Summer School Psychologist
Job Description: School Psychologist
NATURE OF WORK
Utilizing leadership, advocacy, and collaboration, school based psychologists provide prevention, assessment, and assistance to staff and students. School psychologists assist and assess students who exhibit difficulties that range from academics to social-emotional concerns These services are designed to help children meet their educational goals. School-based psychologist can also be a resource for administrators, teachers, and staff that provide direct and indirect services to student with unique learning differences and needs.
MINIMUM TRAINING AND EXPERIENCE
Candidates should hold (or be eligible to hold) NC Professional Educator license for School Psychologist (026). Licensure requirements include: school psychologist license and completion of an approved program in school psychology at the sixth-year level, and Praxis School Psychology passing test score.
Conducts psychological assessments, testing and diagnostic examinations of students for the purpose of recommending courses of action or corrective procedures to maximize learning and overcoming psychological issues.
Conducts individual, group or facilitative therapy for students whose diagnosed problems would benefit from behavior modification or differentiated instruction.
Assists with the identification and placement of all types of students who qualify for EC services.
Coordinates with administrators and other teaching staff members to ascertain individual student's abilities and needs, including students with special needs, and to familiarize stakeholders with psychological services.
Attends IEP meetings as needed for students with special needs.
Serves as a resource and consultant on mental health and child psychology, conducts in-service programs as requested.
Serves as ready resource to students to provide counseling that will lead each student to increased personal growth, self-understanding, and maturity.
Collaborates with other disciplines to ensure team understanding of student performance strengths and needs, through evaluation, educational program planning, and service delivery.
Evaluates the student’s ability and formulates the student’s profile through a variety of functional, behavioral, and standardized assessments, skilled observation, checklists, histories, and interviews.
Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research, and by maintaining professional relationships.
Organizes and maintains a system for accurate and complete record-keeping and providing student information to prospective colleges and employers, as required by district procedures and applicable laws.
Encourages parental involvement in students' education and ensures effective communication with students and parents.
Synthesizes evaluation results into a comprehensive written report which reflects strengths and barriers to student participation in the educational environment; consults program development; and guides evidence-based intervention.
Participates in multidisciplinary meetings to review evaluation results, integrate findings with other disciplines, offer recommendations, and develop individual education plans and intervention plans to develop IEP goals.
Documents psychological services to ensure accountability of service provision and to meet standards for reimbursement of services as appropriate.
Maintains clinical and administrative records in accordance with professional standards, state guidelines, and school system policy.
Adheres to federal and state legislation, regulation, and policies that affect psychological services practice.
Provides continuing education and in-services for educational personnel, parents, and community based service providers.
Participates in continuing education for professional development to ensure practice consistent with best practice and to meet N.C. Licensure requirements.
Uses professional literature, evidence based research, and continuing education content to make practice decisions.
Uses professional Code of Ethics and standards of practice to guide ethical decision making in practice.
MINIMUM STANDARDS REQUIRED TO PERFORM RESPONSIBILITIES
Physical Requirements: Must be physically able to operate a variety of automated office machines including computers, typewriters, copiers, facsimile machines, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Light Work usually requires walking or standing to a significant degree.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, manuals, etc. Requires the ability to prepare correspondence, reports, forms, meeting minutes, speeches, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.
Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.
Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to understand and apply the principles of descriptive statistics and statistical inference.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using automated office equipment.
Manual Dexterity: Requires the ability to handle a variety of items such as office equipment. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors and shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.
Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.
KNOWLEDGE, SKILLS, AND ABILITIES
Knowledge of human development throughout the life span and integrates with student’s unique developmental status.
Knowledge and appreciation of the influence of disabilities, socio-cultural and socioeconomic factors on student’s ability to participate in occupations.
Knowledge and use of occupational therapy theories, models of practice, principles, and evidence based practice to guide intervention decisions.
Knowledge of the federal, state, local legislation, regulations, policies and procedures that mandate and guide occupational therapy practice in schools.
Ability to gather and assess outcomes program evaluation data and to use to modify services at the programmatic level.
Ability to maintain current reporting, documentation, scheduling, and billing in accordance with professional standards, state and local guidelines, and reimbursement requirements.
Ability to determine the need for an occupational therapy evaluation and to select and administer appropriate assessment tools to evaluate the student.
Ability to interpret the evaluation data and write a comprehensive report that reflects strengths and barriers to student’s participation and occupational performance.
Ability to participate collaboratively with multi-disciplinary educational teams to develop Individualized Education Programs to meet student needs.
Ability to develop occupationally based intervention plans based on evaluation information.
Ability to provide evidence based occupational therapy intervention to improve student’s performance skills and participation.
Ability to adapt and modify environments, equipment, and materials including assistive technology.
Ability to plan, coordinate, and conduct continuing education for educational personnel, parents, and students.
Ability to use professional literature, evidence based research, and continuing education content to make practice decisions.
Ability to provide legal and ethical supervision of occupational therapy assistants.
Skill in effective oral and written communication.
TERMS OF EMPLOYMENT
Full-time for (10) ten months
Salary based on state and local salary schedules
The preceding job description was designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees to this job.