Psychology Associate/Psychometrist Position Available In Lycoming, Pennsylvania

OPENINGS AS OF 6/15/2025

Psychology Associate/Psychometrist JobID:

13351

Position Type:

Administrators and Supervisors

Date Posted:

6/12/2025

Location:

Center for Education Services

Closing Date:

until filled
Psychology Associate/Psychometrist Administrators and Supervisors Salary Scale, 10-month work year
Category 02

Salary Range:

$62,973- $100,671 Role Overview Under the clinical supervision of a licensed psychologist or certified school psychologist, supports schools and students through assessments and testing, diagnostic practices, and reporting to determine appropriate needs and placements for students with disabilities. Minimum Requirements
Eligibility for Maryland State Department of Education licensure for Psychometrist or licensed through the Maryland State Board of Examiners of Psychologists as a Psychology Associate.
Master’s degree in psychology or education.
Hold a valid driver’s license. Direct experience with Microsoft Office and Google applications.
Possess excellent oral and written communications skills.
Demonstrated ability to independently and effectively complete work assignments and projects timely. Possess strong organizational and interpersonal skills.
Ability to work extended workdays as necessary to perform the functions of the job.
Ability to perform the essential functions of the job with or without reasonable accommodations.
Preferred Qualifications
Proven history of working with youth of various ages.
Role Responsibilities
Under the clinical supervision of a licensed psychologist or certified school psychologist:
Provide parent training as appropriate. Assess students referred to special education through appropriate testing and diagnostic practices.
Complete and submit written reports to parents five (5) business days prior to the Individualized Education Program (IEP) meeting. Participate as an IEP team member in the identification, IEP development, and placement of students with disabilities in special education.
Maintain case records on students.
Recommend evidence-based intervention strategies and programming.
Support schools to ensure compliance with significant disproportionality and all Washington County Special Education Performance Plan Indicators.
Plan with schools for data-based interventions for identified students.
Confer with teachers, parents, various agencies, and professionals as appropriate regarding the education and social/emotional needs of identified students.
Team with special education teachers and related staff on specific students.
Interpret assessment information for parents, teachers, staff, and others as appropriate.
Conduct functional behavioral assessments and develop functional behavior intervention plans for students with disabilities.
Provide professional development training to school staff on different aspects of exceptionalities, the special education process, and other relevant topics as appropriate.
Attend staff, professional, and interagency meetings as appropriate.
Provide staff development as appropriate to support implementation.
Maintain current on trends and research of best practices regarding the education of students with disabilities.
Participate on student support teams as appropriate.
Conduct threat assessments maintaining current on Special Education Policies and Procedures.
Participate on crisis team as appropriate.
Demonstrate courteous and professional demeanor to all stakeholders of Washington County Public Schools.
Perform other duties as assigned. Environmental Factors and Physical/Mental Requirements The Environmental Factors and Physical/Mental demands represent 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. Required periods sitting at a desk and working on a computer and other office equipment.
Ability to sufficiently and efficiently move throughout school buildings for extended periods. Must have the use of sensory skills in order to effectively communicate and interact with students, other staff, and parents as normally defined by the ability to see, read, talk, hear.
Maintain emotional control under stress. Ability to travel district-wide and state-wide if needed.
Ability to work prolonged and irregular hours.