The School Psychologist works collaboratively, in partnership with teachers, administrators, families, and community organizations, to design and deliver a comprehensive, coordinated and customized system of student support. The School Psychologist creates environments that maximize opportunities for learning and ensure that all students develop the knowledge, skills, and dispositions needed to achieve personal success as a college, career, and community ready individual. As a member of the student services team, the school psychologist is an advocate for educational equity, promotes the healthy development of the whole-child, and is a leader of systemic change within their school community.
Serves as child study coordinator and facilitates the multidisciplinary team as part of multi-leveled system of support (MLSS).
Facilitates meetings with administration, teachers and parents to effectively communicate assessment results and student support plans.
Consults on special educational needs of students with disabilities.
Participates and consults as part of IEP and 504 meetings for students as needed.
Interprets school psychological services to teachers and parents.
Assists with in-service training of school personnel.
Demonstrates knowledge around state standards, PBIS/RTI, and technology to support students, professionalism, and communication with parents.
Researches resources and methods (e.g., intervention and treatment techniques, assessment tools and methods, community resources, etc.) for the purpose of determining appropriate approaches for addressing students’ needs.
Stays current and is a resource for others regarding board policies, current statutes, and special education laws at the federal and state level.
Conducts assessments/evaluations using appropriate formal and informal testing as assigned to determine student eligibility for special education services and programs; academic skills, learning aptitude, adaptive and functional performance, and social-emotional development.
Assesses students and engages in collaborative practice to inform IEP development and tier II service delivery for social/emotional and behavioral success (e.g., Functional Behavior Assessment (FBA), Behavior Education Plan (BIP), related service delivery).
• Prepares written psychological educational reports in accordance with mandated timelines.
• Maintains appropriate case records on all referred students. Interventions and Instructional Support to Develop Academic and Behavior Skills
• Supports the implementation of MLSS to inform school-wide systems level change in academics across tiers I, II, and III.
• Uses data to make informed decisions about students regarding behavior and academics.
• Informs instructional practice across all levels: Teacher grade level teams/PLCs and Student Support Team (SST) to influence core instructional practices, select and design intervention, and support individual students.
• Engages with students, families and staff in collaborative practices to inform Individual Education Plan (IEP) development for academic success (e.g., LEA representative, progress monitoring).
• Serves as a data resource by providing data for collaboration, analysis, and/or to inform decision-making on intervention teams.
• Participates in other school wide SEL practices such as: Behavior Intervention Plan (BIP) implementation, Positive Behavior Intervention Support (PBIS) team, Social/Emotional Learning Standards (SELS) instruction, and teacher professional development.
• Promotes resilience and mitigating risk factors in mental health to support learning.
• Assesses needs and develops and implements plans to promote student safety and crisis prevention/response.
• Collaborates to conduct risk assessments, alcohol and other drugs assessment (AOD), Functional Behavioral Assessment (FBA), and transition plans.
• Assists individual students and groups of students to meet immediate needs and concerns.
• Models the district Vision of “all means all” and demonstrates a willingness to become an active contributor to the school culture and our continual school improvement process.
• Interacts in a positive, constructive manner with students, families, teaching assistants and other professionals.
• Maintains professional, confidential standards required of the best practice of the position.
• Maintains professional competence by attending staff development programs, curriculum development meetings, other professional activities as required by the district, and self-selected professional growth activities.
• Participates in various meetings (e.g., parent conferences, site meetings, etc.) for the purpose of receiving and/or providing information.
• Attends staff meetings as well as serves on staff and district committees as requested.
• All other duties as assigned by the Administration.
The School District of Superior is an Equal Opportunity Employer.
- Cover Letter
- Letters of Recommendation
- Standard Questions