What are the responsibilities and job description for the School Psychologist 2026-2027 SY position at Milpitas Unified School District?
MILPITAS UNIFIED SCHOOL DISTRICT
PSYCHOLOGIST
DEPARTMENT: Special Education REPORTS TO: Director-Special Services
APPROVED: SALARY SCHEDULE: Certificated Teachers
BASIC FUNCTION:
Evaluates pupils referred as potential candidates for special education programs and presents a report to the local education authority on students he/she has evaluated. Tests may include intelligence, achievement, personality and perceptual motor tests.
ESSENTIAL FUNCTIONS AND RESPONSIBILITIES: Other duties may be assigned.
Conducts extensive psychological examinations of referred students.
Participates in case conferences when referred students are involved, or as requested.
Serves as a resource person concerning learning handicaps for other school personnel.
Interprets diagnoses to school personnel, other concerned professionals, parents and students.
Makes recommendations on ways to assist a student referred to him for examination.
Sets performance criteria, e.g., desired behavioral outcomes and objectives using written Individualized Educational Programs (IEPS) in collaboration with special education personnel.
Schedules and conducts follow-ups including periodic check-ups and progress evaluation; determines case conclusion.
Consults re-evaluation including observation, reviewing reports, reissuement, writing summaries and modifying programs as appropriate.
Identifies methods for treatment of problems in both regular and special education programs, including intensive individual or group counseling; behavior modification plan; referral to outside agencies such as mental health, child guidance clinic, etc; revision of instructional program such as replacement, rescheduling of the school day, or other methods; placement in special education; family counseling and other methods.
Supervises interns.
Conducts home visits as required.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. 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.
ENTRANCE QUALIFICATIONS:
A master=s degree in school psychology or equipment. Completion of 45 graduate hours in school psychology or related area in addition to an internship. Meet competency requirements as set forth in R340.1156 of Special Education Rules. Completion of one (1) year of successful experience as a school psychologist with direction from a fully approved school psychologist.
ABILITIES:
ABILITY TO:
Read, analyze and interpret periodicals, professional journals, technical procedures or governmental regulations. Write reports, business correspondence and procedure manuals.
Effectively present information and respond to questions from groups of managers, clients, customers and the general public.
Work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry.
Apply concepts such as fractions, percentages, ratios and proportions to practical situations.
Define problems, collect data, establish facts and draw valid conclusions.
Interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
Apply knowledge of current research and theory to instructional program
Plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned.
Establish and maintain effective working relationships with students, peers, parents and community.
Speak clearly and concisely in written or oral communication.
WORKING CONDITIONS:
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.
Office environment; classroom environment during observances. The noise level in the work environment is occasionally quiet to moderate. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety and well-being of students. The employee must be able to drive a vehicle to conduct work.
PHYSICAL ABILITIES:
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 regularly will sit, walk, speak, and stand. Specific vision abilities required by this job include close vision.
CERTIFICATES, LICENSES, REGISTRATIONS:
A valid California Pupil Personnel Services Credential or School Psychologist Credential.
A valid California driver=s license.
The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
09/96
PSYCHOLOGIST
DEPARTMENT: Special Education REPORTS TO: Director-Special Services
APPROVED: SALARY SCHEDULE: Certificated Teachers
BASIC FUNCTION:
Evaluates pupils referred as potential candidates for special education programs and presents a report to the local education authority on students he/she has evaluated. Tests may include intelligence, achievement, personality and perceptual motor tests.
ESSENTIAL FUNCTIONS AND RESPONSIBILITIES: Other duties may be assigned.
Conducts extensive psychological examinations of referred students.
Participates in case conferences when referred students are involved, or as requested.
Serves as a resource person concerning learning handicaps for other school personnel.
Interprets diagnoses to school personnel, other concerned professionals, parents and students.
Makes recommendations on ways to assist a student referred to him for examination.
Sets performance criteria, e.g., desired behavioral outcomes and objectives using written Individualized Educational Programs (IEPS) in collaboration with special education personnel.
Schedules and conducts follow-ups including periodic check-ups and progress evaluation; determines case conclusion.
Consults re-evaluation including observation, reviewing reports, reissuement, writing summaries and modifying programs as appropriate.
Identifies methods for treatment of problems in both regular and special education programs, including intensive individual or group counseling; behavior modification plan; referral to outside agencies such as mental health, child guidance clinic, etc; revision of instructional program such as replacement, rescheduling of the school day, or other methods; placement in special education; family counseling and other methods.
Supervises interns.
Conducts home visits as required.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. 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.
ENTRANCE QUALIFICATIONS:
A master=s degree in school psychology or equipment. Completion of 45 graduate hours in school psychology or related area in addition to an internship. Meet competency requirements as set forth in R340.1156 of Special Education Rules. Completion of one (1) year of successful experience as a school psychologist with direction from a fully approved school psychologist.
ABILITIES:
ABILITY TO:
Read, analyze and interpret periodicals, professional journals, technical procedures or governmental regulations. Write reports, business correspondence and procedure manuals.
Effectively present information and respond to questions from groups of managers, clients, customers and the general public.
Work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry.
Apply concepts such as fractions, percentages, ratios and proportions to practical situations.
Define problems, collect data, establish facts and draw valid conclusions.
Interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
Apply knowledge of current research and theory to instructional program
Plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned.
Establish and maintain effective working relationships with students, peers, parents and community.
Speak clearly and concisely in written or oral communication.
WORKING CONDITIONS:
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.
Office environment; classroom environment during observances. The noise level in the work environment is occasionally quiet to moderate. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety and well-being of students. The employee must be able to drive a vehicle to conduct work.
PHYSICAL ABILITIES:
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 regularly will sit, walk, speak, and stand. Specific vision abilities required by this job include close vision.
CERTIFICATES, LICENSES, REGISTRATIONS:
A valid California Pupil Personnel Services Credential or School Psychologist Credential.
A valid California driver=s license.
The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
09/96