School Psychologist

School Psychologist

(Pending Budget Approval)

Job Goal

To assist students in succeeding by developing strategies and interventions; measuring and interpreting the intellectual, adaptive, academic, social and emotional development of children; interpreting the results of psychological studies; interpreting and applying state and federal codes

Qualifications

Holds a valid Tennessee teacher's license with appropriate endorsement, has strong written, verbal, presentation, and interpersonal skills; and meets health and physical requirements.

Reports To

Supervisor for the Department of Exceptional Children

FLSA Status

Exempt

Schedule

200 Day

Essential Functions

• Administers standardized and/or supplemental assessments for the purpose of measuring the intellectual, adaptive, academic, social, and emotional development of children and/or determining eligibility for services in compliance with regulatory requirements;
• Assesses students' functional capabilities and home and/or classroom environment for the purpose of determining student's functional level and developing recommendations and/or placement;
• Conducts IEP-team meetings and conferences with parents; contributes to appropriate individualized education program (I.E.P.);
• Collaborates with teachers and staff to develop appropriate IEP goals based on data and the educational needs of the child;
• Assists staff for the purpose of developing and applying student monitoring systems and designing academic and behavioral interventions;
• Assists all specialists (e.g. autism consultants, behavior specialists, occupational and physical therapists, speech language pathologists, etc.) for the purpose of creating and delivering student supports;
• Compiles information from a variety of sources for the purpose of producing a comprehensive screening/evaluation report in compliance with established guidelines;
• Consults with teachers, parents, and / or other outside personnel or professionals for the purpose of providing requested information for developing plans for services and / or making recommendations;
• Listens to and counsels students, parents and guardians for the purpose of enhancing student success in school;
• Participates in meetings, workshops, and seminars as assigned for the purpose of conveying and/or gathering information required to perform functions;
• Researches resources and methods (e.g. intervention, assessment tools, and methods, community resources, etc.) for the purpose of determining the appropriate approach for addressing students' functional goals;
• Has working knowledge of resources, strategies, networks, organizations, and unique services for individuals with disabilities and their families;
• Knows and follows all safety rules and procedures;
• Maintains necessary records and completes the necessary paperwork;
• Administers diagnostic tests and evaluates student progress as needed;
• Observes students to detect signs of ill health or emotional disturbance and reports, as appropriate;
• Fosters and promotes cooperative positive social behavior;
• Evaluates and advises on school disciplinary practices for troubled students;
• Reports to the principal any reasonable suspicion that a student's health or welfare has been or appears to have been harmed as a result of abuse or neglect;
• Represents the school and the community in a positive manner;
• Complies with board policies, school rules, and administrative regulations;
• Attends work regularly and on-time;
• Participates in faculty and professional meetings; engages in professional development to stay current on researched-based instructional strategies and services, and seeks additional resources and assistance as needed to meet the individualized needs of students;
• Performs other duties as assigned.

Temperament (Personal Traits)

• Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure;
• Adaptability to accepting responsibility for the direction, control, and/or planning of an activity;
• Adaptability to working with students; and
• Adaptability to making generalizations, evaluations, or decisions based upon sensory or judgmental criteria.

Capacity and Ability…