Administrator: School year schedule
The School Psychologist works to support the success of students academically, socially, behaviorally, and emotionally. This position is directly responsible for the psychological assessment of academic, social, emotional, and behavioral domains utilizing problem-solving and standardized evaluations.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Primary functions may include the following duties, responsibilities, skills, abilities and other characteristics. This list of tasks is ILLUSTRATIVE ONLY and is not intended to be a comprehensive listing of tasks performed by all positions within this classification.
Leadership
- Observe and interview students
- Conduct psychological and educational assessments and evaluations within mandated timelines
- Administer and interpret results of psychological assessment tests
- Identify, diagnose and formulate educational, treatment, developmental, behavioral and remediation plans and strategies for various disabilities and other student issues
- Identify at risk students and school vulnerabilities
- Promote student motivation and engagement
- Improve student communication and social skills
- Promote problem solving, anger management and conflict resolution
- Reinforce positive coping skills and resilience
- Make recommendations regarding eligibility and student placement in special education and various other programs
- Monitor student placement, services and accommodations to assure needs are being met
Professional Development
- Provide consultation and technical assistance to faculty, administrators and others concerning assessment information and psychological, behavioral and related educational issues
- Provide detailed and technical information concerning related plans, programs, practices, procedures, techniques and strategies to various stakeholders
- Advise school staff, faculty and administrators regarding State and federal special education requirements related assessment.
- Serve as a technical resource for teachers, principals, school staff and parents concerning classroom adaptations for students
Communication and Support
- Help families understand their child’s learning and mental health needs
- Serve as a member of the district intervention teams as appropriate
Collaborate with faculty, staff and administrators in the formulation, development and implementation of educational and behavior intervention plans and related services, goals, objectives, strategies and options
- Write concise and detailed reports concerning psychological evaluations, tests, observations and diagnoses
- Prepare and distribute a variety of correspondence related to assigned caseload and psychological services
- Establish, maintain and update student records and files; monitor student progress
- Assist with coordinating and participate in case conferences following student evaluations
- Coordinate psychology services, communications, information and interventions between students, faculty, administrators, school sites, outside agencies and others
- Refer students and families to alternate district supports
KNOWLEDGE, SKILLS AND ABILITIES
- Knowledge of human behavior and performance
- Knowledge of individual differences in ability, personality, and interests as well as learning and motivation
- Knowledge of psychological research methods
- Knowledge of assessment and treatment of behavioral and affective disorders
- Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions used in assigned field
- Skilled active listener
- Skilled at asking questions and understanding multiple points of view
- Skilled communicator that can convey information clearly and effectively, both orally and written
- Ability to analyze ideas and use logic to determine their strengths and weaknesses
- Ability to use reasoning to discover answers to problems
- Ability to combine several pieces of information and draw conclusions
- Ability to think of original, unusual, or creative ways to solve problems
- Ability to be aware of others’ reactions and understand the possible causes
- Ability to solve problems by bringing others together to discuss differences
QUALIFICATIONS:
- Per the Indiana Department of Education;
- To be a school psychologist, one must have earned a Master's degree from an approved school psychologist program. One who holds this degree is eligible to serve as a school psychologist in prekindergarten through grade 12.
- Once holding and working under an Initial Practitioner License for two years, one may obtain a practitioner's license when one has: (1.) successfully completed the residency requirement described in 515 IAC 1-5-3.2.
- School Psychologists:
- Applicants must have a Master's Degree or Higher in School Psychology.
- Applicants must have completed NASP approved program or new pprogream seeking intital NASO approval
- Full licensure through Indiana Department of Education as a School Psychologist
- Prior work experience in public education preferred
PHYSICAL DEMANDS & WORKING CONDITIONS
- Physical Demands – Must be able to push, pull, lift and carry over 25 pounds on occasion.
- Working Conditions – Generally acceptable working environment with limited exposure to disagreeable elements. Exposure to such conditions may make working environment disagreeable or cause discomfort occasionally but has minor impact on personal safety and/or mental wellbeing.
- Driving Requirement – This job description does not require the incumbent to drive; however, any employee who chooses or is asked to drive an FWCS vehicle for work related community business must receive written annual authorization to do so.
The physical demands described here are a 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.
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