School Psychologist - Elementary

School Psychologist
- Elementary

Portsmouth School Department Howard Hathaway School
- Portsmouth, Rhode Island Melville Elementary School
- Portsmouth, Rhode Island

Job Title:

School Psychologist

Reports To:

Building Administrator/Director of Student Services

QUALIFICATIONS:

Certification by Rhode Island Department of Education (RIDE) as a School Psychologist In accordance with Rhode Island's Right to Read Act, all educators must demonstrate awareness of and/or proficiency in the Science of Reading. All qualified candidates will have completed an approved Right to Read training program or possess current certification of proficiency or awareness (out-of-state teachers may be granted one year from their date of hire to complete the required training).

Awareness Certification requires 10-hours of training, which can be completed online, and free-of-charge on BRIDGE-RI. For positions requiring Proficiency, more intensive coursework is required. Educators can achieve this by completing state-approved certificate/degree programs (e.g., reading specialist certification or a related Master's degree). Upon successful completion of approved proficiency training, educators can apply for a free Literacy/Dyslexia Endorsement to add to their teaching certificate.

POSITION SUMMARY:

The position of school psychologist is to improve the academic achievement, social skill and emotional well-being of all students through either direct contact with students, evaluation and consultation with other professionals. The school psychologist functions as a member of the Evaluation Team, Crisis Intervention Team and MTSS Team.

ESSENTIAL DUTIES and RESPONSIBILITIES:

1. Adheres to the policies of the Portsmouth School Department
2. Adheres to special education policies and completes relevant paperwork
3. Attends and actively contributes to 504, RTI/MTSS, and special education meetings
4. Promotes the attainment of the District's mission, vision, and strategic plan
5. Displays strong and deep knowledge of subject matter content
6. Understands how knowledge is constructed within the discipline
7. Applies current research-based best instructional practices and strategies to help students access the curriculum
8. Communicates high and clear expectations for students
9. Integrates technology to more effectively deliver school psychology services 10 Promotes deep understanding of content by addressing unique learning styles and assists teams and teachers in adapting instruction to meet the needs of all students 11.Assists teams in designing and implementing Individual Educational plans to meet the unique needs of students with disabilities 12.Develops, with colleagues, appropriate academic, behavioral, and social/emotional goals for students 13.Promotes

and utilizes positive behavioral supports 14.Administers a variety of assessments (e.g., cognitive, adaptive, behavioral rating scales, FBAs, etc.), shares findings with key stakeholders, and interprets assessment data in order to understand the academic, biological, and developmental issues that impact student performance 15. Collaborates with outside providers and agencies to coordinate supports to students and families 16. Actively supports and assists RTI/MTSS teams in adhering to a problem-solving model during meetings, assists in the selection of evidence-based interventions, and helps teams design a plan to monitor student progress 17.Uses

student data in treatment/intervention design and adjusts service delivery based on results of ongoing progress monitoring 19. Collaborates and consults with staff, parents, administration and the school community in providing information about the developmental stages of children and adolescents, linking this knowledge to how various social-emotional, environmental, biological, cultural, and experiential variables can impact student achievement 19. Provides direct student service including, but not limited to, individual counseling, group skills instruction, behavioral intervention support, and crisis intervention 20.

Develops, implements, and evaluates prevention and intervention programs based on the recognized factors that are precursors to learning and behavioral difficulties 21. Communicates regularly with students and parents regarding the student's academic, behavioral, social, and emotional status; communicates immediately with both when there are concerns 22.Serves as a resource to building-level staff and administrators regarding the behavioral and social/emotional well-being of students 23.

Takes responsibility for personal professional growth 24. Other duties as assigned by the Building Administrator or Director of Student Services

Skills Required:

1. Ability to read, analyze, and interpret general business periodicals, professional journals, test data, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to…