School Psychologist (2024-25 School Year)

DUTIES AND RESPONSIBILITIES :

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and / or ability required.

In addition to the requirements listed below, regular attendance is an essential function of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this position.

• Ensures that all actions are in concert with the Board policies as well as the mission statement, beliefs, objectives and parameters found in the Board’s strategic plan.
• Carries out such additional duties as required or as conditions necessitate.
• Participates in job training and professional growth opportunities in order to enhance ability to perform the essential functions of the job.
• Performs other related duties as assigned for the purpose of ensuring an efficient and effective work environment.
• Data-Based Decision Making. The school psychologist demonstrates expertise in collecting, managing, and interpreting various types of individual and group data.

Must apply sound principles of data-based decision making to all aspects of practice (, designing interventions, monitoring student progress, consulting with school administrators, and disseminating intervention research findings within the school setting).

Conduct psychological evaluations. This includes the screening of school enrollments to identify students who should be referred for individual case study (IAC226.

250b)2)A)I) and School Code 14-1.09.1(ix)) and the administration and interpretation of psychological and educational evaluations in cases when specialized individual evaluations are deemed appropriate and with recommendations which will lead to meaningful educational experiences for the child (School Code 14-1.

09.1(I) and IAC226.250b) 2)A)ii)). The school psychologist provides a comprehensive understanding of the psychological principles that govern behavior and learning.

Provide counseling and other direct service interventions. This includes counseling with students, parents and teachers on educational and mental health issues (School Code 14-1.

09.1(iii)) and performing psychological remedial measures as appropriate to the needs of students, individually or in groups.

IAC226, 250b)2)A)iii)). It also includes providing crisis intervention within the school setting (School Code 14-1.09.1(vi)).

Consult and collaborate with parents, teachers and other professionals. This encompasses a broad range of activities that may include : a) consulting with teachers and other school personnel in relation to behavior management and learning problems (IAC226.

250b)2)v),b) helping teachers, parents and others involved in the educational process to provide optimum teaching and learning conditions for all students (School Code 14-1.

09.1(viii)),c) acting as liaisons between public schools and community agencies (School Code 14-1.09.1(iv)),d) consulting with non-school professionals regarding student behavior, learning and social-emotional problems and e) serving as a mental health expert by supporting district personnel directly in questions of well-being regarding themselves.

Develop programs and conduct staff training. These activities may include, a) consulting in program development (IAC226.

250b)2)A)vi)) and evaluating program effectiveness (School Code 14-1.09.1(v)), and conducting research on behavior, learning, child and adolescent development, etc.

b) assist(ing) in the process of developing an educational climate conducive to the optimum development of all children.

Emphasis shall be placed on prevention as well as rehabilitation, or indirect as well as direct services (IAC226,250b)2)C)), c) participating in parent education and the development of parent understanding (IAC226.

250b)2)A)iv)), and d) conducting staff development workshops on subjects such as inhibitors to the learning process, behavior management, character development, social-emotional development and related problems, psycho-neurological conditions, general child development, etc.

Assumes any other duties as may from time to time be delegated by the supervisor and the supervisor may make any adjustment in the scope of responsibilities as outlined above which will be in the best interest of the school district.

QUALIFICATIONS :

Illinois certification (Type 73) is required. Bilingual as required by location.

KNOWLEDGE, SKILLS AND ABILITIES :

The school psychologist possesses a broad base of knowledge and skills in a number of areas, including, but not limited to 1) psychology, 2) student achievement 3) neuropsychology, 4) human behavior, 5) family dynamics, 6) school law, regulations, policies and procedures, 7) various disabilities of childhood and adolescence and 8) child development.

WORKING CONDITIONS :

Moderate in-district travel as well as intermittent in-state and out-of-state travel. Intermittent prolonged and irregular hours of work.

PERFORMANCE STANDARDS :