School Psychologist (Bilingual Spanish)

POSITION SUMMARY

School Psychologists help students succeed academically, socially, behaviorally, and emotionally. They collaborate with educators, administrators, families, and other mental health professionals to create safe, healthy, and supportive learning environments for all students and strengthen connections between home and school to deliver Framingham Public Schools’ high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.

The School Psychologist will provide

Special Education Assessments to students enrolled in our schools and may also assist in the MTSS, interpret assessment results, and develop behavioral support plans when needed.

The employee may need to travel among schools.

OUR MISSION :

Framingham Public Schools is committed to excellence for all students. Our mission statement guides our work : Through a comprehensive education, we aim to create and empower free-thinking, responsible citizens who can participate equally in our rich and diverse community.

• FPS and the community stand united in our core values : Providing a safe, inclusive, culturally responsive teaching and learning environment;
• Engaging antiracist and responsible civic advocates; Respecting diversity of thought, learners, cultures, and community;

Fostering learning and healthy growth of all students and staff; Ensuring every school will be an active, participatory, equitable community.

Diversity among teachers undoubtedly advances the academic achievement of students. Compliance obligations establish a baseline which we seek to exceed.

As a district, Framingham Public Schools is committed to achieving, developing, and maintaining a workforce reflective of the rich racial, linguistic, and cultural diversity of our students.

Framingham Public Schools aims to teach our children, and ourselves, to be culturally proficient and inclusive in order to live, learn, and work together in a vibrant and diverse world.

Indeed, Framingham Public Schools is committed to inspiring our school community to be accepting and willing to learn from individuals with differing backgrounds.

Our goal is to reflect the diverse community we serve and create a great place to work for everyone by embracing the individual skills, perspectives, and experiences our people bring to the workplace and harnessing these for high performance and improved service delivery.

We want our employees to feel included, valued, and respected and have access to equal opportunity, which supports full participation at work.

Framingham Public Schools seeks to retain the diverse talent in our workforce and support our people to maintain a long and productive working career.

Framingham Public Schools is dedicated to the goal of building a culturally diverse and pluralistic faculty committed to teaching and working in a multicultural environment and strongly encourages applications from persons with disabilities and who identify as members of historically underrepresented groups.

CERTIFICATES, LICENSES, REGISTRATIONS :

Valid Massachusetts license in Psychology is required. Additional content area license is encouraged. Please note that licensure requirements are subjected to change at the discretion of DESE.

TRAINING AND EXPERIENCE :

Master’s Degree in school psychology with a supervised internship.

Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity, inclusion and belonging in all aspects of education.

Also, we are interested in candidates who will bring to their professional practice the perspective that comes from a non-traditional educational background or an understanding of the experiences of those underrepresented in the educational field.

SKILLS AND ABILITY :

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.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Ability to apply knowledge of current research and theory in the educational field; to communicate clearly and concisely both in oral and written form;
• to effectively present information and respond to questions from groups including staff, parents and the general public;
• to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations;
• to write reports and correspondence, as needed; to use reasoning ability to evaluate information and determine / recommend an appropriate course of action;
• to define problems, collect data, establish facts and draw valid conclusions; to use professional literature, evidence-based research, and continuing education content to make practice decisions;
• to establish and maintain effective working relationships with students, parents, staff and the community; to work independently, prioritize tasks and manage several projects simultaneously;
• to perform duties with awareness of all district requirements, state and federal laws, and Framingham Public Schools policies (as long as the policies do not conflict with the Framingham Teachers Association (Unit A) Contract);
• to work with students and families of diverse backgrounds with diverse needs in an equitable and inclusive manner that bears witness to cultural proficiency and competency;

to maintain appropriate confidential records; to react professionally and objectively to unpredictable situations (e.g. environmental changes, behavior / aggression, seizure activity, etc.

to operate and / or acquire skills to operate a computer and related software including but not limited to Google; and ability / willingness to plan, coordinate, conduct and participate in ongoing professional and staff development.

Experience evaluating student skills and writing reports to interpret / summarize findings. Strong collaborative, teaching, coaching, and leadership skills to support student programming and work in a team setting.

Strong problem-solving skills to support student success. Strong data-collection skills to help to inform decisions for students.

Strong verbal and written communication skills. Strong organizational skills to balance the demands of a multi-tasking position.

A proactive and solution-focused approach to meeting student needs. Knowledge of specialized content areas as well as any related laws and procedures.

Ability to plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned;

and to use instructional technology appropriately and work with students to facilitate their use of instructional technology.

Ability to consistently collaborate with colleagues through shared planning and / or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level;

and to regularly provide advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social / emotional learning experiences for students.

Experience writing IEPs. Thorough knowledge of the principles, practices and procedures of special education and specialty area(s).

Knowledge of special education procedures to maintain appropriate confidential records Thorough knowledge of the principles and methodology of effective teaching of students with disabilities.

Ability to establish and maintain standards of behavior. Knowledge of relevant technology including the use of technology such as i-pads to individualize instruction.

Must have the ability and proven ability to report to work on a regular and punctual basis.

ESSENTIAL DUTIES AND RESPONSIBILITIES :

The essential functions or duties listed below are intended only as illustration of the various types of work that may be performed.

The omission of specific statements of duties does not exclude them from the position if work is similar, related or a logical assignment to the position.

This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.

• Complete comprehensive psycho-educational assessments in accordance with federal and state special education regulations and district policy in the following areas : cognitive, academic, social / emotional, behavioral, adaptive behavior, sensory / motor and other factors pertinent to the child’s learning capacity.
• Interpret assessment findings to students, parents, staff and others concerned with the welfare of students.
• Assist in the identification of students who are at risk of educational failure.
• Participate in school-based pre-referral activities.
• Assist in designing programs for children identified as at risk for failure. Assist in school-wide initiatives to make schools safer and conducive to learning.
• Provide teachers and other professionals with consultation services which will assist them in helping each student reach their potential in the least restrictive educational environment.
• Conduct classroom screening to assist teachers in planning effective educational strategies for all students.
• Assist in the planning and implementation of behavior management programs and behavioral support plans.
• Provide crisis counseling and intervention.
• Provide individual and group counseling to address academic, social, and developmental concerns.
• Participate on a variety of school-based teams to assist in intervention planning and program planning (Crisis Team, solution seeking team, SCAN Team, 504 Team, Special Education Team, and Re-Entry Team).
• Provide in-service opportunities for staff. Participate in district-wide or departmental in-service activities to maintain currency in knowledge and skills.
• Participate in school-based or district-wide initiatives that seek to address student, school or district needs.
• Work cooperatively with all members of the Office of Special Education and Office of Special Education team, as well as all school staff to enhance the services offered to all students in the school system.
• Other duties and responsibilities as reasonably assigned.

PHYSICAL WORKING CONDITIONS :

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Must be required to move about and may be required to traverse occasionally throughout the school building;
• Must often remain in a stationary position for considerable periods of time;
• Is occasionally required to reach with hands and arms and sit, stoop, kneel, crouch, or crawl;
• Is expected to lift at least 20 lbs (i.e. books, school supplies, etc.);
• Must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools;
• Must be able to assist students who have physical difficulties;
• Operate a computer and other office productivity machinery (i.e., a calculator, copy machine, and computer printer);
• Must be able to input information into a computer and as well as read material from a computer monitor as well as handwritten or printed matter with or without visual aids;
• Must be able to communicate effectively with students, parents, and other staff members in person, via email, and on the telephone;
• In the classroom, must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction;
• Must be able to assist students who have physical difficulties;
• May be required to move quickly across even or uneven surfaces;
• Working in a normal school environment with an acceptable level of noise;
• Must interact with students, parents, and other staff members;
• Must be able to kneel, sit, stand, crawl, push, and pull to assist and teach children throughout the day;
• Is directly responsible for the safety, well-being, and work output of students;
• Must be able to interact with students, parents, and other staff members and occasionally must meet multiple demands from several people;
• While the majority of the workday is spent inside, must spend time outdoors for recess, fire drills, and special activities;
• May be exposed to bodily fluids, disease, or pathogens;
• May receive unintentional injuries from aggressive students; and
• May be required some degree of physical interaction with students who have difficulty controlling physical behavior.

REPORTS TO :

Building Principal and Director of Wellness and Health Services. The performance of this job will be evaluated as per the Framingham Teachers Association (Unit A) Contract.

SUPERVISORY RESPONSIBILITIES :

None.

FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION :

This position is classified as Exempt (Professional).