Job Description
Position Title: School Psychologist
Reports To: SPED Director/Consultant, SPED Coordinator, or designee
FLSA Status: Exempt
School Classification: Certificated Administration
Pay Range: $100,000 - $150,000 Based upon experience
Work Schedule: 12 months
Location: Remote Office
Position Summary: The School Psychologist is a credentialed professional whose primary objective is the application of scientific principles of learning and behavior to address students’ school-related challenges, and to facilitate the learning and social-emotional development of students. The School Psychologist is expected to deliver quality psychoeducational services that facilitate successful learning experiences for all students in accordance with the National Association of School Psychologists (NASP) professional standards and the educational philosophy and objectives of the charter school.
This position contributes to Elite Academic Academy’s instructional program and supports student academic success through student support,. This role performs creditable service as defined by CalSTRS and aligns with the organization’s mission to provide innovative, student-centered learning experiences.
Qualifications: 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.
- Current California license to practice psychology.
- Experience in:
- Student Support
- Personalized or non-traditional learning environments (preferred)
- Valid pupil personnel services credential (k-12) with special authorization in school psychology.
- State and federal fingerprint clearance (LiveScan) to work with students (Ed. Code 44237). No prospective employee can report to work without this clearance being received and Human Resources notifying the immediate supervisor of this clearance.
- Proof of a clear TB Tine test dated within the last 60 days (Ed. Code 49406) upon employment and thereafter updated every four years.
- Valid California Driver’s License.
ESSENTIAL DUTIES and RESPONSIBILITIES:
Psychoeducational Services
- Data-based decision making, program evaluation and accountability:
- Use data to make empirically-based decisions, problem-solve, develop interventions, measure progress and evaluate the outcomes of programs and services.
- Administer and interpret psychoeducational assessments (including current assessment instruments for autism and dyslexia) of students for special education eligibility and placement, educational recommendations, reevaluation, and educational needs.
- Conduct and present legally defensible special education evaluations.
- Complete comprehensive psychoeducational assessments.
- Observe students in the instructional setting and in other school environments.
- Develop targeted behavior and academic intervention plans.
- Compile monthly accountability data.
- Consultation and Collaboration:
- Collaborate effectively with teachers, specialists, administrators, parents, and outside service providers to develop targeted strategies and interventions for students.
- Consult with teachers in the development and implementation of instructional methods and procedures designed to facilitate student learning and to decrease learning and behavioral challenges.
- Consult with school administrators concerning appropriate learning objectives for students and the subsequent planning of interventions for students in general and special education programs.
- Review and discuss student progress and needs.
- Make appropriate referrals to community resources/services.
- Collaborate with other support staff to provide comprehensive services for all students.
- As appropriate and as assigned by administrator – serve in a leadership role in the special education department, to provide guidance in implementation of special education procedures, guidelines, and compliance.
- Effective Instruction and Development of Cognitive/Academic Skills, Socialization, and Life Skills:
- Serve as a member of IEP/SST teams to recommend, develop, and evaluate appropriate goals and interventions that meet individual student needs.
- Integrate multiple sources of information including student academic history to develop interventions.
- Collaborate with teachers and other special education service providers to evaluate student progress towards goals and need for modifications in students’ IEPs.
- Student Diversity in Development and Learning:
- Demonstrate sensitivity and skills needed to work with diverse individuals and to implement strategies based on individual characteristics, strengths, and needs.
- Apply knowledge of individual differences, abilities, and disabilities and the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning.
- Evaluate students integrating multiple sources of data and address information related to possible influence of cultural, ethnic, socioeconomic, and experiential factors.
- Home/School/Community Collaboration:
- Work effectively with families, educators, outside service providers and services in the community to promote and provide comprehensive services to children and families.
- Collaborate and consult with parents to promote student’s academic, social, and behavioral success at home and school.
- Coordinate community mental health services.
- Have a variety of resources available to make appropriate community referrals.
- Evaluate students integrating multiple sources of data and address information related to possible influence of cultural, ethnic, socioeconomic, and experiential factors.
- Consult with educators regarding students’ individual differences and needs.
- Conduct individual and group conferences/trainings with students, parents, and staff members to foster academic growth, emotional health, and or professional competence as needed.
- Prevention, Crisis Intervention, and Mental Health:
- Provide and contribute to prevention and intervention programs that promote the mental health and physical well-being of students.
- Respond to students who are in crisis or immediate need of support.
- Apply safe and positive physical intervention response techniques in situations where a student is at risk of harming self or others, only as a last resort and preferably in a team approach (must be formally trained in appropriate physical interventions, and training must be current).
- Engage students in conflict resolution and problem solving.
- Provide counseling services to students who have designated instructional services on their IEP.
- Provide counseling services to at-risk, self-referred, and parentally referred general education students as appropriate.
- Conduct Suicide Risk Assessments and Threat Assessments.
- Provide crisis intervention services for students, parents, and teachers.
- Make referrals to and consult with appropriate individuals and agencies in the community needed to perform services beyond the scope of the school setting.
- Facilitate students’ abilities to identify and apply solutions to their problems.
Information Technology
- Access, evaluate, and use information sources and technology.
- Attend training opportunities and maximize use of SEIS, email system, SIS and additional technology resources as they become available.
Professional Development
- Participate in relevant professional development and/or activities that support the schools’/programs’ mission statements and career professional development:
- Remain current with the California Education Code as it applies to compliance in all areas.
- Provide direct supervision of interns and practicum students in school psychology.
- Seek new information that is appropriate based on referrals.
- Attend staff monthly meetings.
- Attend school/program staff meetings and professional development opportunities.
- Attend SELPA sponsored professional development activities.
School, Systems Organization and Policy Development
- Participate in school/program and SELPA procedural development and policy development:
- Prepare monthly accountability records.
- Attend and meaningfully contribute to school/program meetings.
- Attend staff monthly meetings.
- Support or participate in afterschool activities for the benefit of student success as appropriate.
- Maintain knowledge of school/program, SELPA, and California Education Code. policies and regulations to communicate accurate information to students, parents, teachers, and administrators.
- Maintain knowledge of general education and special education programs and interventions available at each school/program.
Other Duties
- Document and report to the school’s management all formal disciplinary actions involving students and staff; addressing and resolving complaints from students, parents, and staff in a timely manner; ensuring compliance with the school’s Uniform Complaint Policy; the school’s Uniform Technology Policy; and the provisions of California Penal Code Section 11166 (Child Abuse and Neglect Reporting Act).
- Perform other duties as assigned.
Use of Computer Technology:
To perform this job successfully, an individual should have general knowledge of database software, how to use the internet to find information and complete tasks, email usage, order processing systems, spreadsheet software, and word processing software. The employee is expected to acquire and maintain a working computer with an internet connection and a printer.
Physical Demands:
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.
- Hearing and speaking to exchange information
- Dexterity of hands and fingers to demonstrate activities
- Operates a computer and other office productivity machinery
- Seeing to read a variety of materials and monitor students
- Bending at the waist, kneeling or crouching
- Sitting or standing for extended periods of time
- Lifting objects up to 50 pounds
- Close vision and ability to adjust focus
Work 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.
- Noise level is generally moderate
- Meetings conducted in public and private settings
- Indoor and outdoor in varying temperature
- Employee must have available transportation and be able to drive up to 100 miles in a day
HAZARDS:
Contact with dissatisfied individuals.
