Supervising LSSP - Special Education Department - 2026-2027

PRIMARY PURPOSE:

The Supervising LSSP provides leadership, oversight, and administrative direction to the district's school psychologists, educational diagnosticians, occupational therapy (OT), physical therapy (PT), and Child Find evaluation teams. This role ensures the execution of legally compliant, high-quality evaluation processes, fosters multi-disciplinary collaboration, monitors critical state compliance indicators, supervises comprehensive assessments of students referred for special education placement; participates in the development of individual education plans; consults with teachers, parents and community agencies concerning intervention strategies for various disabling conditions, plans and coordinates a program of psychological services for students, teachers, and parents.  Also, supervise school psychology practicum and  intern students in the Department of Special Education.

MINIMUM QUALIFICATIONS:

Education and Certification Requirements

• Master’s degree, Specialist degree (SSP/Ed.S.), or Doctorate in School Psychology from an accredited institution
• Valid State Licensed by the Texas State Board of Examiners of Psychologists as a School Psychologist
• Valid Texas Driver’s License
• Candidate must have a satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50.00) paid by the employee

Special Knowledge and Skills

• Have knowledge, skills and expertise in the areas of child development, psychological theory and practice, clinical assessment and expertise in interpreting cognitive, executive functioning and academic assessment batteries to guide diagnostic clarity.
• Have knowledge and understanding of Individuals with Disabilities Education Act (IDEA) and education codes governing child find, evaluations, and eligibility.
• Ability to review comprehensive assessment interpretations from outside the district to establish accuracy as well as student eligibility for special education services.
• Ability to review formal written reports to interpret information and make recommendations that ensure quality and appropriateness.
• Ability to review assessment data with staff to ensure accuracy and appropriate interpretation.
• Ability to review assessment reports to ensure proper focus, clarity, and accurate reporting of data.

Experience

• Minimum of three (3) years of successful field experience as a school psychologist,
• Experience supervising other licensed specialists in school psychology and diagnosticians preferred

MAJOR RESPONSIBILITIES AND DUTIES:

(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.)

• Model appropriate behavior in Admission, Review, and Dismissal committee meetings
• Ensure that assessment instruments are current and are used in the manner prescribed by the test maker
• Conduct in service on assessment instruments and assessment issues for staff
• Provide consultation on assessment for Director of Special Education and staff
• Communicate high expectations and regard for the individual in an enabling and non- threatening manner
• Ensure all initial evaluations are conducted within required timelines
• Comply with District policies and regulations as well as state and federal laws
• Ensure all required timelines are met in scheduling full and individual evaluation
• Ensure all required reevaluation timelines are met districtwide
• Participating as a legally required member of Admission, Review, and Dismissal
• (ARD) meetings as appropriate
• Monitor Admission, Review and Dismissal (ARD) committee meetings to ensure applicable state and federal guidelines are complied with
• Serve as a resource person in interpreting the general objectives, laws, policies, and procedures of the Special Education program as it relates to evaluation practices and policies
• Consult with physicians as part of the multidisciplinary team
• Assist special education teachers in the use of criterion referenced testing
• Work with parents, campus personnel, and other central administrators to analyze and solve problematic situations involving students with disabilities in the earliest stage possible
• Effectively participates in staff, professional, and interagency meetings
• Use evaluation appraisal instruments appropriately and ensure that evaluations clearly and accurately represent staff performance
• Confer with assigned staff regarding their professional growth; works jointly with them to develop and accomplish improvement goals
• Assist in identifying and/or encouraging participation in available in-service training options
• Effectively provide guidance and orientation for new Special Education evaluation staff members at the district and/or campus levels
• Make recommendations for assignments and/or reassignments of Special Education evaluation staff
• Provide vendor management for evaluation/related services vendors
• Conduct oneself in a professional, ethical manner, in accordance with generally accepted community standards, complies with TEA code of ethics, as well as the Texas State Board of Examiners of Psychology code of ethics
• Participate in professional development activities to maintain current knowledge of personnel rules, regulations, and practices
• Maintains documentation and follow-up needed regarding all Individual Educational Evaluation (I.E.E.) parent requests
• Maintain a consistent professional demeanor and appearance
• Ensure compliance with the Texas Educator’s Code of Ethics        
• Daily attendance and punctuality at work are essential functions of the job

Supervisory Responsibilities:

Supervises school psychologists, educational diagnosticians, interns, and practicum students in the department.

Equipment Used:

• Office equipment – personal computer, printer, calculator, multi-line telephone, software programs and peripherals, copier, fax, and other equipment applicable to position.
• Communication equipment – radio communication equipment, cellular telephone
• Video monitoring equipment

Working Conditions:

Mental Demands

• Maintain emotional control under stress
• Work with frequent interruptions

Physical Demands

• Frequent: Sitting, standing, walking, climbing stairs and/or ramps, balancing, stooping, kneeling, crouching, crawling, pulling, pushing, reaching, repetitive hand motions, hearing, speaking clearly, visual acuity, distinguishing colors, driving, traveling.
• Occasional: Lifting, moderate, 15-44 pounds; carrying, moderate, 15-44 pounds

Environmental Factors

• Frequent exposure to temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination, vibration
• Occasional exposure to biological hazards (communicable diseases, bacteria, insects, mold, fungi, etc.), work outside, work around moving objects or vehicles, work on uneven surfaces, work alone, work prolonged or irregular hours.

Nondiscrimination Statement:

The Judson School District considers applicants for all positions without regard to race, color, national origin, age, religion, sex, marital or veteran status, the presence of a medical condition, disability, or any other legally protected status.