PRIMARY FUNCTION: To provide school psychological services related to the identification of and services for students with disabilities.
REPORTS TO: Program Manager, Special Education
SALARY SCHEDULE: Teacher
WORK DAYS: 200
REQUIREMENTS:
Education Level:
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Educational Specialist degree from an accredited university
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OR Master’s degree from an accredited university and
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(I) Completion of a National Association of School Psychologists(NASP)-approved School Psychology program; or
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(II) Submission of a valid National Certified School Psychologist (NCSP) credential issued by the National School Psychology Certification Board
Experience, Skill and Certification: Valid Georgia Certificate in School Psychology
Preferred Experience:
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Previous full-time school psychological services experience, including psycho-educational diagnostic testing
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Experience as a teacher and/or related school experience
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Experience in developing academic and behavioral interventions for the Response To Intervention (RTI) process
ESSENTIAL DUTIES
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Provides school psychological services to students in the public schools by means of psychological-educational tests, observation procedures, and consultations with administrators, teachers, and parents.
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Communicates results and conclusions of evaluations as related to instructi
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Completes comprehensive written reports according to departmental guidelines, accurately and punctually.
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Creates academic and behavioral interventions.
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Upholds the highest standards of confidentiality.
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Participates in RTI, special education eligibility, and placement committees, as required by state guidelines.
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Follows policies regarding psychological services consistent with federal, state, and local requirements.
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Maintains records and statistical data of all activities.
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Demonstrates effective methods of delivering psychological services with particular concern for fair and accurate assessment and interpretations.
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Assists in staff development activities.
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Functions as a cooperative team member with site personnel.
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Uses program evaluation data to provide information to the Special Education Program Manage
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Works with school-wide and grade level data teams to examine effectiveness of academic interventions and/or school-wide behavior approaches.
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Provides consultation to discipline teams.
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School psychologists, in collaboration with others, promote preventive and responsive services that enhance learning, mental and behavioral health, and psychological and physical safety and implement effective crisis prevention, protection, mitigation, response, and recovery.
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Facilitate family and school partnerships and interactions with community agencies to enhance academic and social–behavioral outcomes for children.
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School psychologists implement evidence-based strategies to enhance services in both general and special education and address potential influences related to diversity.
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School psychologists demonstrate an understanding and promote appreciation for diversity.
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Performs other duties as necessary for the effectiveness of the organization.
Terms of Employment
Incumbents will receive an annual contract. The work calendar will be 200 days. Salary will be based on highest level of certification and allowable experience. Exempt. Revised 05/22
Non-Essential Responsibilities
A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:
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it is shared between multiple incumbents in the job; or
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it could be performed by an employee in another job within the workgroup.
Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.
Physical and Sensory Demands
Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. Check the box that is applicable for this position and complete any necessary information.
[X] OFFICE Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.
[ ] CLASSROOM Employees in this category spend at least most of the workday in a typical classroom or related educational environment. There will be prolonged periods of standing or walking, and there may be frequent bending, stooping, or stretching. There are occasions that require the lifting or pulling of equipment or supplies. Reading, listening, writing, and speaking are requirements. There are few exceptional physical or sensory demands, but there may be occasions that require the lifting or restraint of a student.
EXCEPTIONAL PHYSICAL OR SENSORY DEMANDS
(Check any that apply to this job and complete the required information)
[ ] Heavy lifting of up to pounds.
[ ] Frequent climbing up to _ feet, and/or working on building roofs.
[ ] Exposure to heavy dust, dirt, chemical or paint fumes, or other airborne matter.
[ ] Exposure to extreme heat, electric current, hazardous chemicals or other
potential hazards.
[ ] Sitting or standing for extended periods with no control over rest periods.
[ ] Other: Incumbents must have valid driver’s license and reliable personal transportation due to frequent travel between school locations.
