The WISD's Mission is to promote the continuous improvement of achievement for every student while providing high-quality service to our customers through leadership, innovation, and collaboration.

The WISD’s Vision is to be a leader in empowering, facilitating, and delivering high-quality, boundary-spanning, educational system that educates all children through an equitable, inclusive, and holistic approach.

SUMMARY:
Provide evaluations, professional development, technical assistance, leadership and consulting services to the WISD programs, local school districts and public-school academies within Washtenaw County relative to evaluation and behavior support services and systems.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
• Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes.
• Engages in reflection and ongoing learning and development on critical concepts and terms identified in the Washtenaw ISD Educational Equity Policy including concepts such as cultural proficiency, racial equity, and systemic and structural inequities.
• Demonstrated collaboration is required and an essential core value.
• Collaborate as a member of WISD or the local school districts team to provide evaluation, consultation or second-opinion evaluations for specific students assigned by the director.
• Work within the framework of a problem-solving model to help plan effective instruction and intervention that leads to improved student performance.
• Provide interpretation and feedback to parents, district staff and students that effectively communicates recommendation and assists the local team in developing appropriate programs and services.
• Prepare written reports that integrate assessment data, identify student’s strengths and needs and make recommendations for improved services to support student performance.
• Demonstrated hands-on and practical experience with behavior and instructional plans (Non-aversive)
• Demonstrated skill in behavior management for neurologically impaired, cognitively impaired, emotionally impaired students and students with Autism Spectrum Disorder.
• Will need to interpret and evaluate behaviors and achievement as related to educational programs.
• Must be able to work with staff to assess behavior and develop behavior intervention plans as well as adapt curriculum to meet the needs of individual students.
• Must demonstrate an understanding of least restrictive environment issues, inclusion and Systems Unification and will need to help students transition to settings in the least restrictive environment as well as post school opportunities in conjunction with various outside agencies; must understand the concepts around transition i.e., person centered planning.
• Consults with teachers, parents, local education agencies, center programs and outside agencies on a wide variety of issues.
• Assists in the training collaboration and support of local district psychologists; needs to understand how to organize, coordinate, manage and support a professional team.
• Serves as an organizational liaison to external agencies, professional organization and others upon supervisor direction.
• Works effectively with district personnel in developing building teams to deal effectively with behavior and learning support within a school building.
• Student evaluation and assessment as well as staff training will be needed to accomplish the first three items.
• Conducts independent individual psychological evaluations and to collect and develop the data needed to make recommendations about individual students age birth to 26.
• Experience with mildly through severely impaired students and be prepared to work with students with a wide variety of educational needs.
• Must be able to write reports which reflect the students’ present level of performance and make recommendations for appropriate interventions.
• Participates in staff development, school committees, research, and curriculum development.
• Should be prepared to practice in ways that meet all appropriate professional, ethical and legal standards and perform other duties as assigned.
• Demonstrate operational knowledge of Internet and Web-related technologies.
• Demonstrates skills and comfort using the latest instructional online tools and technology.
• Other Duties as Assigned

SUPERVISORY RESPONSIBILITIES:

• N/A.

QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. 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.
Compliance with the law as specified in R340.1156--School psychologist competency requirements.
Compliance with the law as specified in R340.1152-- Qualifications of school psychologist.

EDUCATION and/or EXPERIENCE:

• Master’s Degree in School Psychology, Ed. Specialist or PhD desired
• Minimum of five years of experience and/or training directly related to the duties and responsibilities specified.
• Evidence of successful experience in the area of behavior management.
• Evidence of successful experience in conducting formal as well as informal group training in behavior management, learning support, assessment, evaluation.
• Experience in analyzing behavior and designing behavior management plans for children and young adults.
• Experience working in a virtual online instructional setting.

CERTIFICATES, LICENSES, REGISTRATIONS:

• Certification in School Psychology
• Valid Michigan driver’s license

LANGUAGE SKILLS:
Ability to read, analyze, and interpret general educational periodicals, professional journals, or governmental regulation. Ability to write reports, business correspondence, and procedural manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.

TECHNICAL SKILLS:

• Ability to use a personal computer (PC) in a networked environment to utilize the Internet and other electronic communications mechanisms such as email conferencing or bulletin boards.
• Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.
• Ability to use online instructional tools and technology.

MATHEMATICAL SKILLS:

• Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals.
• Ability to compute rate, ratio and percent and to draw and interpret bar graphs.
• Ability to perform binary and hexadecimal mathematics as pertains to IP (VLSM, CIDR and Subnet Notation).

REASONING ABILITY:

• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
• Exhibit high level of professionalism with the ability to handle confidential information and use good judgment.

INTERPERSONAL SKILLS:

• Possess excellent customer service and communication skills with a client-centered focus.
• Ability to build rapport with others and to serve diverse publics.
• Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.

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 is frequently required to stand; walk; sit; use hands to finger, handle or feel; reach with hands and arms; stoop, kneel crouch or crawl; and to talk or hear. The employee must frequently lift and/or move up to 30 pounds such as files and training material. Specific vision abilities required by this job include close vision, distance vision, peripheral vision and ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.

ENVIRONMENTAL ADAPTABILITY:
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 quiet to loud depending upon the activity in the particular part of the day. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.

FUNCTIONS OF POSITION DESCRIPTION:
This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. The WISD retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment.

This position description is not a contract for employment.

The WISD is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.

TERMS:
This position is subject to terms, conditions, and calendar of the Master Agreement between the District and Unit II AFT Local 3760. Starting salary ranging (dependent upon experience) from $46,255 - $99,821.

Washtenaw Intermediate School District is a drug-free workplace.

The employee shall remain free of any alcohol or nonprescribed controlled substance in the workplace throughout his/her employment in the district.

It is the policy and commitment of the Washtenaw Intermediate School District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, executive order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent state and Federal regulations.

Job Types: Full-time, Contract

Pay: $46,255.00 - $99,821.00 per year

Benefits:

• 401(k)
• Dental insurance
• Health insurance
• Vision insurance

Schedule:

• Monday to Friday

Education:

• Master's (Preferred)

Experience:

• Related: 5 years (Preferred)

License/Certification:

• Driver's License (Required)
• Certified School Psychologist (Required)

Work Location: In person