- Valid Washington State Educational Staff Associate Certificate with school psychology endorsement and evidence of competency in school psychology as indicated by college transcript
- Three or more years of successful experience (preferred) and positive evaluations
- Experience working with students from preschool through 12th grade and working with self-contained students (preferred)
- Knowledgeable about IDEA 2004 and the WACs and implements all procedures to meet compliance standards
- Skilled in assessing students, identifying skills deficiencies, providing appropriate interventions to fill competency gaps, and writing high-quality evaluation reports that comply with federal, state, and district expectations
- Demonstrated ability and willingness to work cooperatively with other team members in developing recommendations for students
- Communicates effectively and possess strong interpersonal skills
- Proven ability to facilitate team meetings and lead teams to reach consensus
- Experienced using conflict management skills
- Demonstrated success with non-traditional learners and at-risk students
- Evidence of high standards in student management and student achievement
- Demonstrated success in developing classroom and behavioral interventions for students with a wide variety of disabilities
- Proven competency conducting FBAs and developing BIPs
- Proficient in computer skills and use of the Internet
- Has a positive approach to obstacles
- Demonstrates the ability to adjust to and use new approaches in the performance of his/her duties
- Certified in Right Response or willing to become certified and keep his/her certificate current
- Seeks and takes advantage of opportunities for professional growth
- Believes that all students can learn
- Collaborates and consults with basic education staff in the process of RTI, pre-referral interventions, and documentation of results
- Leads building student study team meetings and participates in building faculty meetings, in-district special education meetings, and school psychologist meetings
- Conducts and coordinates special education eligibility evaluations compliant with IDEA 2004 and its implementation rules and regulations
- Screens and evaluates referred children including selecting appropriate instruments, administering tests, conducting observations, and writing reports which state the evaluation finding s and provide for educational program recommendations
- Contributes evaluation findings in a timely manner and works with the multidisciplinary team to develop appropriate educational plans for students in the least restrictive environment
- Submits records and reports on time, follows district procedures, and proactively communicates with other team members and special education staff
- Develops and maintains positive relationships with the multidisciplinary team
- Remains knowledgeable about the common core state standards and curriculum in all grade levels
- Increases students' academic achievement and social success by identifying barriers and determining the best instructional strategies and interventions to improve learning and behavior
- Designs and implements academic and behavioral interventions
- Provides support to basic education staff regarding appropriate accommodations and modifications needed for students with disabilities in order to facilitate improved performance in the general education setting
- Reevaluates students as appropriate to determine the extent of progress and effectiveness of programming
- Provides counseling, instruction, and mentoring for those struggling with social, emotional, and behavioral problems; promotes wellness and resilience by reinforcing social skills, problem solving, anger management, self-regulation, self-determination, and optimism
- Strengthens connections between home, school, and the community
- Makes referrals and helps coordinate community support services as appropriate
- Seeks opportunities to proactively communicate with staff, parents, and students regarding student progress and behavior
- Collaborates with educators, parents, and other professionals to create safe, healthy, and supportive learning environments
- Implements school-wide prevention programs that help maintain positive school climates conducive to learning
- Ensures the safety of all students by reducing school violence, bullying, and harassment
- Responds to crises by providing leadership, direct services, and coordination with needed community services
- Collects and analyzes data related to school improvement, student outcomes, and accountability requirements
- Maintains a positive, student-centered attitude and models appropriate professional behaviors at all times
- Serve on school team to design and implement successful School Wide System for Positive Behavior Intervention and Support (PBIS)
- Other duties as assigned
- Bilingual Preferred
- Medical Insurance
- Dental Insurance
- Vision Insurance
- Life Insurance
- Long Term Disability
- Washington State Retirement (PERS, SERS & TERS)
- Paid Leave:
- Employee Assistance Program (EAP)
- VEBA (Non-Rep, WVEA, Principal, Directors and Superintendent(s) ONLY)
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School Psychologist @ - Spokane Valley, United States - West Valley School District
Description
Starting School YearPOSITION: FTE School Psychologist - Housed at West Valley High School
QUALIFICATIONS: All qualifications are required unless otherwise indicated.
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting (able to lift 50 pounds and assisting in lifting over 50 pounds), carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires 34% sitting, 33% walking, and 33% standing.
Working Relationships
Work in partnership with both large and small groups of teachers and other professional staff. Communicate regularly with students, parents/guardians, and teaching staff. Team up with grade-level colleagues to plan lessons, analyze student data, and maintain a focus on continuous improvement. Cooperate with the building administrator in the observation and evaluation process. When working with instructional paraprofessionals, provide appropriate lesson plans and activity supervision. May deal with a wide range of student abilities and behaviors; may occasionally deal with distraught or difficult students.
Working Conditions
The daily work is performed in a classroom setting. The job incumbent is often required to stand or sit for prolonged periods, be exposed to a computer display terminal for prolonged periods, and meet externally imposed and inflexible deadlines. May be required to work outdoors in inclement weather; lift, move, and position students and equipment; supervise students, bus loading/unloading; attend to students' personal hygiene; may be required to deal with distraught, angry, or hostile individuals; may need to take precautions to avoid exposure to student bodily fluids and cleaning or disinfecting compounds; required to work in non-routine positions for extended periods.
Healthcare Benefits (SEBB): (All Employees who work 630 hours per school year are eligible.)
- Sick Leave
- Personal Leave
- Vacation (260-day employees only)
