What are the responsibilities and job description for the Elementary School Psychologist position at Community Unit School District 200?
Position: School Psychologist
Reports to: Building Administrator/Department Chair
Job Status: 10 months
Summary of Position: Services of a School Psychologist include, but not limited to, consultation and collaboration, conducting psycho-educational assessments, facilitating the problem solving process/ multi- tiered system of supports model, and participating as a member of the special education team.
Qualifications
I. Assessment, Data Analysis, and Intervention
While performing the duties of this job the employee is regularly required to sit, stand, walk, climb, balance, stoop, kneel, crouch, crawl and run. The employee will experience occasional lifting and or moving up to 100 lbs, such as lifting a child from the floor. The employee must be able to push/pull items up to 80 lbs., such as children in wheelchairs.
Work Environment
Hazards- Potential exposure to communicable disease and contact with blood and other body fluids; potential exposure to physical injury from aggressive behavior.
Affiliation
Wheaton Warrenville Education Association (WWEA)
Reports to: Building Administrator/Department Chair
Job Status: 10 months
Summary of Position: Services of a School Psychologist include, but not limited to, consultation and collaboration, conducting psycho-educational assessments, facilitating the problem solving process/ multi- tiered system of supports model, and participating as a member of the special education team.
Qualifications
- Current Illinois Professional Educator License with a School Psychologist endorsement
- Prior experience working as a Psychologist in a school district preferred
I. Assessment, Data Analysis, and Intervention
- Conduct valid intellectual, academic, behavioral, social, and emotional assessments to address referral concerns and diverse student needs.
- Facilitate and participate in the screening and benchmarking of students, including administering and interpreting screening instruments.
- Analyze academic, behavioral, and social-emotional data to inform appropriate evidence-based interventions.
- Design, implement, and evaluate effective programs and interventions for individuals and groups, focusing on social, emotional, behavioral, and instructional needs.
- Provide individual and/or group counseling to students to promote positive mental health and address specific challenges.
- Participate in the design, implementation, and evaluation of behavior plans at the individual, group, and school-wide levels.
- Regularly evaluate students' progress on interventions (progress monitoring).
- Prepare for and facilitate MTSS/ problem-solving meetings, special education team meetings, and other building-level student support meetings.
- Facilitate and participate in IEP meetings to determine eligibility and develop appropriate plans for students requiring special education programs and services.
- Facilitate the Section 504 process, including evaluations to assess eligibility, participate in meetings and create appropriate student plans.
- Collaborate and consult with staff and student services teams to plan instructional, behavioral, social, and emotional support.
- Provide culturally responsive supports to students and families from diverse backgrounds
- Establish and maintain effective written and verbal communication with students, parents, and colleagues regarding student programs and needs.
- Serve as a liaison between schools, families, and community agencies.
- Maintain records as required by law, district policies, and administrative regulations.
- Possess a thorough understanding of state and federal regulations governing the operation and administration of regular and special education.
- Uphold ethical and professional standards, and assist in enforcing school rules, district policies, and administrative regulations.
- Participate in School Psychology Department meetings and serve on building and district committees as assigned.
- Maintain yearly certification for Non-Violent Crisis Intervention de-escalation and crisis management (CPI).
- Assist in crisis preparedness, response, and recovery by utilizing the PREPaRE model.
- Correlate School Psychology objectives with the philosophy, goals, and objectives stated by the district.
- Be available to students, parents, and colleagues for education-related purposes at designated locations and times, adhering to a workable schedule.
- Perform all other related duties as assigned by the administration.
While performing the duties of this job the employee is regularly required to sit, stand, walk, climb, balance, stoop, kneel, crouch, crawl and run. The employee will experience occasional lifting and or moving up to 100 lbs, such as lifting a child from the floor. The employee must be able to push/pull items up to 80 lbs., such as children in wheelchairs.
Work Environment
Hazards- Potential exposure to communicable disease and contact with blood and other body fluids; potential exposure to physical injury from aggressive behavior.
Affiliation
Wheaton Warrenville Education Association (WWEA)