What are the responsibilities and job description for the School Psychologist position at SAU 12, Londonderry?

NH Certification or Statement of Eligibility as a School Psychologist
Excellent benefits available!

Londonderry Education Association Union

JOB ANALYSIS

The job of School Psychologist is for the purpose/s of measuring and interpreting the intellectual, adaptive, academic, social and emotional development of children; applying state and federal regulations; and developing strategies and interventions to address the educational and behavioral needs of students.

REPORTS TO

Director of Pupil Services

ESSENTIAL FUNCTIONS

(The following are illustrative of the responsibilities associated with this position and are not intended to be all-inclusive.)

· Administers standardized and/or supplemental assessments for the purpose of measuring the intellectual, adaptive, academic, social and emotional development of children and/or determining eligibility for services in conformance with established regulations.

· Assesses students' functional capabilities in the classroom and/or home environment for the purpose of determining student's functional level and developing recommendations and/or placement.

· Collaborates with a wide variety of parties (e.g. teachers, parents, other personnel, outside professionals/organizations, etc.) for the purpose of coordinating with parties and/or providing requested information, developing plans for services and/or making recommendations.

· Communicates with a variety of parties (e.g. students, parents, teachers, other personnel, outside organizations, etc.) for the purpose of evaluating situations, solving problems and/or resolving conflicts.

· Compiles information from a variety of sources (e.g., teachers, nurse, school officer, mental health agencies, other professionals, etc.) for the purpose of producing a comprehensive evaluation report in compliance with established state and federal guidelines.

· Coordinates with community agencies including medical, judicial, social service and mental health services for the purpose of determining appropriate treatments, etc. to meet the needs of specific students.

· Counsels students, parent/guardians and/or staff for the purpose of establishing respectful and cooperative partnership with families while providing support and/or direction while recommending effective prevention/intervention strategies to enhance the mental health, behavior, social competency and/or educational status of selected parties.

· Counsels students, parents and/or guardians for the purpose of enhancing student success in school; while establishing respectful and cooperative partnerships with families in support of student learning and well-being.

· Develops a variety of student specific and/or group ideas/plans (e.g. behavior plans, curriculum modifications, etc.) for the purpose of implementing treatment programs. Facilitates a variety of meetings, trainings, workshops, in-services, etc. for the purpose of meeting curriculum guidelines; ensuring that state mandates are achieved; providing training and skill development; and promoting supportive learning environments.

· Intervenes in occurrences of inappropriate behavior of students for the purpose of assisting students in modifying such behavior and developing successful interpersonal skills; while demonstrating appropriate social activities.

· Participates in trainings, meetings, seminars, in-services, conferences, etc. for the purpose of conveying and/or gathering information required to perform job functions.

· Prepares a wide variety of written materials both manual and electronic (e.g. extension requests, correspondence, memos, behavior plans, Medicaid billings, reports, required documentation, psychological reports, etc.) for the purpose of documenting activities, providing written reference and/or conveying information.

· Serves as a liaison between a variety of parties (e.g. students, parents, staff, outside agencies, etc.) for the purpose of providing and/or gathering information to support appropriate situations.

· Collaborates with other disciplines to ensure team understanding of student occupational performance strengths and needs, through evaluation, educational program planning, and service delivery.

· Evaluates the student’s ability and formulates the student’s occupational profile through a variety of functional, behavioral, and standardized assessments, skilled observation, checklists, histories, and interviews.

· Synthesizes evaluation results into a comprehensive written report which reflects strengths and barriers to student participation in the educational environment; directs program development; and guides evidence-based intervention.

· Develops occupationally based intervention plans based on student needs and evaluation results.

· Participates in multidisciplinary meetings to review evaluation results, integrate findings with other disciplines, offer recommendations, and develop individual education plans and intervention plans to achieve IEP goals.

· Coordinates with the IEP team for the purpose of determining appropriate treatments, etc. to meet the needs of specific students and attends IEP Team Meetings.

· Provides targeted, evidence-based therapeutic intervention to facilitate student participation and occupational performance within the school environment.

· Consults with the school-based team to achieve student outcomes.

· Adapts and modifies the environment including assistive technology and training instructional staff to meet individual needs and to help students function as independently as possible.

· Educates student, educational personnel, and family to facilitate skills in areas of occupation as well as health maintenance and safety.

· Monitors and reassess the effects of occupational therapy intervention and the need to continue, modify, or discontinue intervention.

· Documents occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services as appropriate.

· Knowledge of lockdown procedures, fire drills, emergency backpacks to insure a safe school environment.

KEY COMPETENCIES

· Self-motivation

· Verbal and written communication skills

· Attention to detail

· High work standards

· Problem solving

· Decision making

· Organizing and planning

· Learning orientation

· Critical thinking

· Stress tolerance

· Flexibility and adaptability

· Initiative

QUALIFICATIONS

· Current New Hampshire Department of Education Certificate

· Master’s Degree in School Psychology

· Knowledge of relevant technology

TERMS OF EMPLOYMENT

Refer to the contract between the Londonderry School Board and the Londonderry Education Association Union for additional information.