School Psychologist

Reports To: Executive Director for Exceptional Children’s Services

Qualifications:

• Master’s Degree from and accredited institution in School Psychology
• Eligibility for, or recipient of, endorsement as a School Psychologist
• Experience working with children and adolescents in a school, clinic, or hospital setting
• Comprehensive knowledge of psychological theory and practice including assessment and test theory, diagnostic categories, personality assessment, learning disabilities, statistics, and counseling theories
• Comprehensive knowledge of and adherence to legal procedures as contained in local, state and federal policies governing special education, including IDEA, HIPPA and FERPA laws and guidelines
• Comprehensive knowledge of and adherence to professional and ethical standards of the American Psychological Association and the National Association of School Psychologists
• Comprehensive knowledge of counseling techniques, behavioral management techniques, classroom instructional interventions and parent training strategies
• Considerable knowledge of psychological services that are appropriate for school age children
• Considerable knowledge of appropriate action to be taken in emergency situations
• Considerable knowledge of the current literature, trends, methods and developments in the area of school psychological services
• General knowledge of the principles of supervision, organization and administration
• Ability to interpret student behavior, system policies and state procedures
• Ability to evaluate the effectiveness of programs and make recommendations for improvements
• Ability to use common office machines and current computer-driven work processing, spreadsheet and file maintenance programs
• Ability to maintain complete and accurate records and to develop meaningful reports from them
• Ability to effectively express ideas orally and in writing
• Ability to establish and maintain effective working relationships as necessitated by work assignments
• Must have or be able to obtain appropriate NC Licensure with NCDPI
• Experience with PBIS & MTSS Essential

Job Functions:

• Serve on student support teams and special education committees at each school in the district
• Conduct individual child evaluations designed to identify strengths and weaknesses that can be used to develop effective interventions
• Select, administer, analyze and interpret results of psychological and psycho-educational assessment procedures
• Analyze and interpret assessment data using statistical techniques, knowledge of instruments and understanding of disabling conditions
• Integrate findings into systematic case formulations and plan for intervention through written reports and oral presentation of results
• Provide psychological counseling individually and in groups for students who have behavioral, emotional, and/or academic problems that affect their academic performance or their ability to interact well with others
• Consult with school personnel (teachers, administrators, special education staff), parents and outside agencies to identify and develop interventions that address the academic, behavioral, and/or social/emotional needs of students
• Conduct or participate in field-based research with students
• Develop and implement prevention and early intervention programs
• Recommend instructional accommodations for both regular and special education students via 504 Plans, IEPs and MTSS
• Present in-service and educational programs to school staff, parents, community agencies, and students that will expand psychological awareness of issues related to children and adolescents and to perform preventative mental health services
• Provide teachers and parents with information about appropriate developmental tasks and expectancies in cognitive, social, communication, physical and self-help areas
• Make appropriate student referrals to specialists and/or community agencies
• Performs other duties and responsibilities as assigned by supervisor

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees of this job