Job Title: School Psychologist
Reports To: Middle School Principal
FLSA Status: EXEMPT
Salary Range: Per License Contract
Job Posting: This posting is open until filled
Contract Year: 2021 - 2022 (Colton has a 4 day school week)
The School Psychologist is directly responsible for the psychological assessment of academic, social, emotional, and behavioral domains utilizing problem-solving and standardized evaluations. The School Psychologist monitors the completion of case study evaluations and participates in Individual Education Plan (IEP) conferences and problem-solving meetings designing systems, programs and services that maximize students’ social, emotional, and educational success. In collaboration with staff, families, students, and communities the school psychologist promotes effective educational environments.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Essential duties of this position include the following. Employees in this position perform some or all of the following tasks. Other duties may be assigned.
Follows and maintains knowledge of all District policies and procedures.
Participates in or leads the development of positive behavior support systems and development of intervention strategies with a focus on students with special needs.
Consults with district administration and building staff to develop and update counselor/guidance/SEL curriculum meeting the identified needs of students.
Uses the majority of the time providing direct services through the guidance/SEL/counselor curriculum, individual student planning and preventive and responsive services, and most remaining time in program management, system support, and accountability.
Conduct psychological assessments and interpret results for students and participate in IEP conferences, team meetings, and problem-solving meetings.
Provide individual, group, and family services within general education and per IEP requirements.
Lead crisis intervention efforts and provide insight into the development of functional assessments and behavior intervention plans.
Integrate psychological services into the classroom environment as appropriate.
Provide assistance to staff in the design and implementation of appropriate interventions and accommodations for students with a focus on students with special needs (specifically students with Autism).
504 Case Manager
Contribute to program development that furthers the integration of social, coping, and problem-solving in the classroom.
Provide support services to parents/guardians as needed.
Coordinate and/or collaborate with a range of individuals/agencies to promote and provide comprehensive services to students and families.
Provide and/or assist in professional development for staff, parents, and/or community.
Participate in professional growth activities on a yearly basis including recertification for Crisis Prevention Institute (CPI), Applied Suicide Intervention Skills (ASIST), workshops, in-services, professional reading materials, and/or other available offerings at CSD.
Proficiently use technology to communicate, compile reports, and collect data.
Provides programs and support to students as they face increased pressures regarding high-risk behaviors.
Facilitate the intervention team and referral process for special education K-8.
Guides and assists students in peer relationships and in developing effective coping/personal safety skills necessary to refuse participation in substance abuse, physical violence, or other at-risk behaviors.
Provides individual and small-group counseling to support individual and peer group intervention.
Coordinates the effort necessary for the referral of families to special in-district and out of district services (to include misuse and abuse of drugs, alcohol, vaping, and tobacco).
Provides appropriate information to school personnel related to the comprehensive school counseling program.
Makes class, family and community presentations in areas deemed to be developmentally appropriate. For example, bullying prevention, problem solving, study skills, goal setting, career awareness and the world of work, substance abuse education, parenting, school-to work, and inclusivity.
At the middle and high school level, provides a comprehensive developmental school counseling program to create a supportive climate and atmosphere wherein young adolescents can navigate the passage from childhood to adolescence and achieve academic success.
Completes required paperwork accurately and in a specified time and manner.
Actively participates in and attends various school and county level committees.
Appropriately maintains and secures students’ confidential records and inquiries.
Professionally represents the school and the District in interactions with parents, community, staff, and students.
Complies with applicable state, local, and federal laws, rules, and regulations
Attends work regularly and is punctual.
MARGINAL DUTIES AND RESPONSIBILITIES
Marginal duties of this position include the following. Employees in this position perform some or all of
the following tasks. Other duties may be assigned.
1. Attends in-service trainings
2. Case manages IEPs as needed
3. Attends staff meetings
4. Reports issues to authorities as necessary, animal control, suspicious activity etc.
5. Substitutes for other teachers, as necessary
6. Attends Parent-Teacher Conferences
6. Maintains appropriate certifications and training hours, as required.
All school employees have some responsibility for supervising students and assisting in maintaining a safe environment.
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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Education and/or Experience: Successful completion of a degree in school psychology and holds valid state (TSPC) certification(s) as a school psychology. Prior successful experience working in a school setting, social services/counseling position or with K-8 students strongly preferred
Interpersonal Skills: Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building positive team spirit. Demonstrated ability to successfully work with staff, students, and parents.
Language Skills: Ability to communicate fluently in English both verbally and in writing. Ability to effectively present information and respond effectively to questions in one-on-one, small group situations to students and other school staff. Ability to verbally respond to common inquiries from students. Ability to read and interpret documents such as evaluation
reports, IEPs, safety rules, 504’s, and correspondence.
Mathematical Skills: Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry.
Reasoning Ability: Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
Computer Skills: General knowledge of computer usage and ability to use email, internet and word processing software, and spreadsheets. Knowledge of Synergy preferred. Ability to type accurately and proficiently.
Other Skills and Abilities: Demonstrated knowledge of child growth and development at each level of instruction and of the social, emotional, physical and cognitive development of adolescent students. Possesses knowledge of effective behavior management methods. Ability to meet time lines and exercise good judgement while working in a dynamic environment.
Certificates, Licenses, Registration: Certificates as determined by the District. Must have a valid license with K-12 School Psychologist endorsement through the Teachers Standards and Practices Commission (TSPC) and an Oregon Driver’s License.
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.
While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to walk, stand, sit, use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is frequently required to stoop, kneel, and crouch. The employee must regularly lift and/or move up to 15 pounds and occasionally up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus.
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.
The work environment combines the standard office setting with standard office equipment including, (fax, copier, phone, computer, 10-key, etc.) with a standard school setting. The noise level in the work environment is usually low to moderate depending upon student population and activities. The employee may be exposed to bloodborne pathogens.
Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) at any timeas it deems advisable.
Equal employment opportunity and treatment shall be practiced by Colton School District regardless of race, color, religion, sex (including pregnancy, gender identity, and sexual orientation), national origin, age, disability or genetic information, if the employee, with or without reasonable accommodation, is able to perform the essential functions of the position.