Position Title:

    School Psychologist- Part Time

 

Job Classification:

     Certified Position

     205 Day Employee

     FLSA Status: Exempt

 

Responsible To:

    Chief of Special Services

 

Job Summary:

The overall purpose of this position is to work with students, educators, and families to support the academic achievement, positive behavior, and mental wellness of all students, especially those who struggle with barriers to learning.  Psychologists support teachers and students by

• Participating in informal and formal consultations with teaching teams at all levels of intervention with a focus on standards-based instruction,
• Providing training, direction and support for progress monitoring,
• Working with teachers to design and implement academic and behavioral interventions,
• Conducting psycho-educational evaluations, using a variety of assessment tools and other factors to gather relevant functional, developmental and academic information before making recommendations, which may include referrals to special education, and
• Serving on the crisis intervention team.

QUALIFICATIONS:

Education:

 

Educational Specialist degree in School Psychology required

Georgia Certification in School Psychology (P-12) required

Bilingual Preferred (Spanish)

 

Experience:

Experience as a school-based member of a data-based problem solving team

Experience analyzing assessment data and recommending program eligibility

 

Major Responsibilities:

1. Conduct psycho-educational evaluations of students suspected of having a disability

• Work with students and their families as part of a multidisciplinary team to evaluate eligibility for special education services
• Actively participate in the GaDOE Problem Solving Process and recommend interventions that are research or evidenced-based to show a positive impact on student outcomes
• Prepare eligibility reports to facilitate and document the eligibility determination of multidisciplinary teams
• Apply psychological and psycho-educational assessment techniques and procedures in a valid manner (e.g., establishes rapport, follows standardized procedures, identifies factors which may influence assessment outcomes)
• Select those procedures and tools that will help answer the referral concerns (such as poor reading skills, low performance in a specific area).
• Integrate data from assessment procedures and develop hypotheses relative to instructional and educational programming and program eligibility and placement
• Provide parents and teachers with psycho-educational reports of evaluation that consist of clear information
• Communicate psychological findings clearly in writing and speaking, using educationally relevant and common terms
• Consult with and coordinates special education services for students in private, charter, or residential schools within MCS district

2. Consult on academic and behavioral interventions with parents, teachers, data-based problem solving teams and other school personnel
   • Collaborate with teachers, administrators, parents, other school specialists and other health professionals to ensure that every child learns in a safe, healthy and supportive environment
   • Using classroom ecological and functional behavioral assessment data, as well as currently available psychological findings, assess aspects of the classroom and school environment that contribute to or detract from the social, emotional and academic development of students
   • Review data and recommend tiered strategies, interventions and/or specially designed instruction to staff and parents to improve student achievement.
   • After review of records, refer students to appropriate in-school support personnel as needed such as counselor, speech/language pathologist, school nurse, etc.
   • Apply ethics and standards of professional practice in the delivery of school psychological services and observe relevant laws and policies that govern practice
3. Conduct professional development for staff
   • Provide information and/or education in the application of learning theory and other psychological principles, including the developmental stages of psychological, emotional, physical, social and educational growth
   • Provide information and strategies to meet the needs of a diverse student population.
4. Keep current in relevant topics concerning the affective, behavioral, and cognitive aspects of student learning through participation in professional organizations and professional development activities.
5. Maintain compliance with rules and regulations that govern the education of students with disabilities or those suspected to have a disability i.e. Individuals with Disabilities Education Act (IDEA), the state of Georgia commitment to federal court in the Marshall vs. Georgia lawsuit (SST) and Section 504 of the Rehabilitation Act
   • Interpret educational policies, programs, and procedures related to psychological services.
6. Participate and support department goals and system initiatives including working cooperatively with colleagues and maintaining a system of accountability for services delivered
7. Work with administrators to respond to crises by providing leadership, direct services, and coordination with needed community services

8. Performs other duties as assigned.

 Skills, Knowledge, Abilities:

• Knowledge of psychological and psycho-educational assessment techniques and procedures, including behavioral consultation procedures and practices.

• Knowledge of curriculum-based measurement and progress-monitoring procedures and practices.
• Knowledge of state and federal rules and regulations that govern the education of students with disabilities or those suspected to have a disability i.e. Individuals with Disabilities Education Act (IDEA), the state of Georgia commitment to federal court in the Marshall vs. Georgia lawsuit (SST) and Section 504 of the Rehabilitation Act.
• Knowledge of Microsoft computer applications and web-based IEP programs.
• Ability to communicate clearly and effectively verbally and in writing with school personnel, as well as parents and students.
• Ability to analyze technical data and communicate results clearly to a lay audience.
• Ability to utilize those techniques to develop recommendations for strategies to improve the student learning environment.
• Ability to manage multiple priorities and organize tasks effectively and efficiently.

 

Physical Demands:

Vision, hearing, and verbal communication are essential factors in performing required tasks, duties, and responsibilities.  Standing, walking and extensive sitting and typing are required.  Driving from school building to school building is required.  Frequent movement from classroom to classroom and driving from school building to school building is required.  Some travel for professional development is also required.  Travel may require extended periods of time in an automobile. The employee must be able to lift a student up to a weight of 40 pounds without assistance and perform a two-person lift for students over 40 pounds.  Must have flexible work hours since teacher meetings often occur before and after regular school hours. 

 

 

Work Environment:

The noise level is generally quiet. Working with specific students may require Crisis Prevention Intervention (CPI) training.

 

 

APPLICATION PROCEDURES:

Candidates are asked to request a minimum of three (3) confidentially submitted electronic reference surveys via the online application process and provide a resume, letter of interest, copies of Georgia Paraprofessional assessment results and/or college transcripts.

 

NONDISCRIMINATION STATEMENT:

The Board of Education of the City of Marietta does not discriminate on the basis of race, color, religion, national origin, age, disability or gender in its employment practices, student programs and dealings with the public.

 

SALARY SCHEDULES