Job Title: 

Teacher – School Psychologist

Salary Scale: 

Scale 12.0 Psychologist

Salary Range: 

Work Days: 

200

Reports To: 

Director of Special Education

FLSA Status: 

Exempt (Professional Staff Position)

Overview: 

A school psychologist conducts tests and evaluates the needs and educational programs of referred students; plans and assists in implementation of programs to enable students to attain appropriate achievement and adjustment; consults with teachers and parents regarding such needs and/or issues.

Education Required: 

Candidate must be a graduate of an accredited college or university and must hold an Ed.S. Degree or equivalent from an approved program in school psychology or have otherwise qualified for DOE licensure in the State of Virginia. Candidate must have completed a school year of full-time supervised internship (12 graduate semester hours or equivalent) in an accredited school.

Qualifications: 

Decision-making skills are an important aspect of this position, affecting a large segment of the organization, students, and teachers. Extensive knowledge of acceptable psychological testing procedures and practices is required. Knowledge of special education laws and regulations is required. Candidates must be knowledgeable of school law and the legal provisions related to childcare. Must be able to demonstrate the ability to function effectively as a team member through such meetings as Child Study, Eligibility, IEP, etc. 

Essential Duties: 

The minimum performance expectations include, but are not limited to, the following functions/tasks:

• Maintains and respects confidentiality of student and school personnel information, while maintaining the safety and welfare for all students and staff members;

• Follows federal, state, and local laws, regulations, and policies regarding children’s educational welfare;

• Reports any pertinent information to the proper authorities in cases of child endangerment, neglect, or abuse;

• Assesses psychological and educational needs of referred students and consults with appropriate professional persons regarding implications and results;

• Participates in eligibility meetings, IEP meetings, and disciplinary review meetings at various schools within the division, as needed;

• Cooperates with staff members and parents in maintaining a positive climate during meetings and/or conferences;

• Consults with appropriate persons concerning the educational environment and factors affecting students' learning; serves as a resource at the school level as well as within the community (i.e., student study committees, inservice, interagency);

• Consults and/or counsels with students, school staff, and parents regarding academic and/or personal/social needs; provides information regarding community services available to students; makes appropriate referrals regarding vocational needs of students;

• Prepares and conducts assessment reports and other administrative documents as necessary;

• Maintains accurate records of all psychological services provided;

• Maintains clearly written and comprehensive reports and data which provide practical recommendations;

• Responds to crisis situations in tandem with colleagues and community personnel;

• Assists in interpretation of criteria for determination of eligibility;

• Maintains licensure at the state and/or national level; assumes responsibility for professional growth and keeps materials, supplies, and skills up-to-date;

• Assists with the development and provision of inservice programs, child development, special education and other related areas;

• Serves as a liaison between the schools and other health officials/agencies;

• Maintains a liaison with the community and state organizations;

• Attends workshops/seminars/professional meetings to remain informed of new developments and literature in school psychology;

• Interprets and upholds School Board policy and special education procedures;

• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities;

• Complies with and supports school and division regulations and policies;

• Maintains proper boundaries with students at all times, assuring respect for the ethical and legal duties in the staff-student relationship and the essential duty to serve as a role model;

• Provides a good role model of an educated professional in appearance, demeanor, dress and behavior;

• Models non-discriminatory practices in all activities;

• Performs other duties as assigned by the Director of Special Education in accordance with school/division policies and practices;

• Must be able to provide own transportation to school-related functions, community agencies, and the homes of students, and schools throughout the division.

Supervisory Duties: 

None

Physical Demands: 

Duties performed typically in school settings to include: offices, conference centers, and classrooms. Frequent walking, standing, stooping, lifting, up to approximately 20 pounds, and occasional lifting of equipment and/or materials weighing up to 40 pounds. Other limited physical activities may be required. Frequent operation of a vehicle and office equipment is required. Regular and frequent contact made at all organizational levels for the purpose of developing and achieving organizational goals and missions. Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data, determining the accuracy and thoroughness of work. Candidate must possess the ability to work with special needs students. Regular contact by phone and in person with staff members and parents is required, as well as occasional contact with medical professionals.

Job Evaluation: 

Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities by the Director of Special Education in accordance with school board policy and administrative regulations on evaluation of personnel.