- Formative evaluations throughout the school year
- Annual summative evaluation prior to July 1 as per teacher evaluation process.
- A school psychologist must hold a current Indiana license in the area of school psychology.
- Contacts classroom teachers and parents once a referral for evaluation has been received.
- Meets with parents of students referred for evaluation and develops a social and medical history of that individual student.
- Investigates individual student's backgrounds, medical history, and classroom concerns.
- Remains current regarding latest testing measurements, research, and initiatives in the field of school psychology.
- Provides in-service to staff in buildings regarding latest research and best practices in serving students with special needs.
- Administers tests and provides a written report on individual students within the timelines established by state and federal law.
- Establishes rapport with building staff, students, and parents in order to provide the best possible evaluation of individual students.
- Responds to requests to provide required data to the Director of Special Services as needed.
- Maintains a daily and weekly schedule and communicates the schedule with the secretaries in each district Special Education office.
- Provides suggestions and recommendations to classroom teachers in verbal or written form as needed.
- Conducts systematic observations of students experiencing behavioral and academic problems.
- Obtains required releases and contacts therapists or other service agencies as needed on students being evaluated.
- Dealing with individuals with a range of moods and behaviors in a tactful, congenial, personal manner so as not to alienate or antagonize them.
- Examining and evaluating data.
- Prioritizing multiple responsibilities.
- Communicate clearly and concisely, both orally and in writing.
- Use independent judgment and initiative in making sound decisions and in developing
- Ability to establish and maintain effective working relationships with school officials, students, parents, teachers, and staff.
- Tactfully and courteously respond to requests and inquiries.
- Read, analyze, and interpret procedures.
- Effectively present information.
- Define problems, collect data, establish facts, and draw conclusions.
- Policies, procedures
- Indiana's Article 7: Special Education Laws and Policies
- Multi-Tiered Systems of Support (MTSS) Response to Intervention (RtI) processes and intervention options
- Indiana Association of School Psychology guidelines and practices
- Plan, organize and schedule priorities.
- Use independent judgment and initiative in making sound decisions and in
- Discreetly handle confidential and politically sensitive matters.
- Make independent decisions in accordance with established policies and procedures.
- Communicate clearly and concisely, both orally and in writing.
- Tactfully and courteously respond to requests and inquiries/complaints from the general public and staff.
- Establish and maintain effective working relationships with students, staff and the community.
- Established on an individual basis.
- Established on an individual basis, but located within the Grant County surroundings.
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School Psychologist - Gas City, United States - Indiana Public Schools
Description
Grant County Special Education CooperativeLisa Graham, Executive Director
424 E. South A. St.
Gas City,, Indiana 46933
Job Description
Position Title:
School Psychologist
Responsible to:
Director of Special Education
Supervises:
Students
Evaluated by:
Director of Special Education
Terms of Employment: 200 days
Evaluation Period:
Purpose of the Position:
A school psychologist has the primary responsibility for evaluating individual students referred for testing through a building's Multi-Tiered System of Support (MTSS) team.
Additional duties include in-servicing staff, meeting with parents, and providing information and advice to Response to Intervention (RtI) teams and to individual staff members in each assigned district/building.
Minimum Requirements:
The following qualifications represent the minimum requirements necessary for an individual to perform this position effectively.
Essential Functions of the Position:
The following functions have been determined by Grant County Special Education Cooperative to be essential to the successful performance of this position.
Secondary Functions of the Position:
The following functions, while important and necessary to the position, have been determined by Grant County Special Education Cooperative to be marginal to the successful performance of this position.
Knowledge and Skills:
Knowledge Of:
Ability to:
Equipment Used:
Place Where Work is performed:
