School Psychologist

BEDFORD CITY SCHOOL DISTRICT BOARD OF EDUCATION Job Description

Reports to:

Supervisor of Pupil Personnel

Employment Status:
Regular/Full-time

FLSA Status:
Exempt

Description: Conduct standardized individual or intervention-based evaluations to assist school staff and parents; determine if a student qualifies for special education service; effectively meet the academic, behavioral and social-emotional needs of children; consult with educational staff to develop individualized learning or behavioral plans for students

• Must be available to staff and parents for consultation
• Counsel individually and in groups with disabled and non-disabled students
• Provide developmental and academic screenings for students in collaboration with staff
• Provide referral to and consultation with outside service agencies
• Conduct individual psycho-educational evaluations of children referred to the Student Services Department; interpret findings, when appropriate, to parents, teachers and other school personnel, child and qualified community agencies through conferences and written report
• Conduct Functional Behavioral Assessments to determine the cause of adverse behavior(s) of disabled and non-disabled students.
• Participate in the identification and placement of students with disabilities
• Recommend appropriate classroom management strategies for behavior management
• Responsible for implementing new practices or methods in the area of school psychology
• Attend meetings and in-services as required by Superintendent/Board
• Maintain respect at all times for confidential information
• Provide the results of psycho-educational evaluations for consideration in the development of IEPs for each student with a disability
• Provide intensive psycho-educational evaluations of individual students identified as, or thought to be, disabled.
• Assume case manager responsibilities for individual students during the assessment phase and development of the Evaluation Team Report (ETR)
• Appropriately interpret data results from screenings, standardized/norm-referenced assessments, and/or criterion-referenced assessments that have been given to students
• Maintain accurate and complete records as required
• Provide guidance to students to promote their educational development
• Collaborate with colleagues, complete and maintain all required evaluation reports, documentation, and compliance paperwork accurately and within established timelines.
• Refer students suspected of learning difficulties to the intervention assistance team
• Assist the administration in implementing all procedures and rules governing student life
• Observe ethics of the teaching profession
• Keep abreast of all rules and regulations regarding special education standards

• Provide mental health activities for students within the scope of school-based practice
• Serve as a role model for students
• Respond to routine questions and requests in a timely, appropriate manner
• Establish and maintain cooperative professional relationships
• Assist in the selection of textbooks, equipment, and other educational materials
• Participate in committees, study teams, and co-curricular activities as agreed upon
• Participate in intervention assistance team meetings
• Maintain and improve professional competence by attending professional seminars, workshops, etc. to keep current on relevant issues
• Counsel, advise, encourage, and motivate students
• Perform other duties as assigned by the Special Education Director/Superintendent or designee

• Masters degree in educational psychology or equivalent from a four-year college or university
• Appropriate State of Ohio certifications/license
• Such alternatives to the above qualifications as the Superintendent and/or Board of Education may find appropriate

• Ability to work effectively with others
• Ability to communicate ideas and directives clearly and effectively both orally and in writing
• Effective active listening skills
• Organizational and problem solving skills
• Specialized skill in evaluation procedures for student academic/behavioral problems
• Ability to operate various office equipment
• Basic skills in counseling and consultation
• Knowledge of educational psychology

Standardized and criterion referenced tests and survey checklists for individualized assessment

• Occasional evening work
• Occasional exposure to blood, bodily fluids, and tissue
• Occasional interaction with unruly students
• Frequent repetitive hand motion, e.g. computer keyboard, calculator, writing
• Frequent requirement to sit, stand, walk, talk, hear, see, read, speak, reach, stretch with hands and arms, climb, and stoop
• Occasional travel, e.g., attending workshop outside of district, evaluation, assessment, IEP and placement, meetings outside of district
• Occasional operation of a vehicle in inclement weather conditions, i.e., being prepared to work on all scheduled school days, except calamity days
• Occasionally lift, carry, push, and pull…