School Psychologist

Teachers & Licensed Professionals - Position - SCHOOL PSYCHOLOGY

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Provides a wide range of psychological services within Baltimore City Public Schools. Consults with school staff, conducts formal school psychological evaluations of students for educational planning and placement as part of the IEP process, behavior management planning, and consultation with, or referral to, available resources in City Schools and the community. Provides program consultation, counseling, and intervention for students, and consultation with parents and staff.

Provides services within the classroom setting to assist with prevention, intervention, and increase student achievement. Provides in‑service training for teaching staff in areas of expertise related to school psychology.

• Directly provides assistance to teachers, administrators, and other staff members regarding academic engagement and achievement for all students by identifying learning barriers, suggesting appropriate academic interventions, monitoring effectiveness of interventions, developing student organizational skills, and promoting learning strategies within the classroom setting; promoting inclusive practices for improved academic success.
• Provides training and workshops to school staff regarding areas specific to expertise such as child development, the exceptional child, understanding psychological testing, curriculum and instruction theory and implementation, behavioral management, positive behavior interventions, and other relevant topics.
• Facilitates effective instructions by assisting in identification of instructional needs for the individual student and diverse learners and assisting in individualizing instruction within the classroom setting by working directly with teachers and students.
• Assists teachers with classroom management by helping them develop classroom behavioral plans and work with IEP and SST teams to develop individual behavioral plans for specific students and conduct FBAs and develop BIPs with teachers and specialists to increase student participation and achievement within the inclusion setting, or program.
• Measures and monitors student progress.
• Supports positive behaviors and socially successful students by working with administrators, teachers and parents to promote students' positive interactions based on research‑based, positive behavioral supports, and research‑based prevention and intervention programs to support academic achievement.
• Contributes to a healthy learning environment by working directly with administrators and staff regarding research‑based prevention and intervention strategies within classroom management, promoting positive peer relationships, social problem solving, student wellness, reduced risk‑taking, and increased student achievement. Work within the classroom setting to model and provide support to teaching staff to assist in implementation of programs.
• Supports diverse learners by assessing learning and behavior needs (and considering issues related to family, culture, or language and learning style of disability) by working within the classroom setting to assist students directly in organizational skills, learning strategies, and study skills and provide direct feedback and information to teachers and other staff, as appropriate.
• Actively participates on IEP teams, and other school‑based teams, helping teams plan an appropriate IEP for students with disabilities including modifying and adapting curricula and instruction, adjusting classroom facilities and routine to promote student engagement, monitor and effectively communicate with parents about student progress, and coordinate links to community services.
• Writes goals and objectives following City School requirements for IEPs and support teachers and students within the classroom through supplementary aids and services, as appropriate.
• Works with administrators and teaching staff to create safe, positive school climates by recognizing that a positive school climate is a critical factor in student achievement and work with school leadership teams to design and evaluate evidence‑based…