| POSITION: | School Psychologist | | LOCATION: | High School | | CERTIFICATION: | NYS School Psychologist | |
Purpose: A school psychologist will have the primary responsibility of assisting students in their academic, social, emotional and personal development. The school psychologist serves as a leader as well as an effective team member, working with teachers, administrators and other school personnel to make sure that each student succeeds. This includes facilitating the Response to Intervention Team. The school psychologist provides individual psycho/educational evaluations for new referrals and reevaluations to students with disabilities. In collaboration with related service providers, the school psychologist prepares a written report for presentation to the Committee on Special Education. As a consultant, the school psychologist empowers families to act on behalf of their children by helping parents/guardians identify student needs and shared interests, as well as access available school and community resources.
Core Values:
As a Pal-Mac staff, we believe that we can achieve our vision and accomplish our mission if, in all of our work, we focus on clearly defined and consistently demonstrated core values.
In all of our actions and interactions we:
- Focus on students
- Value the power of positive relationships
- Act with integrity and honesty
- Work with a purpose, striving for excellence, pride and passion
- Approach experiences with an open mind and a willingness to grow
- Foster safety and a sense of belonging
Expected Results:
1. School psychologists will work with all students, school staff, families and members of the community as an integral part of the educational program by:
- Providing counseling service for all students.
- Being available at the appropriate Open House.
- Encouraging parental involvement.
- Coordinating with community agencies including medical, judicial, social service and mental health services for the purpose of determining appropriate treatments, etc. to meet the needs of specific students.
- Consulting with students, parents, teachers, administrators and members of both the school and the student services team to define and implement developmentally appropriate learning strategies, instructional and/or behavioral interventions, as well as socio-emotional support for students.
- Assisting in the evaluation, planning and program development for children with disabilities and/or those referred to the Pupil Personnel Service (PPS) team and Multi-Tiered Systems of Support (MTSS) team.
- Working closely with staff members, parents and other specialists to conduct comprehensive assessments in accordance with best practice, as well as federal and state regulations.
- Serving as a resource for colleagues to assist teachers in the development of remedial techniques regarding instructional strategies, assessment, accommodations and/or modifications to the curriculum and programs, including the development of Behavioral Intervention Plans, applicable to particular classroom situations.
- Making recommendations for additional services when appropriate, including the referral of the student/family to community agencies, services and programs as needed.
- Initiating and planning in-service programs for staff, parents and community members.
2. School psychologists will promote school success through a focus on academic achievement prevention and intervention activities, advocacy, and social/emotional counseling by:
- Promoting youth development through individual counseling, group counseling and classroom guidance in:
- Self-esteem
- Family relationships
- Social skills
- Problem-solving, decision-making, and goal setting
- Conflict resolution
- Avoiding drug and alcohol use
- Dealing with grief and loss issues
- Anger management
- Being a collaborative member of special programs, if applicable, such as the Primary Project, Eagles, and Bridges programs.
- Conducting home visits to meet with parents and students.
- Coordinating services provided by other agencies (counseling, tutoring, and mentoring).
- Assisting with student support services to remove barriers to academic success (as part of RtI) such as attendance problems, family-related issues, health and nutrition related issues, and mobility/transfer issues.
- Being a member of the building’s Crisis Team.
- Providing psychological counseling to students individually and in small groups to help them to achieve personal, social, and emotional development and making referrals to appropriate community resources.
- Counseling students, parents and guardians for the purpose of enhancing student success in school.
- Intervening in occurrences of inappropriate behavior of students for the purpose of assisting students in modifying such behavior and developing successful interpersonal skills.
- Developing behavior plans, curriculum modifications, etc. for the purpose of implementing treatment programs.
- Consulting and conferring with instructional and administrative personnel on the development and implementation of instructional methods and procedures designed to facilitate learning and help to overcome learning and behavioral disorders.
3. School psychologists will evaluate student needs and work to promote student success by:
- Being a member of the school’s Pupil Personnel Service (PPS) team and Multi-Tiered Systems of Support (MTSS) team.
- Identifying and conferring with students struggling to succeed in their academic classes.
- Responding to referrals; consulting with teachers and administrators.
- Administering standardized and/or supplemental assessments for the purpose of measuring the intellectual, adaptive, academic, social and emotional development of children and/or determining eligibility for services in compliance with regulatory requirements.
- Interpreting the results of psychological testing and assisting in the development and coordination of an appropriate Individualized Education Plan for each student requiring special education and/or related services and participating in the ongoing evaluation of the academic progress and educational placement of classified students.
- Assessing students' functional capabilities and home and/or classroom environment for the purpose of determining student's functional level and developing recommendations and/or placement.
- Compiling information from a variety of sources (e.g. teachers, nurses, probation officers, mental health agencies, other professionals, etc.) for the purpose of producing a comprehensive evaluation report in compliance with established guidelines.
- Communicating with students and/or parents with teachers and/or other personnel for the purpose of evaluating situations, solving problems and/or resolving conflicts.
- Consulting with teachers, parents, other personnel and/or outside professionals for the purpose of providing requested information, developing plans for services and/or making recommendations.
- Serving as a member of the kindergarten screening team assessing student readiness for school and consulting with parents and school personnel about screening results, as needed.
4. School psychologists will ensure that every student benefits directly from the school psychology program by:
- Being current on the knowledge and skill in using psychological instruments to evaluate students.
- Researching resources and methods (e.g. intervention and treatment techniques, assessment tools and methods, community resources, etc.) for the purpose of determining the appropriate approach for addressing students' functional goals.
- Working with the Building Principal to evaluate the psychology program and explore ways to improve the program.
- Supervising the appropriate use and confidentiality of student records; maintaining reports of contacts with pupils, parents, school conferences, agency contacts, etc.; and fulfilling all paperwork requirements as required by District policy, procedure and/or state regulation.
- Preparing a wide variety of written materials (e.g. extension requests, correspondence, memos, behavior plans, Medicaid billings, reports, required documentation, Psych Ed Summary, Psych Report, etc.) for the purpose of documenting activities, providing written reference, and/or conveying information.
- Communicating clearly and succinctly in both oral and written form, completing all evaluations in a thorough, comprehensive and timely fashion.
- Serving on established committees and attending meetings as required and is prepared with all required documents/information.
- Demonstrating a clear and comprehensive understanding of New York State Common Core Learning Standards, graduation requirements, as well as federal and state mandates, legislation, and governing regulations in the area of special education.
- Showing a clear commitment to professional growth and skill development.
- Facilitating meetings, processes, etc. for the purpose of meeting curriculum guidelines and/or ensuring that state mandates are achieved.
- Implementing school wide program development and program evaluation (e.g. crisis intervention services, etc.) for the purpose of ensuring effective programs to assist children who experience physical, mental, social or emotional difficulties.
- Participating in meetings, workshops and seminars as assigned for the purpose of conveying and/or gathering information required to perform functions.
- Serving as a required member of the Committee on Special Education and assisting in the development and monitoring of Individualized Education Plans for students with special needs.
- Being an integral member of the school and District Dignity for All Students (DASA) program.
- Assisting in the development and delivery of in-service programs and parent seminars.
- Maintaining professional competence through continuing education and other professional growth activities.
- Assisting in the development of prevention programs and providing counseling and crisis intervention for individuals and small groups as the need arises and time permits.
- Supervising interns, practicum students and others for the purpose of monitoring performance, providing for professional growth and achieving the overall objectives of the school's curriculum.
5. All parents, students, community members, employees, and all visitors to the Palmyra-Macedon CSD will experience the Pal-Mac Way by:
- Greeting parents, students, community members, employees, and all visitors with a friendly and helpful attitude.
- Displaying a customer service approach when working with others in person, on the phone, and through written and electronic communication.
- Being attentive to the needs of all individuals who request their assistance.
- Communicating clearly, both verbally and in writing.
- Utilizing their skills to de-escalate a situation when other people are in a heightened or excited state.
6. School Psychologists will perform all other duties as assigned by the Building Principal or Director of Special Services.
The School Psychologist will possess the following minimum qualities, qualifications, skills, and/or abilities:
- Possess the proper New York state certification for the position.
- Physical condition commensurate with the demands of the position.
- Fingerprint clearance through New York State Office of School Personnel Review and Accountability.
- Evidence of an open, collaborative style that fosters a sense of teamwork and common purpose.
- Proven people skills and is an effective communicator with a sense of humor. The successful applicant will be positive, approachable, and respectful of others.
- Willingness to become an active, engaged and visible member of the learning community.
- A clear communicator in oral and written language, including electronic communication.
- Work collaboratively with other staff members, administrators, students, and parents.
- Use problem-solving and critical thinking skills.
- Listens first.
- Availability to attend evening meetings.
- Ability to occasionally travel extended distances, including overnights.
- Unquestioned integrity, honesty, and diplomacy.
- A motivational role model for students and staff.
- Constructively deal with conflict and afford effective resolutions.
- Manage stressful situations in a busy environment, prioritize conflicting needs, handling matters expeditiously, proactively, and following through on projects to successful completion, often with deadline pressures.
- Maintain uncompromising confidentiality.
- A lifelong learner with a willingness to learn.
- Ability to work independently and with professional discretion.
- Ability to occasionally travel extended distances, including overnights.
- Some early morning and evening work is required on an occasional basis or as needs arise.
- Must be willing and able to receive confidential phone calls/text messages as needs arise.
Both state and federal guidance frequently changes, as do local district needs. The School Psychologist needs to be able to flexibly adapt to these changes. Consequently, the duties outlined above may evolve or disappear, while other related duties may be assigned.