JobID 312 : School Psychologist (1.0 FTE) (#2032891)
POSITION: SCHOOL PSYCHOLOGIST – (FTE 1.0)
REPORTS TO: DIRECTOR OF SPECIAL EDUCATION
Summary: Under the direction of the Director of Special Education, the school psychologist works to support the success of students academically, socially, behaviorally, and emotionally by collaborating with educators, parents, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community for all students.
The primary responsibility will be to participate as a member of the multidisciplinary team in the identification, evaluation, and placement of students into special education programs: screening and evaluating referred children including selecting appropriate instruments, administering tests, observations, and writing reports that state the evaluation findings and provide educational program recommendations.
Minnesota Transitions Charter School represents a diverse community with a population of approximately 40% students with diverse backgrounds in face-to-face and online settings. We seek an individual who has successful experience in working with culturally diverse families and communities. The selected candidate must demonstrate a commitment to strengthening community engagement and communication with Minnesota Transitions Charter School’s diverse populations.
The employee works with a high level of independence and professional discretion under the supervision of the Director of Special Education. The employee’s work is governed, controlled, and evaluated by acceptable professional practice, school and district policies and regulations, direction of the supervisor, and performance standards and expectations set forth by the school board. Individuals successful in this role are extremely ethical, well-organized, highly confidential, exhibit initiative, are creative problem solvers, and demonstrate excellent interpersonal skills.
Essential Duties and Responsibilities:
Increase achievement by assessing barriers to learning and determining the best instructional strategies to improve learning
Work With Students and Their Families to:
Identify and address learning and behavior problems that interfere with school success
Evaluate eligibility for special education services (within a multidisciplinary team)
Support students' social, emotional, and behavioral health
Provide short-term crisis intervention, including counseling, instruction, and mentoring for students experiencing social, emotional, and behavioral difficulty
Work with teachers to:
Identify and resolve academic barriers to learning to support effective individualized instruction
Design and implement student progress monitoring systems
Design and implement academic and behavioral interventions as part of a multidisciplinary team (MTSS)
Create positive classroom environments
Motivate all students to engage in learning
Work With Administrators to:
Collect and analyze data related to school improvement, student outcomes, and accountability
Implement school-wide prevention programs that support positive school climates conducive to learning
Promote school policies and practices that ensure the safety of all students by reducing school violence, bullying, and harassment
Respond to crises by providing leadership, direct services, and community service coordination
Work With Community Providers to:
Coordinate the delivery of services to students and their families in and outside of school
Support student transitions to and from school and community learning environments, such as residential treatment or juvenile justice programs
Participates as crisis team member and provides crisis intervention for students and staff in the advent of sudden illness or injury
Maintains communication with administrators, teachers, other school personnel, and parents/guardians to enhance cooperative action, to meet the health and safety needs of students
Maintains confidentiality regarding all school and health-related issues
Recommends modifications of the school program for students who require accommodations
Performs other duties as assigned
The duties of this position may change from time to time. MTCS reserves the right to add or delete duties and responsibilities at the discretion of MTCS and its Directors. This job description is intended to describe the general level of work being performed. It is not intended to be all-inclusive.
Valid Minnesota Department of Education License in School Psychology or eligible for license
Master’s degree in school psychology from an accredited school of psychology
Valid MN driver’s license without restrictions
Ability to understand procedures and functions in a school system with regard to the role special education plays in the overall education of the student
Ability to work cooperatively and respectfully with students and their parents, district staff, and community members who are culturally, racially, and linguistically diverse
Exceptional communication skills; verbally, non-verbally, and in writing
Team player and positive professional demeanor track record
Evidence of continuous professional learning and a commitment to participate in professional growth opportunities and self-reflection on professional practice
Ability to successfully manage multiple projects simultaneously
Ability to make decisions and act within MTCS and program policies, procedures and guidelines
Bilingual skills (Spanish and/or Somali proficiency preferred)
Successful experience in a diverse student environment
Nationally Certified School Psychologist
M-F, school hours
Additional hours as needed to fulfill duties of this position including Extended School Year
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.
While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee frequently is required to stand; walk; and use hands to finger, handle, or feel objects, tools, or controls. The employee is occasionally required to reach with hands and arms, climb steps, stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 50 pounds. The employee must be willing to be trained in and use de-escalation/restraint techniques for managing crisis situations. Specific vision abilities required by this job include close vision and the ability to adjust focus.
Minnesota Transitions Charter School does not discriminate in employment or in any of its programs and activities on the basis of race, color, creed, religion, national origin, sex, marital status, status with regard to public assistance, familial status, membership or activity in a local human rights commission, disability, sexual orientation, age or genetic information.