School Psychologist - Lamoille North Supervisory Union

School Psychologist - Lamoille North Supervisory Union Lamoille North Supervisory Union Lamoille North Supervisory Union - Hyde Park, Vermont Job Details

Job ID:

5701855

Application Deadline:

Posted until filled

Re-Posted:

Yesterday

Starting Date:

Immediately Job Description The role of the school psychologist is broad in scope, evaluating the needs of individual students, supporting families, collaborating with the larger educational system and partnering with community resources and community agencies. The primary responsibility of the school psychologist is conducting comprehensive diagnostic evaluations,assessing learning, emotional and behavioral needs of students to support positive educational outcomes and the possible need for special education. All evaluations are conducted with an understanding of child development, learning theory and the neurological processes that support cognition and emotional and behavioral functioning. All work is conducted with the highest regard for confidentiality, guided by the code of ethical standards mandated by the National Association of School Psychologists and the American Psychological Association.

ESSENTIAL DUTIES AND RESPONSIBILITIES

include the following. Other duties may be assigned. A. Assessment and Interpretation Identifies and assesses the emotional, behavioral, learning, development, and adjustment characteristics and needs of individuals and groups, as well as, the environmental factors that affect learning and adjustment. Uses assessment data about the student and his/her environment(s) in developing appropriate interventions and programs.

• Assists in early identification of students' learning and adjustment problems.
• Conducts assessments/observations appropriate to the focus of concern and according to prevailing professional standards.
• Conducts assessments with consideration of the characteristics of the student or group of students (including ethnic, cultural, socioeconomic, and handicapping considerations).
• Assists in identifying factors in the learning environment that may affect the student and assessing their degree of impact.
• Integrates data from assessment procedures and develops programs relative to (1) behavioral and instructional programming.
• Applies standards-based assessment results to address questions about student's progress in behavioral performance, learning and achievement and provides data-based recommendations for behavioral planning, curriculum/lesson change or development through collaboration, consultation, assessment and intervention.
• Defines current problem areas, strengths, and needs at the individual, group, and systems level through assessment/measurement/observation techniques. B. Direct Interventions for Students Develops, implements and evaluates behavioral, affective, adaptive and social interventions for students with specific needs to improve social/emotional functioning and to maximize learning and adjustment.
• Uses an ABA approach as one tool to design and implement programming for students with social/emotional and maladaptive challenges.
• Teaches students how to develop effective learning strategies and personal and social skills.
• Evaluates effectiveness of individual and group interventions and modifies interventions based on data collected.
• Develops, implements and evaluates appropriate goals and interventions for students with specific needs.
• Links assessment results and ongoing data collection to interventions which enhance student performance, participation and learning.
• Implements strategies based upon individual characteristics, strengths, needs, and cultural factors to design programming that will promote successful student outcomes.
• Manage aggressive student behavior. C. Consultation and Training Demonstrates effective collaboration with families, educators, and other school personnel and community members to promote and to provide access to comprehensive health and mental health services to children and/or families:
• Demonstrates knowledge of consultation models and processes.
• Consults with teachers, other school staff, and parents about ways to facilitate learning and adjustment for individuals or groups of students.
• Consults with teachers and other school staff on classroom, school, and/or system needs.
• Helps provide liaison and coordination between the school system and other relevant agencies to facilitate services for students and families.
• Interprets education policies, programs, and procedures related to psychological services.
• Provides information, and/or education in the application of learning theory, child development, and other psychological principles to school personnel and parents.
• Plans and implements in-service needs of teachers and parents and recommends appropriate in-service programs.
• Provides support and assistance to parents in situations that may be new, unfamiliar, or stressful for them. D. Program Development Responsible for assigned students regarding planning, development, and evaluation of programs to meet identified behavioral and social/emotional needs.
• Conducts and/or assists in conducting formal and informal needs assessment to determine program characteristics and needs.
• Develops student programs and program strategies for teams of professionals and paraprofessionals to maximize learning for their student. Supervises, instructs, and models programs for interventionists.
• Evaluates programs being implemented for identified students and uses this data to inform changes to future programming.
• Supports school personnel in analyzing, interpreting, and disseminating results of program evaluations.
• Develops prevention and intervention programs that promote mental health, physical well-being and tolerance for others.
• Assists schools in the development of crisis response standards, protocols and other practices that create and maintain safe, supportive, effective learning environments.

E. Professional Practice, Research and Development Applies ethics and standards of professional practice in the delivery of school psychological services and observes relevant laws and policies that govern practice. Participates in professional organizations and continually seeks to improve professional knowledge and skill.

• Delivers services consistent with the National Association of School Psychologists (NASP) and the American Psychological Association (APA) ethical principles and professional standards of practice.
• Observes federal, state, and local policies and regulations in the delivery of school psychological services.
• Works to ensure students' rights and welfare in the school and community.
• Engages in continuing professional development by assessing one's own needs and seeking ways to address needs.
• Uses research design, statistical procedures, and applied research to plan and conduct investigations of existing or proposed programs.
• Critiques curricula programs and applies research knowledge to help guide schools in the selection of curriculum or other academic/intervention programs.
• Applies and translates research findings into service delivery improvements for students. F. Interpersonal Communication and Collaboration Communicates effectively with students, parents, and school staff
• Effectively communicates knowledge and ideas orally to individuals and groups.
• Effectively communicates knowledge and ideas in writing.
• Maintains effective interpersonal relationships and communication in the professional setting.
• Collaborates effectively with school personnel, parents, and community providers in the planning and decision- making process at the individual, group and systems level.
• Collaborates with school personnel to design, implement and evaluate school-wide standards, protocols and other practices to enhance the educational structure for students.

Position Type:

Full-time

Salary:

$54,425 to $94,925 Per Year