School Psychologist

Job Goal: To evaluate and assess educational and emotional needs of students; provide data for planning a program which will help them learn subject matter and skills that will contribute to their development as mature, able, responsible members of society; and to provide assistance for teachers and staff development which supports the social, emotional and behavioral needs of all students.

Qualifications:

1. A Master’s degree with an emphasis in School Psychology.
2. A valid Alabama Certificate to practice as a School Psychologist.
3. Certification as a Nationally Certified School Psychologist preferred.
4. Three years prior experience preferred.
5. Experience working with students with emotional disabilities and/or problems with self-control and self-esteem preferred.
6. Experience working with crisis intervention preferred.
7. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

FLSA Status: Exempt

Reports to: Local School Principal and Special Education Director

Background Check Required: (Ala. Code §§ 16-22A-5) upon offer of employment, employees will be required to submit legible fingerprints for a background review by the Alabama Bureau of Investigation and the Federal Bureau of Investigation. Background checks may not be more than ten (10) years old.

Required Knowledge, Skills and Abilities:

1. Skilled in the use of oral and written language in order to present ideas simply and clearly to administration, teachers, parents, and students (including behavioral intervention and support plans).
2. Comprehensive knowledge of principles, concepts and skills pertaining to evaluation program.
3. Skills in the use of evaluation instruments consistent with goals and objectives.
4. Demonstrate effective interpersonal skills and experience in facilitating groups.
5. Ability to establish and maintain effective relationships with students, parents, colleagues, and community members.
6. Knowledge and understanding of the school system rules, administrative procedures, local board policy, and state and federal rules and regulations.
7. Experience in planning appropriate staff development related to dealing with students exhibiting behavior/emotional problems.
8. Possesses the physical and emotional stability to fulfill the contact period.
9. Knowledge and application of Individual Education and Transition Plans.

Essential Functions:

1. Administers to students, on an individual basis, intelligence tests, achievement tests, tests to measure perceptual and motor development, and functional behavior assessments.
2. Evaluates and interprets all testing and makes recommendations for school and class placement for the appropriate special education program.
3. Interprets test findings to parents as requested; counsels with parents regarding student's potential and achievement level; recommends to parents ways of helping student or recommends sources from which they may seek further counseling.
4. Confers with teacher, administrators, and other professional staff on findings of individual tests and help them in their efforts to better understand and place each student.
5. Consults with other agencies, both public and private, regarding individual cases.
6. Consults with psychologists, psychiatrists, and physician for the purpose of correlating all available information regarding individual cases.
7. Write complete reports on each student tested and files with test record.
8. Write behavioral intervention plans as needed.
9. Engages in personal professional growth and demonstrates professional ethics and leadership.
10. Adheres to school system rules, administrative procedures, and local board policy, and state and federal rules and regulations.
11. Keeps informed regarding research in psychological and educational testing practices in the area of testing construction, test administration, and test results evaluation.
12. Reviews all components of IEPs at school campuses with special education teachers and administrators.
13. Compiles eligibility and IEP data for appropriate service delivery.
14. Consult with SST teams, ISS staff, system Alternative Schools, and teachers of special needs and regular education students with severe behavior problems.
15. Conduct teacher training on classroom management and social skills instruction for regular education/special education teachers, ISS Staff and Alternative School Staff.
16. Conduct parent training for guidance on dealing with students who exhibit challenging behavior in the home as well as in the school setting.
17. Assist administrators with being proactive in decreasing the number of school incidents assigned to ISS and Alternative School.
18. Performs other duties within the scope of his/her employment as may be assigned.

• This position will be subject to the Students First Act of 2011. Madison City Schools reserves the right to fill this position by transfer of a qualified applicant who is already employed by Madison City Schools.

• Under the Students First Act of 2011, no credit toward tenure or non-probationary status is earned in the initial school year of employment if the date of hire occurs after September 30.    

Expected Employment: 187 days (full year)

Evaluation: According to established Board policies and administrative procedures and guidelines.

Salary Range: (Salary based on employment for complete year)

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