School Psychologist - 2019-20 School Year
FLSA: Exempt Professional QUALIFICATIONS: • Candidate must hold or be eligible for a Virginia certification as a school psychologist.
To obtain an endorsement in this area, the requirements are as follows: 1. Option I. The candidate shall: a. Complete an approved program in school psychology; b. Earn a baccalaureate degree from a regionally accredited college or university and complete 60 graduate-level hours, 54 of which are academic coursework, exclusive of field-based experiences, that culminate in at least a master's degree; and c. Complete an internship that is documented by the degree-granting institution. The internship experience shall occur on a full-time basis over a period of one year or on a half-time basis over a period of two consecutive years. The internship shall occur under conditions of appropriate supervision, that is, the school-based supervisor shall be licensed as either a school or clinical psychologist. The internship shall include experiences at multiple age levels, at least one half of which shall be in a public or accredited nonpublic school setting. 2. Option II. The candidate shall hold a currently valid certificate issued by the National School Psychology Certification Board. To learn more about licensure please visit the following page. http://www.doe.virginia.gov/teaching/licensure/ • Graduate from a NCATE approved program in school psychology. This program provides training in the psychological and academic assessment of children, behavioral and academic interventions, in addition to consultation with teachers and parents. • Experience in the public school setting preferred. REPORTS TO: Supervisor of Special Education TERMS OF EMPLOYMENT: Teacher calendar days and benefits provided according to Board policy. ESSENTIAL JOB FUNCTIONS: 1. Administer evaluation measures and assessment techniques to aid in the consideration of special education eligibility consistent with rules and regulations outlined by the Virginia Department of Education (VDOE) and the Individual’s with Disabilities Education Act (IDEA). These include, but are not limited to, cognitive, processing, adaptive, social/emotional, and academic achievement techniques. 2. Provide culturally responsive group and individual counseling focused upon addressing student’s social, emotional, and behavioral needs. 3. Provide detailed written reports of student evaluations. 4. Collaborate with building and support staff throughout the district to meet the needs of students. 5. Make recommendations to supervisors concerning the need to obtain additional medical, psychological and/or psychiatric information during the student evaluation process. 6. Participate as a member of the Early Intervention Team (EIT) and /or Virginia Tiered Systems of Supports (VTSS) team within assigned schools. 7. Participate as an IEP team member with functional behavioral assessments, behavior intervention plans and /or in the manifestation determination process. 8. Collaborate with outside agencies, parents and teachers to meet the need of students. 9. Review student records for the screening and evaluation process of students. OTHER JOB FUNCTIONS: 1. Be a member of the building level diagnostic team on assessments of all students who are suspected to have disabilities. 2. Plan and implement in-service sessions on academic and behavioral strategies and interventions. 3. Provide crisis response services district-wide. 4. Research new intervention strategies and new assessments in the areas of academic achievement, behavior management, behavioral intervention plans and emotional disabilities. 5. Conduct home visits as needed. 6. Other duties as assigned by the administration.
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