Collaborate with teachers, parents, and school personnel to promote the academic, behavioral, and social-emotional success of students; Coordinate and facilitate the needs of students and the school district including evaluation, counseling, consultation, crisis intervention, threat and risk assessment, staff development, research, educational planning and coordination with outside agencies. Maintain case records on all referred students.
Salary: $66,213.00- $102,540.00 (Commensurate with Experience)
Please visit the NCPS website to determine salary specifics according to the current salary scale: https://drive.google.com/drive/folders/1Wq7ntI3DGWqNF0Aq0ysTNe0ziq2lUl-o
(These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.)
- Serve on student support teams and special education committees at each school in the division.
- Conduct individual child evaluations designed to identify strengths and weaknesses that can be used to develop effective interventions.
- Select, administer, analyze and interpret results of psychological and psychoeducational assessment procedures.
- Analyze and interpret assessment data using statistical techniques, knowledge of instruments and understanding of disabling conditions.
- Integrate findings into systematic case formulations and plan for intervention through written reports and oral presentation of results.
- Provide psychological counseling individually and in groups for students who have behavioral, emotional, and/or academic concerns that affect their academic performance or their ability to interact well with others.
- Consult with school personnel (teachers, administrators, special education staff), parents and outside agencies to identify and develop interventions that address the academic, behavioral, and/or social/emotional needs of students.
- Conduct or participate in field-based research with students.
- Develop and implement prevention and early intervention programs.
- Recommend instructional accommodations for both regular and special education students through 504 plans, IEP’s, and Student Support.
- Present in-service and educational programs to school staff, parents, community agencies, and students that will expand psychological awareness of issues related to children and adolescents and to perform preventative mental health services.
- Provide teachers and parents with information about appropriate developmental tasks and expectancies in cognitive, social, communication, physical and self-help areas.
- Make appropriate student referrals to specialist and/or community agencies.
- Serve as the school representative for the Northampton County Family Assessment and Planning Team.
- Perform other duties as required.
Performs other related tasks as assigned by the Principal, Director of Special Programs and other central office administrators as designated by the Superintendent.
Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.
Travels to school district buildings and professional meetings as required.
Knowledge, Skills and Abilities
Knowledge of psychological theory and practice including assessment and test theory, diagnostic categories, personality assessment, learning disabilities, statistics, and counseling theories; knowledge of and adherence to legal procedures as contained in local, state, and federal policies governing special education, including IDEA laws and guidelines and Section 504 of the Rehabilitation Act; knowledge of special education law, the special education process and state and district policies; knowledge of and adherence to professional and ethical standards of the American Psychological Association and the National Association of School Psychologists; knowledge of counseling techniques, behavioral management techniques, classroom instructional interventions, and parent training strategies.
Physical and Mental Demands, Work Hazards
Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to dial a telephone, to enter data into a computer; to see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal classroom levels, outdoors and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms, outdoors, and on the telephone; physical agility to lift up to 25 pounds; and to bend, stoop, sit on the floor, climb stairs, walk and reach overhead. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential tasks.
Requires significant sitting for extended periods of time. Must be able to stand, walk bend over, reach overhead, grasp, push, pull and move; lift and/or carry up to 40 lbs. to waist height.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks.
- State Certification as a School Psychologist or as required for the position
- Motor Vehicle Operator's License or ability to provide own transportation
- Master’s Degree in School Psychology, completion of one year school-psychology internship, eligibility for endorsement as a school psychologist through the Department of Education. Clinical Psychologists or Doctoral-Level School Psychologists – Doctoral Degree in Clinical or School Psychology, completion of one year doctoral internship in professional psychology, license or eligibility for licensure as clinical or school psychologist upon completion of residency year through the Commonwealth of Virginia, Department of Health Professions, Board of Psychology. Experience working with children and adolescents in a school, clinic or hospital setting.
FLSA Status: Exempt 10-month