School Psychologist

 

DEPARTMENT: Special Education

 

TERMS OF EMPLOYMENT: 10.5 months (200 days)

 

SALARY:  Based on Bulloch County Schools salary/supplement schedule

 

FLSA STATUS: Exempt 

 

REPORTS TO:  Executive Director of Special Education

 

JOB CODE:  Not Required

 

POSITION SUMMARY:

The School Psychologist provides a full range of school psychological services to children ages 3-21 including comprehensive psychological assessments, preschool and school-aged, crisis response, individual and group counseling and consultation with school staff, parents, and outside agencies. The School Psychologist serves as a member of the multi-disciplinary team to determine the student's eligibility for special services, appropriate programming, and on-going progress. The School Psychologist will follow all due process procedures to meet compliance standards as outlined by the Bulloch County Schools and the Georgia Department of Education.

 

REQUIRED QUALIFICATIONS:

 

• Educational Specialist Degree in School Psychology

• Experience evaluating students ages 3-21 in all school settings. Must be competent in administering, scoring, and interpreting a variety of standardized assessments, including, but not limited to, psychological processing, cognition, achievement, behavior, and visual motor. 

 

• Experience working with a diverse group of people.

• Embodies the core values of the district; relational, purposeful, reflective, resourceful, courageous, and accountable.

 

• Must be able to satisfactorily perform each essential functions of the position.  When appropriate, reasonable accommodations will be provided to afford persons with disabilities an opportunity to perform the essential functions of the position.

• Must be able to provide a criminal background check with results that adhere to Bulloch County Board of Education Policy GAK(1).

 

PREFERRED QUALIFICATIONS:

• Current Georgia certification in School Psychology or eligibility for S-6 certification in School Psychology.

 

DUTIES AND RESPONSIBILITIES:

Provide individual and group services to children and/or parents that emphasize improved educational performance and/or conduct.

Screen and evaluate referred children including selecting appropriate instruments, administering tests, observations, and writing reports which state the evaluation findings and provide for educational program recommendations.

Participate as a member of the multi-disciplinary team and the individualized education program (IEP) committee contributing evaluation findings and collaborating on the child’s educational plan.

Provide collaborative consultation and documentation of results including assisting educational staff with suggestions and implementation of MTSS/RTI, pre-referral intervention strategies, and providing recommendations and modifications to assist staff in working with special education students in the classroom setting.

Consult with parents, teachers, and other appropriate staff regarding a child’s program and any adaptations/resources needed to facilitate improved performance in the classroom or at home.

Maintain appropriate data on students to document current levels of performance and other pertinent information.  Re-evaluate, as appropriate, to determine extent of progress and effectiveness of interventions and/or program.

Establish and monitor caseloads, procedures, and resources to manage school psychologist services to the students/staff and work cooperatively to accomplish the goals of the IEP.

Attend monthly School Psychology meetings with the Executive Director of Special Education and/or Special Education Program Specialists.

Submit records, evaluation reports, timeline compliance logs, and assignments promptly and efficiently.

Adhere to ethical standards and codes of the profession and to the established rules, regulations, and laws governing special education programs. Participate in activities that promote professional development and use clinical/educational research to enhance services. Carry out such other duties which may be assigned by direct supervisor.

 

PERFORMANCE FACTORS: 

• Light Work:  Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and or a negligible amount of force constantly to move objects.  If the use of arm and/or leg controls requires exertion of force greater than that for sedentary work and the worker sits most of the time, the job is rated light work.
• Interaction with Others:  Ability to maintain, on a regular and consistent basis, relationships that are characterized by high expectations, teamwork, and collaboration.  Ability to be flexible relative to daily routines.  Ability to demonstrate sensitivity to the differences among diverse populations.
• Concentration:  Ability to maintain workflow and thought processes in the presence of frequent distractions.  Ability to ignore irrelevant sights or sounds and intrusive thoughts or stimuli.  Ability to manage multiple tasks simultaneously with only few or no errors.
• Stressful Circumstances:  Ability to produce quality work when short or unexpected deadlines are presented.  Ability to adjust work processes without incident when new and unexpected directions are given relative to a project that may be in process.  Ability to maintain composure and not compound a situation when interacting with persons who may be angry, demanding or otherwise less than polite.
• Independent Judgment:  Ability to complete work tasks without being given precise directions relative to work steps or the final project.
• Organizational Skills:  Ability to establish priorities, simultaneously manage multiple tasks; and deliver a quality work product by a designated deadline.
• Public Contact:  Ability to communicate professionally and effectively, both verbally and in writing, with superiors, colleagues, parents, and other individuals within and external to the school system.  Ability to demonstrate professionalism while interacting with others and to maintain constructive working relationships.
• Attendance and Dependability:  Ability to report to work at the scheduled time and to seldom be absent from work.  Demonstrate prompt and regular work attendance.  Process appropriate paperwork to authorize absences in accordance with school system procedures.  Ability to complete work in a timely, accurate manner and to be conscientious about work performance.

EVALUATION: Performance will be evaluated annually by the Superintendent or designated supervisor in accordance with Policy GBI - Evaluation of Personnel.

Job descriptions are designed and intended only to summarize the essential duties, responsibilities, qualifications, and requirements for the purpose of clarifying the general nature and scope of a position's role.  Job descriptions do not list all tasks an employee might be expected to perform.