School Psychologist

JOB INFORMATION

Title:

School Psychologist - Stroudsburg Area S D

FLSA:

Non-Exempt

Terms of Employment:

In accordance with the professional collective bargaining agreement on file

Employee Group:

Professional

Location

Building

Last Edited On:

8/30/2021 11:40:30 AM

ORGANIZATION

County:

Monroe

Entity:

Stroudsburg Area S D

Department:

Special Education

Reports To:

Principal and Director of Special Education

Supervises:

No supervisory duties

JOB GOAL

The School Psychologist is responsible to conduct psychological, academic, and behavioral assessments in order to diagnose diverse learners, identify their needs, and provide consultation and support as part of a school team of professionals. The School Psychologist assists in the design and implementation of systems, programs, and services that help promote the social, emotional, and academic success of students. 

ESSENTIAL FUNCTIONS

Abides by federal, state and local school laws and regulations, mandated programs, district policies and administrative regulations.

Conducts diagnostic study and/or psychological evaluations of the individual child to include: consults with parents to gain background information for evaluation purposes, an evaluation of current academic and intellectual functioning of the child (private schools included), identification of strengths and needs in learning potential, and assessment (including gifted) of personality and social factors that affect the child’s learning and personal and school adjustment. Tracks and meets all legally required timelines for completion of individual evaluations.

Interprets diagnostic findings and consults with the individual, appropriate school personnel, parents, and agencies and makes recommendations relevant to these findings; recommends appropriate referrals for further diagnostic evaluations, e.g., to speech therapists, reading specialists, psychiatrists, and neurologists; and assists parents and teachers to understand typical and atypical behavior in children.  Participates in IEP, GIEP meetings or Section 504 service agreement meetings, as requested.

Keeps appropriate records concerning psychological evaluations and recommendations; prepares Evaluation Reports for distribution to referring teacher, principal, parent, and outside agencies when appropriate; and interprets psychological and education reports received from other agencies on students.

Assesses school readiness for children whose parents request early entrance to kindergarten or first grade and assists with coordination and planning for transition of Early Intervention students to school age programming.

Recommends placement of children in special education programs; facilitates the placement and systematic re-evaluation of exceptional children in special education programs; and assists professional staff to provide appropriate modifications for exceptional students in the general education environment.

Researches and applies current developments in psychological testing and evaluation; provides periodic updates of legal issues in delivery of psychological services as appropriate; and assures the maintenance of an ethical approach in psychological activities in the schools, protecting the rights of individuals involved, to the adherence to N.A.S.P. ethical standards.

Consults with school principals, special education administrators, and department members to develop, implement, and evaluate programs for students in special education and general education programs as well as the administrative staff concerning matters relating to the delivery of psychological services.

Consults with appropriate administrators to revise and formulate procedures and programs pertaining to activities such as screening, placement, education, and training of exceptional children.

Consults with other staff members about individuals with learning or behavioral needs; provides relevant information; prepares and implements, in cooperation with local school personnel, systematic positive behavioral support programs; helps develop appropriate remedial procedures; and promotes the establishment of programs designed to prevent the development of psychological problems in school students.

Provides short-term adjustment counseling or crisis intervention counseling to the individual child.

Serves as a member of the district-wide Crisis Response Team.

Assists school personnel with in-service training on issues related to psychological services, improving their skills and identifying students who need referral to internal student support services or outside agencies and, participates in and contributes to district-level curricular and administrative meetings as needed.

Develops or assists in the development of interpretive and informational materials, handbooks and manuals, regarding psychological services and related pupil needs as they are used by pupil services staff, the Superintendent, other members of the school, the school board, and the public.

Serves as the district representative at professional meetings on national, state, and local levels in the areas related to psychological services; participates in professional conferences, conventions, and workshops so as to keep abreast of professional changes and developments; and establishes good working relationships with the various agencies and offices within the community that offer special help to pupils and their parents.

Provides supervision and support to special education paraprofessionals (scheduling, provides clarification regarding duties, and provides professional development).

Other duties assigned by the building Principal or other administrators.

Performs other duties as assigned.

Performs in accordance with school policy, administrative regulations, state and federal 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 accommodations may be made to enable individuals with disabilities to perform the essential functions.

Masters Degree

X

Pennsylvania certification as a School Psychologist

X

10%

Minimal travel between district buildings or outside of district for meetings and professional development as needed

SCOPE

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Recurring analytical demands.  Analysis involves gathering and interpreting data to resolve problems of moderate complexity (e.g., diagnosing equipment malfunctions to determine probable cause for breakdown and/or most appropriate means of correction).

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No supervisory duties.

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Visual acuity and auditory acuity.

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Ability to communicate effectively in all aspects of the job.

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Must possess excellent interpersonal skills.

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Ability to make judgments and work under high level of stress.

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Ability to work as a coordinator and a member of a team.

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Ability to be respectful and empathetic.

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Ability to communicate effectively.

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Ability to organize tasks.

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Ability to exercise good judgment.

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Ability to work on multiple tasks and prioritize appropriately.

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Ability to recognize areas of concern and propose or recommend appropriate solutions to problems.

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Maintains productive working relationship with immediate supervisor.

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Must possess active listening skills.

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Must possess conflict mediation skills.

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Plans and prioritizes assignments effectively. Able to handle several ongoing tasks and projects at once.

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Demonstrates the ability to acquire the skill required to operate new and existing software and hardware.

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Ability to compose clear, concise sentences and paragraphs.

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Promotes a positive team environment through active cooperation with others.

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Maintains awareness of the School District’s policies and procedures. Follows the chain of command.

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Shows initiative and works with minimal supervision.

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Responds appropriately to supervision and direction.

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Ability to work independently and make work-related decisions.

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Ability to exercise good judgment in prioritizing tasks.

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Ability to communicate effectively at all organizational levels.

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Ability to use computer technology efficiently including word processing, presentation/webpage software, PowerPoint and Excel software applications.

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Ability to appropriately handle confidential information in accordance with District policies.

Standard ADA Settings

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Standard ADA Selection 

This factor measures the strength and stamina required in areas such as lifting, standing, and the frequency of doing these as necessary to perform the particular duties of the job.

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Sitting

X

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Standing

X

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Walking

X

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Talking:  On the phone; person-to-person, and in groups

X

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Hearing: On the phone; person-to-person, and in groups

X

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Vision: Near, midrange, far, peripheral, depth and color

X

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Driving Requirements (personal vehicle, and/or company vehicle):

X

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Machines or tools used: Computer:

X

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Machines or tools used: Telephone

X

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Pushing/Pulling/Lifting(Enter Weight)

X

25 lb

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Writing

X

The school recognizes that reasonable accommodations must be made to enable a qualified individual with a disability or disabilities to perform the essential duties and responsibilities of this job.

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Typical Office Environment

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Subject to inside environmental conditions