What are the responsibilities and job description for the Summer Preschool Assessment Team (PAT) - School Psychologist position at Federal Way Public Schools?
This position is for Summer Preschool Assessment Team (PAT). All pay will be timesheeted. You must be available and commit to attending all assessment days.
This is a fast-paced turn around evaluation and Individualized Education Plan (IEP) for children who are turning three (transitioning from Part C to Part B of IDEA) and some children between the ages of three and five who were screened through the district ChildFind process. Teams will evaluate a child in the morning. If the child qualifies, the team will write a draft IEP and hold a meeting that afternoon.
SCHOOL PSYCHOLOGIST
Position Summary
School Psychologists provide case consultation on psycho educational issues for all children. They function as facilitators for special education evaluations of students who, for various reasons, are not succeeding in the school environment and have a suspected disability. As part of evaluation team psychologists assess students in areas for which they are exclusively trained: cognitive, adjustment, and adaptive. They lead the assessment team in drawing conclusions and providing recommendations based on all data engendered from the team evaluation.
This position requires working with children of various ages and a variety of disabilities (preschool to 12th grade). Position requires being an itinerant and traveling to different school sites within the district.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
As time allows school psychologists may choose to pursue various interests beyond their primary responsibilities. Examples include but are not limited to developing a reading program, leading seminars on child development, teaching a psychology class, running psycho-educational groups, providing psycho-educational counseling or consultation or developing a discipline program for a building.
The preceding list of responsibilities is not exhaustive and may be supplemented as necessary.
Required Qualifications
Education and Experience
High school diploma or equivalent
Initial or Continuing Certification in School Psychology.
Training and experience in the administration of cognitive, academic, adjustment, and adaptive evaluation instruments.
Training and experience in the interpretation of cognitive, academic, adjustment, and adaptive evaluation results.
Successful experience leading building based problem solving and evaluation teams.
Additional Requirements
Work scheduled hours on a consistent basis
Preferred Qualifications
Preschool Experience
Summer Preschool Assessment Team (PAT) Experience
Condition Of Employment
Criminal background clearance
Maintain a current ESA Certified Washington State Teacher’s Certificate
Knowledge Of
School board policies and procedures
Ability To
Organize and perform job responsibilities efficiently and independently without close supervision and able to pay strict attention to detail
Speak, read and follow written or verbal communications
Practice effective safety and security within individual work routines
Develop and maintain positive customer relations with staff and service providers
Work collaboratively with District staff and promote teamwork with co-workers
Practice ethical and professional standards of conduct including the requirements of confidentiality
Relate effectively with parents, staff, students and the public in a multicultural and multiracial community
Perform job responsibilities with or without reasonable accommodations
REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:
Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools’ commitment to “Each Scholar: A Voice. A Dream. A Bright Future.”
Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.
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 regularly required to sit. The employee frequently is required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee is occasionally required to stand and walk. The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, and ability to adjust focus.
WORK ENVIRONMENT: 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.
While performing the duties of this job, the employee regularly works in indoor conditions and regularly works near video display. The noise level in the work environment is usually moderate.
WORK SCHEDULE
Estimated 4.5 to 8 hours, Monday-Friday, June-July
REPORTING RELATIONSHIP
This position reports to, and is evaluated Director of Student Support Services.
REPRESENTATION
Federal Way Education Association
Level Of Compensation
Current state salary schedule, Timesheeted.
Disclaimer
The preceding list is not exhaustive and may be supplemented as necessary. The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required, but should not be considered an all-inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed.
All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.
CLASSIFICATION HISTORY
Update 07/2015
Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.
This is a fast-paced turn around evaluation and Individualized Education Plan (IEP) for children who are turning three (transitioning from Part C to Part B of IDEA) and some children between the ages of three and five who were screened through the district ChildFind process. Teams will evaluate a child in the morning. If the child qualifies, the team will write a draft IEP and hold a meeting that afternoon.
SCHOOL PSYCHOLOGIST
Position Summary
School Psychologists provide case consultation on psycho educational issues for all children. They function as facilitators for special education evaluations of students who, for various reasons, are not succeeding in the school environment and have a suspected disability. As part of evaluation team psychologists assess students in areas for which they are exclusively trained: cognitive, adjustment, and adaptive. They lead the assessment team in drawing conclusions and providing recommendations based on all data engendered from the team evaluation.
This position requires working with children of various ages and a variety of disabilities (preschool to 12th grade). Position requires being an itinerant and traveling to different school sites within the district.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- Psychological evaluation, in which Psychologists employ those instruments for which they are exclusively trained.
- Primary facilitator of special education evaluations and reevaluations.
- Facilitation of decisions around program needs for special services students transferring into the district.
- Consultation with district staff, patrons and other professionals around psycho-educational issues impacting all students.
- Consultation regarding placement decisions for special needs students.
- Compilation of supporting evaluation paperwork, as related to evaluation data by the School Psychologist.
- Facilitation of transportation arrangements as appropriate for students transferring into the district with previous special education concerns.
- Share District Representative role with other professionals.
As time allows school psychologists may choose to pursue various interests beyond their primary responsibilities. Examples include but are not limited to developing a reading program, leading seminars on child development, teaching a psychology class, running psycho-educational groups, providing psycho-educational counseling or consultation or developing a discipline program for a building.
The preceding list of responsibilities is not exhaustive and may be supplemented as necessary.
Required Qualifications
Education and Experience
High school diploma or equivalent
Initial or Continuing Certification in School Psychology.
Training and experience in the administration of cognitive, academic, adjustment, and adaptive evaluation instruments.
Training and experience in the interpretation of cognitive, academic, adjustment, and adaptive evaluation results.
Successful experience leading building based problem solving and evaluation teams.
Additional Requirements
Work scheduled hours on a consistent basis
Preferred Qualifications
Preschool Experience
Summer Preschool Assessment Team (PAT) Experience
Condition Of Employment
Criminal background clearance
Maintain a current ESA Certified Washington State Teacher’s Certificate
Knowledge Of
School board policies and procedures
Ability To
Organize and perform job responsibilities efficiently and independently without close supervision and able to pay strict attention to detail
Speak, read and follow written or verbal communications
Practice effective safety and security within individual work routines
Develop and maintain positive customer relations with staff and service providers
Work collaboratively with District staff and promote teamwork with co-workers
Practice ethical and professional standards of conduct including the requirements of confidentiality
Relate effectively with parents, staff, students and the public in a multicultural and multiracial community
Perform job responsibilities with or without reasonable accommodations
REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:
Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools’ commitment to “Each Scholar: A Voice. A Dream. A Bright Future.”
Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.
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 regularly required to sit. The employee frequently is required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee is occasionally required to stand and walk. The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, and ability to adjust focus.
WORK ENVIRONMENT: 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.
While performing the duties of this job, the employee regularly works in indoor conditions and regularly works near video display. The noise level in the work environment is usually moderate.
WORK SCHEDULE
Estimated 4.5 to 8 hours, Monday-Friday, June-July
REPORTING RELATIONSHIP
This position reports to, and is evaluated Director of Student Support Services.
REPRESENTATION
Federal Way Education Association
Level Of Compensation
Current state salary schedule, Timesheeted.
Disclaimer
The preceding list is not exhaustive and may be supplemented as necessary. The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required, but should not be considered an all-inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed.
All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.
CLASSIFICATION HISTORY
Update 07/2015
Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.