Anticipated School Psychologist opening for the 26/27 school year

School Psychologist Job Description Position: School Psychologist Reports to: Director of Special Education Supervisor: Building Principal Qualifications: >Advanced degree in School Psychology from a regionally accredited institution >Demonstration of meeting the content competencies as prescribed by the National Association of School Psychologists (NASP) >Met all pedagogy and subject matter testing requirements for this certification area >Completed an accredited graduate degree program at the specialist-level (e.g., Ed.S., M.A. CAGS; M.A. CAS; M.S./M.A.) or higher requiring a minimum of 60 graduate semester hours of study and a 1200 hour supervised internship in School Psychology, with a minimum of 600 hours in a school setting. Professional Certificate: Valid for assignment as a School Psychologist in grades PK-12 in RI Public Schools Function: School Psychologists apply their expertise in mental health, learning, and behavior, to help children succeed academically, socially, behaviorally, and emotionally. School Psychologists partner with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections among home, school, and the community. Scope of Work: School psychologists provide a comprehensive range of services as described in the current standards from the National Association of School Psychologists. The school psychologist functions as part of the district’s Unified Learning Support Services (ULSS)/Special Education Team. A School Psychologist provides a multi-tiered system of support (MTSS) through implementation and monitoring of evidence-based behavioral and academic interventions for all students in need. The services provided should reflect the specific needs of the students, families, and schools served and address the following non-exhaustive list of duties, responsibilities, and expectations: >Data-based decision making >Consultation & Collaboration with administrators, teachers, and caregivers >Direct Services: academic interventions and supports, mental and behavioral health services >Indirect Services: School-wide practices to promote learning, services to promote safe and supportive schools, family, school, and community collaboration. >Foundations of service deliver equitable practices for diverse populations, research and evidence based practices, legal ethical and professional practice. Responsibilities: >Data-Based Decision Making and Accountability utilize varied models and methods of assessment and data collection for identifying strengths and needs of individual students and the broader school community, developing effective services and programs, and measuring progress and outcomes. >Consultation and Collaboration consult and collaborate with colleagues, students, families and other stakeholders to promote effective implementation of services. >Interventions and Instructional Support to Develop Academic Skills in collaboration with others, use assessment and data collection methods to implement and evaluate services that support cognitive and academic skills. >Interventions and Mental Health Services to Develop Social and Life Skills in collaboration with others, use assessment and data-collection methods to implement and evaluate services that support socialization, learning, and mental and behavioral health, including but not limited to behavioral supports, individual and group counseling, and social skills training. >School-Wide Practices to Promote Learning develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others (e.g., positive behavior interventions and supports). >Preventive and Responsive Services promote services that enhance learning, mental and behavioral health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery. >Family–School Collaboration Services implement and evaluate services that respond to culture and context and facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social–behavioral outcomes for children. >Diversity in Development and Learning provide effective professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations for all aspects of service delivery. >Research and Program Evaluation evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels. >Legal, Ethical, and Professional Practice provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills. >Performs other job-related duties as assigned by the Director of Special Education and/or Building Principal. Evaluations: in accordance with school policy and collect bargaining agreements. Salary: In accordance with the collective bargaining agreement between Coventry Public Schools and the Coventry Teachers' Alliance.