tips for becoming an Accountant can help you explore the needs of the position and prepare for the job-related knowledge well ahead of time.
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