School Psychologist II

Interns will also be considered. Email Lead School Psychologist, Angela Hodges () with inquiries.

Department:
Office of Special Programs

Reports To:

Assistant Superintendent of Special Programs

FLSA Status:
Exempt

Provides a full range of school psychological services to children ages 0-21, including screening and assessment, consultation with administration and teachers, functions as a member of the multidisciplinary team to determine the student’s eligibility for special education services, participates on student intervention teams, completes functional behavior assessments, and helps develop behavior intervention plans.

• Conducts extensive psychological examinations of referred students.
• Conducts functional behavior assessments and helps develop behavior intervention plans.
• Provides intervention ideas to teachers to maximize student learning and adjustment.
• Provides consultation to parents, teachers, other school personnel, and community agencies to enhance the learning of students.
• Interpret diagnoses to school personnel, other concerned professionals, parents and students.
• Participates on Student Intervention Teams.
• Assists the team with suggestions and implementation of pre-referral intervention strategies, and provides recommendations and modifications to assist general education staff in working with special education students in the classroom setting.
• Helps the team determine when to refer a student for a comprehensive evaluation.
• Participates as a member of the individualized education program (IEP) team and/or Section 504 team, contributing evaluation findings and collaborating to help develop the child’s educational plan.
• Conducts reevaluation reviews and evaluations according to established timelines as needed.
• Works with schools in crisis situations.
• Adheres to the ethical standards and codes of the profession, and to the established rules, regulations, and laws governing special education programs.
• Participates in activities that promote professional development and uses clinical/educational research to enhance services.
• Attends department activities, meetings, and training to support department initiatives.
• Performs other duties as may be assigned by the Director of Special Programs.

200 Days, 8 Hours a Day

Psychologist Pay Scale

The terms of employment detailed in this job description are based on full-time employment during the school year. Conditions of employment adjusted for part-time employees or individuals who are hired for less than an entire school year.

Performance of this job evaluated annually according to Board Policy.

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

Master’s or Educational Specialist Degree in School Psychology plus internship. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

Valid South Carolina Teaching License in the following area:
School Psychology

Not applicable

Ability to read, analyze and interpret professional journals, technical procedures and instructional manuals. Ability to design and write professional development plans, reports and data entry procedures. Ability to effectively present professional development and training and respond to questions from groups of educators, trainees, administrators and organization members.

Ability to add, subtract, multiply, and divide in units of measurement, using whole numbers, common fractions, and decimals. Ability to work with mathematical concepts such as probability and statistical inference and in the display and interpretation of data.

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret and carry out instructions furnished in written, oral, diagram or schedule form. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to analyze information and use logic to address work related issues and problems.

Ability to quickly assess employee, departmental, and administrative needs and provide timely feedback.

Ability to perform duties with awareness of all district requirements and Board of Education policies.

Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned.

Ability to establish and maintain effective working relationships with…