Essential Duties and Responsibilities include the following. Other duties may be assigned.
Intervention and Consultation:
-
Work directly and/or indirectly with students, teachers, and parents to resolve problems in adjustment, behavior, and learning.
-
Provide psychological counseling and assist students, families, and school personnel in dealing with crises such as death, illness, or community trauma.
-
Collaborate with teachers, parents, and administrators to find effective solutions to learning and behavior problems for children with and without disabilities.
-
Strengthen working relationships between educators, parents, and community services by promoting understanding of child development and its effect on learning and behavior.
Prevention:
-
Promote tolerance, understanding, and appreciation of diversity within the school community.
-
Develop partnerships with parents and teachers to promote healthy school environments.
-
Collaborate with school staff and community agencies to provide services directed at improving psychological and physical health.
Assessment:
-
Conduct psycho-educational evaluations of students in the areas of academic, social-emotional, or behavioral functioning to assist teams in making educational decisions.
-
Select, administer, and interpret assessment instruments in a professionally appropriate manner.
-
Conduct multi-method and multi-source assessment using a variety of methods (e.g., record review, observation, and interview) and sources (e.g., parents, teachers, and students) as required by local, state, and federal guidelines.
-
Complete written reports within a reasonable time frame and in compliance with professional standards, including relevant information, assessment results, educational implications, and recommendations.
Research and Program Evaluation:
-
Evaluate the effectiveness of academic and behavior management programs.
-
Use evidence-based research to develop, recommend, and implement effective interventions and strategies to improve student learning and behavior.
Instruction and Professional Practice:
-
Provide academic and/or behavioral interventions to students to maximize learning and adjustment.
-
Develop session objectives, use instructional materials, provide individualized and small-group instruction/counseling, and adapt the curriculum when necessary to meet student needs.
-
Systematically measure and monitor student personal growth toward stated objectives of instruction using a variety of assessment tools.
-
Differentiate presentations, activities, and assessments for students that will meet individual needs, interests, and abilities of each student.
-
Identify student needs and cooperate with other professional staff members in assessing and resolving personal issues, arranging appropriate interventions as needed.
-
Maintain current records of students’ progress toward goals.
-
Communicate with parents to inform them about the school program and discuss student progress.
-
Maintain and improve professional competence through staff development and self-selected professional growth activities.
-
Participate in and contribute to the planning, evaluation, and implementation of school and/or District programs via faculty meetings, councils, and District and school committees.
-
Make effective use of community resources to enhance the instructional program.
-
Uphold and enforce school rules, administrative regulations, and Board policy.
-
Serve as a positive role model for students in citizenship, ethical principles, and democratic values.
It is unlikely an employee will perform all the duties listed on a regular basis, nor is the list exhaustive in the sense it covers all the duties an employee may be required to perform. The examples are merely indicative, not restrictive.
Supervisory Responsibilities
This job has no supervisory responsibilities, but contributes to the oversight and guidance to teachers , specialists, and para-professional staff, in accordance with the organization’s policies, procedures and applicable laws.
Qualifications To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.
Education and/or Experience
Master’s Degree in School Psychology
Language Skills
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from students, parents, administrators, school staff, and the general public. Ability to communicate tactfully, clearly, concisely, and accurately with students, parents, and all school staff.
Mathematical Skills
Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry.
Reasoning Ability
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
Computer Skills
To perform this job successfully, an individual should have knowledge of spreadsheet and word processing software.
Certificates, Licenses, Registrations
Wisconsin Department of Public Instruction certification in the area of employment.
Other Skills and Abilities
Knowledge of district-adopted curriculum and teaching strategies.
Ability to exercise judgment and discretion in the application and interpretation of department policies and regulations.
Good knowledge of current special education topics and methodologies.
Experience working with students with a wide range of disabilities.
Ability to actively participate in the entire IEP process and collaborate with support staff to create holistic intervention plans.
Ability to initiate and utilize relationships to effect change.
Demonstrates empathy toward students and strives for positive student relationships.
Demonstrates the ability to interpret, support and uphold the standards, ethics and boundaries of the education profession.
Ability to establish and maintain effective working relationships with students, parents, co-workers, other agencies, and the public.
Ability to lead and manage others effectively.
Ability to apply laws of confidentiality appropriately.
Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand, walk, sit, use hands to finger, handle, or feel; and kneel, crouch or crawl. The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, color vision, distance vision, peripheral vision, and ability to adjust focus.
Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee may be exposed to physical hazards (e.g. kicking, biting, scratching). The noise level in the work environment is usually moderate.
