School Psychologist

School Psychologist
- Francis J. Kane Elementary School

Work Year:  school year Regular school year; plus 10 additional work days (School Psychologist Stipend)

Compensation:
In accordance with the MEA Salary Scale according to education and experience

Organizational Relationship or Line of Authority:
Works under the supervision of the Assistant Superintendent of Student Services & Equity and the building Principal

Job Summary:

School psychologists provide direct service through individual and small group meetings as well as indirect support through collaboration and consultation with colleagues across disciplines including administrators, teachers and student support providers. School psychologists support students and families on their caseload in meeting psychological/social/emotional needs and play an integral role with student support colleagues to connect students and families to a variety of support structures in and out of school, including but not limited to referrals to other types of therapists and/or other critical services.

• Performs variety psycho-educational assessments and evaluation reports for initial and re-evaluation for Team Meeting
• Demonstrates sound knowledge and understanding of professional area and delivery by consistently engaging students in academic, behavioral, and social/emotional learning experiences through the use of educational and/or clinical practices that enable students to acquire knowledge and skills.
• Participates in SST process
• Serves as a resource for staff regarding student's needs
• Regularly shares with appropriate colleagues (e.g., classroom teachers, administrators, and professional support personnel) conclusions about student progress and seeks feedback from them about practices that will support improved student learning and/or development.
• Provides crisis intervention
• Accommodate differences in student learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.
• Based on assessment results and/or other data, provides descriptive feedback and engages students and families in constructive conversation that focuses on student growth and improvement.
• Regularly communicates with parents to create, share, and/or identify strategies for supporting learning and development at school and home.
• Develops or contributes to the timely development of well-structured plans with measurable outcomes that respond to all relevant individual student needs, and include supports that enable students to meet the goals or objectives of the plan.
• Consistently and effectively collaborates with colleagues through shared planning and/or informal conversation in such work as: analyzing student performance and development and planning appropriate interventions at the classroom or school level.
• Regularly provides appropriate advice and expertise that is customized to support general education teachers and other colleagues to create appropriate and effective academic, behavioral, and social/emotional learning experiences for students for whom responsibility is shared.
• Designs and administers assessments and/or collects data to measure student learning, growth, and/or development through a variety of methods, including informal and formal assessments and common interim assessments where applicable.
• Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
• Performs other duties as assigned by the building principal/Director of Student Services, directives of the Superintendent of schools or his/her designee, and Policies of the Marlborough School Committee

• Licensed by the Department of Elementary and Secondary Education in Massachusetts as a School Psychologist. SEI endorsement a plus.
• Bilingual (Spanish or Portuguese) highly preferred
• Successful experience as a psychologist and involvement in providing direct treatment to school-aged children required
• Excellent interpersonal skills
• Experience working collaboratively with teachers, administrators, support staff, parents/community and outside agencies
• Flexible, timely and comfortable working in a fast-paced environment
• Ability to maintain confidentiality
• Demonstrate ability to communicate effectively - verbally and in writing
• NASP certification, preferred
• Knowledge of special education and regulations
• Knowledge of RtI process
• Ability to provide individual and small group counseling
• Ability to work collaboratively with administrators, teachers, support staff and parents
• Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable

• Technical knowledge
  - Strong professional knowledge specific to subject area, self-directed in acquiring knowledge and skills for counseling practice and keeping up to date and applying new knowledge to the job. Knowledge of human behavior and performance; individual differences in ability,…