TuksSport High School - Educational Psychologist

UP Professional and Support
Tuks Sport High School is looking to employ an Educational Psychologist

Organisation Description

Tuks Sport High School is an English-medium independent co-ed school, catering for learners from Grades 8 to 12. The school, situated on the Sports Campus of the University of Pretoria, offers a unique sporting and learning environment to its learners. We support current and developing high-performance learner-athletes to find a balance between their academics and their rigorous training programmes.

Tuks Sport High School is a residential school which houses approximately 180 learner-athletes in its residences.

School hours
: 08:30 – 15:15

The Successful Candidate Will

• Have a Master’s Degree in Educational Psychology.
• Have current registration with the HPCSA as an Educational Psychologist.
• Have a minimum of two years’ experience working with adolescents within the context of a mainstream school environment in a similar capacity.
• Have the ability to offer assessments to learners.
• Have a thorough understanding of various barriers to learning and support requirements.
• Possess proven qualities such as empathy, organisation skills, ability work within a team, excellent communication, administrative and interpersonal skills.
• The ability to provide specialist counselling services within a learning environment.
• Have proficiency in administration, scoring and interpretation of psychometric instruments.
• Have understanding of the development, emotional, social and education issues of children and young people.
• Have an understanding of the world of sport.
• Have knowledge and experience in the early identification, assessment and support of learners experiencing barriers to learning.
• Have working knowledge and experience of the Screening, Identification, Assessment and Support (SIAS) policy and documents.
• Have a sound working and progressive understanding of the South African curriculum.

Key Performance Areas

Counselling

• Counselling to learners at risk and with emotional/social needs.
• Vocational and tertiary education counselling and assistance with university applications and post-school courses.
• Facilitating the Grade 9 aptitude tests, follow-up counselling, and subject choice guidance.
• Behavioural observation and functional behavioural analysis.
• Collaboration with teacher, coaches, and residential staff in developing appropriate intervention plans for learners at risk.
• Collaboration with the Principal and Academic Head to identify students at risk and provide counselling and other recommendations.
• Assisting with crisis management of learners at risk.
• Providing counselling and advice to learners with barriers to learning or at risk with regards to organisational skills, as well as providing support with study skills.
• Guiding and supporting learners on an individualised education programme (IEP) and assisting Grade Heads in monitoring these learners’ progress.
• Provide psycho-education support to learners, teachers and parents.
• Undertake Continuous Professional Development (CPD) and professional supervision as a personal responsibility.

Administration

• Keep case history records and draft professional psycho-educational reports, ensuring confidentiality of all records.
• Facilitate the examination accommodation applications, which involve collecting relevant samples to support applications and liaising between teachers and other professionals, and liaising with the DoE and the School regarding examination accommodation applications.
• Maintain the database / spreadsheet of learners with accommodations and IEPs.
• Administration of educational assessments.
• Attend staff and / or sports academy meetings.
• Maintain a record of all psychological and educational interventions.
• Draft professional psycho-educational reports.
• Adhere to the school’s protocols.
• Assist the school with the development of networks for support.

Additional Requirements

• Provide guidance and support to school staff by working collaboratively.
• Facilitate workshops and in-house training with teachers and residential staff, as well as learners and/or parents.
• Be flexible regarding time, particularly regarding trauma crises with the ability to prioritise, multi-task and…