Anticipated 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

NOTE: The below lists are not ranked in order of importance

• 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 (note that there should not be an's in a plural for IEPs. Please remove the 's) 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 for the assessment phase and the development of the Evaluation Team Report (ETR)
• Appropriately interpret data results as a result of 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
• 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

Qualifications:

• Master's 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

Required Knowledge, Skills, and Abilities:

• 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…