Anticipated LTS School Psychologist
119 SOUTH AVENUE, WEBSTER, NY 14580
(585) 216-0010 website: www.websterschools.org
Position Title: Anticipated School Psychologist - Long Term Substitute
Location: Klem Road North Elementary School / Klem Road South Elementary
Dates: January 22, 2019 to May 1, 2019
Requirements: Must have NYS Certification as a School Psychologist K-12
Salary: As per current Webster Teachers Contract, education and experience
Application Procedure: Please visit our website to apply by January 11, 2019
Correspond With: Mr. David Swinson
Assistant Superintendent for Administration and Human Resources
Webster Central School District
119 South Avenue
Webster, NY 14580
SELECTED CANDIDATES WILL BE CONTACTED FOR INTERVIEWS.
WE ARE AN EQUAL OPPORTUNITY EMPLOYER
The Webster Central School District does not discriminate on the basis of sex, race, color, religion, national origin, political affiliation, sexual orientation, marital status, ancestry, age, disability, or any other status protected by law.
WEBSTER CENTRAL SCHOOL DISTRICT
The School Psychologist is a data-based decision maker who works within multi-tiered systems to support the success of students academically, socially, behaviorally, and emotionally by:
Collaborating and consulting with educational team members, parents, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community for all students.
Evaluating students to determine current functioning, strengths, and needs in order to inform the implementation of appropriate interventions and supports to meet student needs.
Assisting in the planning, development, and evaluation of programs to meet identified needs within the student population.
Collaborating with educational team members, parents, and other professionals to identify environmental factors impacting learning, to address those environmental factors, and to provide targeted interventions to teach social, emotional, and/or behavioral skills.
An individual filling the position must hold New York State certification as a School Psychologist.
Support the development, implementation, and monitoring of multi-tiered systems to address academic, social, emotional, and behavioral needs of students and to promote the development of Essential Skills and mindfulness for all students.
Participate as a member of the building’s multi-disciplinary problem solving team(s) to address academic, social, emotional, and/or behavioral needs of individual students. Individually through consultation and/or within the team process, in consideration of the needs:
Gather data, as appropriate, through record review, interview, observation, and/or assessment to assist in the identification of student functioning, strengths, and needs, as well as possible barriers to learning.
Identify evidence-based interventions to address identified needs.
Develop systems for monitoring and evaluating student progress and response to the identified interventions.
Review and interpret progress monitoring data to guide decision-making.
Provide direct services to students and families to address social, emotional, and/or behavioral needs.
Provide direct instruction at a Tier 1 level to teach skills in the social, emotional, and behavioral domains.
Provide group and/or individual counseling services to students using evidence-based interventions to address identified skill-based needs for students to make progress in the educational setting. Monitor student progress in response to the interventions and make changes, as necessary, to promote student growth.
Communicate with parent(s)/guardian(s) regarding direct services to promote home-school collaboration in support of student growth across settings. Share resources with parent(s)/guardian(s), as appropriate.
Collaborate with community-based service providers to promote alignment of goals and interventions.
Conduct evaluations to gather information about student functioning, strengths, and needs in order to inform the implementation of appropriate interventions and supports to meet student needs.
Use current, valid, and reliable assessment tools and practices to assess cognitive abilities, academic skills, social/emotional functioning, and adaptive behaviors.
Facilitate the function-based problem solving process and collaborate with educational teams to inform the development and implementation of behavior supports.
Conduct Functional Behavioral Assessments in collaboration with educational teams to inform the development and implementation of Behavior Intervention Plans.
Participate as a member of the Committee on Special Education.
Gather data, as appropriate, through record review, interview, observation, and/or assessment to assist in the identification of student functioning, strengths, and needs.
Work collaboratively to synthesize information, prepare meeting materials, and make recommendations regarding student eligibility for special education services.
Work collaboratively to make recommendations regarding special education programs, services, and supports within the student’s Individualized Education Program.
Maintain communication with parent(s)/guardian(s) and provide information and assistance, as needed, to promote parental involvement and understanding within evaluation, initial eligibility determination, and program development, implementation, and review processes.
Work collaboratively with the student, family, and educational team to plan for and address post-secondary goals and transition needs.
Participate as a member of the building’s crisis response team. Maintain current knowledge and skills related to trauma, illness, and grief. Provide crisis intervention for students and/or staff members, as needed and as appropriate to the situation.
Performs such other duties as may be assigned by the building or district administration.