School Psychologist

School Psychologist Purpose The job of the School Psychologist is for the purpose of supporting students' academic, social, and emotional development. The School Psychologist will assess and address learning and behavioral challenges, collaborate with educators and parents, and contribute to creating a positive and inclusive school environment, their role involves providing counseling, conducting assessments, and implementing interventions to enhance students' overall well-being. The School Psychologist will work together with?teachers,?administrators, and other specialists (e.g.?occupational therapists), to design effective programs for children who face social or emotional problems, developmental or learning disorders, and disabilities. The School Psychologist will advise the Principal in the implementation of these programs in individual or group sessions. The School Psychologist will also occasionally counsel and guide parents and teachers. Qualifications Required: Master's degree in School Psychology or similar related field from an accredited institution. Possess a valid School Psychologist certificate issued by the Arizona Department of Education. Valid AZ Department of Public Safety (DPS) Identity Verified Print (IVP) Fingerprint Clearance Card. Strong understanding of state and federal education policies and regulations. Preferred: A Ph.D or Psy.D in School Psychology or similar educational field. Bilingual in English and Spanish. Essential Functions Assist staff in identifying students with disabilities.? Screen, observe, and/or gather data on students who have been referred.? Evaluate students including selecting appropriate instruments, administering tests, observations, and writing reports which state the evaluation findings and provide educational program recommendations in compliance with IDEA requirements. Participate as a member of the multi-disciplinary team and the individualized education program (IEP) team communicating evaluation findings and collaborating on the child's educational plan. Participate in manifestation determination meetings.? Provide collaborative consultation including assisting general education staff with suggestions of pre-referral intervention strategies and providing recommendations and modifications to assist general education staff in working with students with disabilities in the classroom setting.? Be procedurally available to students, parents, staff, and other personnel for the administration of professional advice and consultation on all matters related to psychological needs and services. ? Direct and plan for necessary psychological and/or counseling services to students on an individual basis, coordinated with the IEP team. Coordinate all psychological activities on campus with appropriate school officials. Collaborate to assess threats on campus.? Assist with Section 504 evaluations as needed.?Collaborate with school counselors as needed to create coordinated plans for students.? Adhere to the ethical standards and codes of the profession and to the established rules, regulations, and laws governing special education programs. ? Maintain compliance with district policies and procedures.? Establish and maintain effective relationships and communication with teachers, administrators, students, and parents.? Be a direct liaison with community health services to provide support for students and families. Refer students to community-based services as needed.? Act as a liaison between the school, alternative programs, private placements, residential treatment centers, and other social service agencies.? Prepare and submit required written reports in a timely manner, following district procedures. Participate in activities that promote professional development.? Participate in professional communities at the assigned school and district level.? Work under the supervision of the Director of Special Services in collaboration with the site administrator. ?Work in partnership with the Special Education Department Chairperson. ?Perform other duties as requested by site administration and Director of Special Services to ensure the efficient and effective functioning of the work unit.? Skills, Knowledge, and Abilities SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: regularly required to talk and hear; frequently required to use hands to touch, handle, or feel objects, tools, or controls and use a keyboard or keypad; regularly type or enter data using a computer keyboard; operating standard office equipment including utilizing pertinent software applications; planning and managing projects; and preparing and maintaining accurate records. KNOWLEDGE is required to perform advanced math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include classroom management theory, and concepts of grammar and punctuation. ABILITY is required to schedule classroom activities, discussions, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is low. Specific ability-based competencies required to satisfactorily perform the functions of the job include communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working with frequent interruptions; setting priorities; and establishing and maintaining effective working relationships. Responsibility Responsibilities include working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; tracking budget expenditures. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to have some impact on the organization's services. Working Environment The usual and customary methods of performing the job's functions require the following physical demands: the employee will be required to reach with hands and arms; some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity; the employee is frequently required to stand, walk, bend, and sit; the employee is occasionally required to climb, or balance and stoop or kneel; the employee must regularly lift and/or move up to 10 pounds, and occasionally lift and/or move up to 35 pounds. Generally, the job requires 80% sitting, 10% walking, and 10% standing. The job is performed under conditions with some exposure to risk of injury and/or illness. The employee will regularly work indoors in a controlled environment. The noise level in the work environment is usually moderate. Travel between District campuses and to locations outside the District is required. Reports to: Director of Special Education or Principal Terms of Employment: Ten-month, full time Evaluation: This position will be evaluated annually as outlined in Governing Board Policy FLSA Status: Exempt Salary: Initial Placement Salary Schedule for School Psychologist Board Approval: June 28, 1999 (Adopted) February 6, 2024 (Revised)