Job Title: Educational Diagnostician

Location: Office of Student Support Services

Pay Grade: Teacher Salary Scale

Work Calendar: 10-month

FLSA Status: Exempt

GENERAL PURPOSE

Under the supervision of the Coordinator of School Psychologists and Educational Diagnosticians, this position supports access to high quality learning experiences for all students through instructional consultation and standardized evaluation of student achievement. Educational diagnosticians work collaboratively with school personnel in implementing appropriate educational programming, accommodations, and curriculum modifications for students with and without disabilities.

MAIN JOB TASKS AND RESPONSIBILITIES

Serve on school-based teams related to student performance

• Consults with principals, teachers, parents, and other appropriate individuals concerning the educational needs of students.
• Serves as a core participant on a school's Student Education Committee (SEC) to assist in meeting the individual needs of students.
• Participates cooperatively on Multi-Tiered Systems of Support (MTSS) teams, IEP Eligibility Committees, and IEP teams as necessary to assist in the development and revision of general and special education programs for individual students which may include intervention plans, IEPs, 504 Plans, and other support strategies.
• When supporting one school in a full-time capacity, serves as the building 504 Coordinator.

Conduct formal and informal evaluations of student achievement

• Assesses the individual strengths and needs of students, which may include observations, interviews, reviews of records, anecdotal notes, and/or the administration of standardized educational tests.
• In collaboration with school psychologists, selects and administers formal and informal assessments to determine student eligibility or continuing eligibility for Special Education services according to local, state and federal regulations.
• Produces Educational Assessment Reports in a clear, concise and user-friendly format reflecting knowledge of student through team meetings, review of student’s cumulative folder, classroom observation, interpretation of assessment data, and/or other relevant information.
• Compiles, maintains, and files all reports and other documentation according to mandated state and federal timelines.
• Assists in providing staff development to assist school personnel with understanding differentiation of instruction, students with disabilities, and other relevant topics.

Support and demonstrate core values of Stafford Schools

• Engage in ongoing professional development relevant to position.
• Adheres to guidelines of confidentiality as outlined in federal and state laws and School Board Policies and Procedures.
• Respond to written and oral requests for information promptly and thoroughly.
• Maintain a clean, neat appearance, appropriate to position.
• Maintain a record of appropriate attendance and punctuality.
• Serve as a role model for students, colleagues, and the general public.
• Work in close harmony with colleagues, supervisors, and co-workers.
• Comply with all District and School policies and regulations, including but not limited to guidelines for confidentiality.
• Perform other related duties as required/assigned.

EDUCATION AND EXPERIENCE

• Bachelor’s degree in education or related field required; Master’s degree strongly preferred.
• Three (3) years of Special Education teaching experience required.
• Professional License issued by the Virginia Board of Education, or eligibility for the same, with endorsement in Special Education required.
• Training and experience in administration, scoring, and interpretation of standardized educational assessments strongly preferred.

KNOWLEDGE, SKILLS, AND ABILITIES

• Knowledge
  • Psychometrics, diagnostic measures, and standardized assessment procedures
  • Development of cognitive and academic skills
  • Student diversity in development and learning
  • Current federal and state laws and regulations governing the inclusion of individuals with disabilities in public education, as well as local district policies in the areas of evaluation, placement, and planning for Special Education services and Section 504 procedures.
  • Local curriculum and instructional programs
  • Effective research-based instructional strategies and interventions
• Skills
  • Use of Microsoft Word and Google Suite Products
  • Use of online assessment administration and scoring applications
  • Data analysis of standardized assessment tools, educational benchmark measures, intervention progress monitoring tools, and curriculum-based assessments
• Abilities
  • Use effective interpersonal communication, collaboration and consultation skills with students, staff members, parents, and administrators
  • Use appropriate oral and written communication skills, including the ability to effectively present information to school administrators, school staff, parents and the general public; thorough knowledge of English grammar and usage
  • Uphold confidentiality
  • Work cooperatively in a team environment to meet goals
  • Organize and perform work independently
  • Meet deadlines for all work even when working on multiple projects
  • Show sustained effort and enthusiasm in quality and quantity of work

WORKING CONDITIONS AND PHYSICAL REQUIREMENTS

• Work environment is primarily inside, with moderate noise, temperatures that are moderate, and no exposure to chemicals or other negative air quality elements.
• The work is light work, requiring exertion of up to 20 pounds of force to move or lift objects.
• The following physical and mental abilities are representative of those expected to complete the essential functions of the job: standing for prolonged periods; sitting for prolonged periods; moving the hands, wrists, or fingers repetitively; moving with force on the back or lower body repetitively; feeling, grasping, or holding objections by hand; identifying colors visually; identifying objects in low light or distant conditions; communicating via spoken language; communicating via written language; perceiving sounds; making decisions using logic and rational thinking.

To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations shall be made, as required by law, to enable individuals with disabilities to perform the primary job functions herein described.

Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties, just as though they were actually written out in this job description.