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School Psychologist

POSITION GOAL: To provide assessment and consultation to administration, teachers, families, and other school staff regarding the academic, social, and emotional development of students by utilizing research based evaluation tools and data to develop appropriate individualized educational plans and programs. 
  • The School Psychologist will meet or exceed the following Professional Standards as adopted by the Vermont Standards Board for Professional Educators. 
  • Promote a common vision and core values of high-quality education.
  • Act ethically and professionally in personal conduct according to professional norms.
  • Strive for equality of educational opportunity and culturally responsive practices.
  • Support intellectually rigorous and coherent systems of curriculum and an inclusive, caring and supportive school community.
  • Engage families and the community in meaningful, reciprocal, and mutually beneficial ways.
Included, but not limited to the following
  • Possess accurate and current knowledge of Vermont Statutes, State and Local policies, and procedures for students with disabilities and be in compliance with State and Federal regulations, relating to IDEA, Section 504, as well as regular education procedures. 
  • Conducts psychological assessments of individual students’ cognitive, academic, behavioral, social, and emotional functioning using standardized, norm-referenced cognitive measures, achievement measures, behavior rating scales and checklists, and social-emotional rating scales.
  • Assists school staff in the development and monitoring of cognitive, academic, behavioral, social, and emotional goals for individual students or groups of students identified as exhibiting significant educational needs and/or disabilities with a focus on facilitating instructional objectives, academic achievement, and positive behavioral outcomes.
  • Summarizes, integrates, and interprets information from consultations, record reviews, observations, assessments, or evaluations to identify individual patterns of strengths and weaknesses, assist in the determination of educational disabilities and facilitate development of effective instructional and behavioral interventions.
  • Provides oral and written reports of consultations, record reviews, observations, assessments, and evaluations to parents, school staff, and outside agencies as appropriate.
  • Conducts observations of individual students or groups of students in the classroom and/or the broader school setting; obtaining, integrating, and interpreting information about student behavior and conditions related to learning. 
  • Communicates and/or consults with students, parents, colleagues, administrators, and outside agencies in a professional and respectful manner.
  • Prepares, implements, monitors, and evaluates IEP goals and objectives, in collaboration with IEP teams, which meet the specific needs of students and report progress to parents and staff.
  • Serve as a staff resource with respect to disability categories, differentiated instruction, progress monitoring, and analysis of assessment results
  • Coordinate and facilitate meetings associated with programming for students eligible for special education.
  • Consults regularly with classroom teachers and paraprofessionals and their teacher partners about student needs and accommodations.
  • Provides training, short-term counseling, or other educationally-oriented intervention as determined by the IEP students identified as exhibiting significant educational needs and/or disabilities with an emphasis on facilitating growth in the school setting and fostering family involvement.
  • Provides liaison services and meeting facilitation with independent practitioners and community agencies to facilitate coordination of assessments, interventions, and educational programs for individual students or groups of students.
  • Acts as a resource for school staff, parents, and students with provision of referral information to the employee assistance program, mental health practitioners, and community agencies as appropriate.
  • Provides crisis intervention services to individual students, groups of students, parents, and school staff in situations involving trauma, behavioral and emotional disturbance, and potentially harmful, aggressive, or violent behavior to self and/or others, including services provided as a member of the Spaulding High School Crisis Team. 
  • Participates in committees, staff meetings, and professional learning communities within the school to provide information regarding cognitive, academic, behavioral, social, and emotional needs of students and facilitate the development of student-oriented educational settings. 
  • Provide reports to administration as requested including annual report of number of students evaluated and served.
  • Complete Medicaid documentation for Medicaid eligible students.
  • Perform other responsibilities as directed by the Director of Student Services or Principal
QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:
  • Education and Experience. A master’s degree with a concentration in social work, guidance or its equivalent. Proven ability to communicate and work effectively and respectfully with students, faculty/staff, parents, administrators and the community required.
  • Certifications and Licenses. Holds or is eligible to hold a valid Vermont Professional Educator's license. Holds a Handle with Care certification. A valid Vermont drivers’ license preferred.
  • Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to school/district standards or regulations. Ability to effectively present information to and respond to questions from students, administrators, parents, peers, board members and the general public.
  • Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
  • Communication & Interpersonal Skills. Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively resolve conflicts and handle stress.
Additional Competencies. The individual in this position must possess the following:
  • Dependability – being reliable, punctual, responsible and fulfilling obligations.
  • Self-Control – maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
  • Stress Tolerance – accepting criticism and dealing calmly and effectively with high stress situations.
  • Cooperation – being pleasant with others on the job and displaying a good-natured, cooperative attitude.
  • Concern for Others – being sensitive to others’ needs and feelings and being understanding and helpful on the job.
  • Attention to Detail – being careful about detail and thorough in completing work tasks.
  • Integrity – being honest and ethical.
  • Adaptability/Flexibility – being open to change (positive or negative) and to considerable variety in the workplace.
  • Independence – guiding oneself with little or no supervision, and depending on oneself to get things done.
  • Social Orientation – preferring to work with others rather than alone, and being personally connected with others on the job.