Diagnostician​/School Psychologist

REPORTS TO

DIRECTOR OF SPECIAL EDUCATION

Perform assessments of intelligence, educational functioning, vocational aptitude and interest, and the collection and analysis of data pertaining to sociological variables of students referred to special education. Work with children, ages 3 through 22, grade levels preschool through 12, and children with handicaps ranging from learning disabilities and mental retardation to those that are severely and profoundly handicapped.

• Minimum Certification/
  
  Education:
  
  
  • Master's Degree
  • Valid Texas teaching certificate
  • Educational Diagnostician endorsement
• Minimum Experience: Three years of successful teaching experience.
• Special Knowledge/
  
  Skills:
  
  
  • Ability to administer comprehensive psychological evaluations and compose written reports.
  • Knowledge of Special Programs laws, rules and procedures.
  • Ability to be flexible and demonstrate positive attitudes toward others.
  • Knowledge of computers and its use in instruction and administration.

• 1. Present a positive role model for students that supports the mission of the school district.
• 2. Maintain a positive and effective working relationship with supervisor/principals.
• 3. Comply with all district and local campus rules and regulations.
• 4. Effectively communicate with colleagues, students, and parents.
• 5. Demonstrate sensitivity to diverse cultural and ethnic differences among students, staff, and community.
• 6. Ensure that there is a continuous focus on student growth and learning.
• 7. Demonstrate skills in anticipating, managing, and resolving conflict.

• 8. Maintain high standards of productivity.
• 9. Make judgments using critical thinking skills and objective information.
• 10. Address priorities and complete obligations/tasks for special programs by practicing effective time management.
• 11. Keep records organized, up-to-date, and accurate.

• 12. Provide programming recommendations to the ARD/IEP committee based on assessment data.
• 13. Attend and represent assessment in the ARD meetings as appropriate.
• 14. Gather medical and sociological histories on students as the need arises.
• 15. Develop psycho-educational assessments.
• 16. Demonstrate proficiency in skills related to assessment, counseling, and special programs.
• 17. Effectively plan the assessment program to meet timelines and identified needs.
• 18. Perform individual psycho-educational assessments and prepare reports citing data obtained.

• 19. Assist in the development and implementation of individual educational and identification of strategies for learning.
• 20. Assist in the review of IEPs in the determination of appropriateness.
• 21. Assist in the identification of handicapped children in the pre-school screening program.
• 22. Interact effectively with students to promote positive attitudes toward special programs.
• 23. Promote a positive environment and improve student morale.
• 24. Demonstrate support for the district's student management system.

• 25. Remain current in special programs trends and communicate changes to administration and teacher.
• 26. Develop and maintain a plan for professional improvement.
• 27. Attend all district special programs meetings.
• 28. Demonstrate behavior that is professional, ethical, responsible, and generally in accord with accepted community standards and the TEA Code of Ethics; serve as a role model for all students and staff.

• 29. Provide consultation to teachers, parents, other support personnel, and community agencies.
• 30. Obtain parent permission for testing and placement.
• 31. Provide liaison between school and community social services.
• 32. Interpret information about student's behavior and conditions related to learning for parents and faculty members.
• 33. Conduct parent conferences.
• 34. Provide staff development and workshops in the community as needed.
• 35. Articulate support for special programs in the community.

• 36. Support community activities that foster rapport and mutual respect between the campus and district special programs and the larger community.
• 37. Perform other duties as assigned.

• Tools/Equipment Used:
  Standard office equipment including personal computer and peripherals.
• Posture:
  Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting.
• Motion:
  Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching.
• Lifting:
  Occasional light lifting and carrying (less than 15 pounds).
• Environment:
  Frequent district wide travel; occasional statewide travel.
• Mental Demands:
  Work with frequent interruptions; maintain emotional control under stress.

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.