School Psychologist

School Psychologist

Under supervision of the Director of Educational Resources, the School Psychologist will serve in a leadership role to integrate services to best meet the needs of students, families, and the school community. The School Psychologist will provide a comprehensive range of direct and indirect services which align with the National Association of School Psychologists (NASP) Practice Model Domains, which includes ensuring the implementation of the policies and procedures of the district and the Special Education Regulations, Delaware Administrative Code.

The salary range for this role can be found in the provided link:
Salary Scales.

Appoquinimink School District may require you to be trained in Safety-Care or a similar competency-based crisis prevention intervention training program as a condition of your continued employment.

Failure to meet or maintain any of the licensing or certification Minimum Qualifications listed further below in this job posting may result in the withdrawal of the job offer prior to employment or termination of employment if already hired. The district reserves the right to assess compliance at any time. If deficiencies are identified, employees may be subject to disciplinary action up to and including dismissal.

Additionally, any misrepresentation or failure to disclose relevant information during the hiring process may be considered grounds for immediate rescission of the offer or termination.

The following information is intended to describe the overall nature and scope of the work being performed in relation to the position. This is not a comprehensive listing of all the responsibilities or tasks; other work may be assigned when deemed appropriate:

• Utilize data-based decision making: apply knowledge of data based decision making to the Functional Behavioral Assessment and Positive Behavior Support Plan process conduct comprehensive psycho educational assessments as delineated by federal, state, and local regulations and procedures identify strengths and needs in individuals as well as systems and processes develop effective interventions, services, and programs measure progress and outcomes within a multitiered system of supports (MTSS)
• Engage in consultation and collaboration: with individuals, families, groups, and systems demonstrate skills to consult, collaborate, and communicate effectively with others fully participates in the IEP process where psycho educational assessments are interpreted and explained, and eligibility for special education services is determined
• Academic Interventions and Instructional Supports: use assessment and data collection methods to implement and evaluate services that support academic skill development recognize the importance of taking a whole child approach to developing interventions and supports Collaborate with teams to write meaningful, measurable, observable IEP goals
• Mental and Behavioral Health Services and Interventions: design, implement, and evaluate services that promote resilience and positive behavior support socialization, social-emotional learning and adaptive skills, and enhance overall mental and behavioral health
• School-Wide Practices to Promote Learning: develop and implement practices and strategies to create and maintain safe, effective, and supportive learning environments for students and school staff work collaboratively to cultivate a culture of care and ensure that students feel connected, protected, and respected
• Services to Promote Safe and Supportive Schools: promote preventive and responsive services that enhance learning, mental and behavioral health, and psychological and physical safety and implement effective crisis prevention, protection, mitigation, response, and recovery serve as facilitator of Manifestation Determination IEP meetings and takes leadership role in designing and implementing plans which result
• Family, School, and Community
  
  Collaboration:
  
  facilitate family and school partnerships and interactions with community agencies to enhance academic and social–behavioral outcomes for children support the district's commitment to a community schools approach
• Equitable Practices for Diverse Student Populations: knowledge of individual differences, abilities, disabilities, and other diverse characteristics and the impact they have on development and learning implement evidence-based strategies to enhance services in both general and special education recognize that equitable practices for diverse student populations, respect for diversity in development and learning, and advocacy for social justice are foundational to effective service delivery
• Research and Evidence-Based Practice: evaluate and apply research as a foundation for service delivery use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels
• Legal, Ethical, and Professional Practice: provide services consistent with ethical,…