: The school psychologist works to support the success of students, academically, socially, behaviorally, and emotionally. Collaborates with educators, parents, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community for all students. Identifies and assesses the learning, development, and adjustment characteristics and needs of individuals and groups, as well as, the environmental factors that affect learning and adjustment. Provides interventions to students to support the teaching process and to maximize learning and adjustment. Assists in the planning, development, and evaluation of programs to meet identified learning and adjustment needs. Delivers a planned and coordinated program of psychological services. Minimum Qualifications:
- Incumbents must have successful experience in working with culturally diverse families and communities, or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population.
- Valid Oregon TSPC School Psychologist certificate.
- Master's degree in school psychology from an accredited school of psychology.
- Ability to understand procedures and function in a school system with regard to the special education play in the overall education of the student.
- Prior experience in public school is desirable.
- Ability to work cooperatively with students and their parents, district staff, and community members who are culturally, racially, and linguistically diverse.
- Ability to effectively communicate with parents, students, and staff verbally and in writing.
- Commitment to collaboration and teaming and effectiveness in working within a professional learning community.
- Evidence of continuous professional learning and a commitment to participate in professional growth opportunities and self reflection on professional practice.
- Manifests a professional code of ethics and values.
- Responds to internal and external customers in a timely, accurate, courteous and empathetic manner representing GAPS in a positive light.
- Models the routine, intentional and effective use of technology in daily work, including communications, organization and management tasks.
- Demonstrate knowledge in the four steps of problem solving and the skills necessary to facilitate this process in collaboration with school based team.
- Possess the skills to assist school staff with the implementation of universal screening and progress monitoring in academic and behavioral structures.
- Analyze national, state, district, and school data to provide guidance and feedback in determining the effectiveness of academic and behavioral instruction.
- Select, administer, score, and interpret appropriate tests related to student performance.
- Participate in the eligibility process and development of Individual Education Plans, Family Services Plans and 504 Plans by providing recommendations as to services and interventions.
- Conduct informal and formal observations of students as part of the Response to Intervention process. Assist school teams in developing and implementing a multi-tiered instructional service delivery model for all students.
- Utilize data to evaluate effectiveness of response to instruction/intervention for large groups, small groups, and individual students.
- Provide consultation and group facilitation to ensure effective communication, collaboration, and technical assistance support that result in the implementation of problem solving/response to intervention with integrity and sustainability. Effective skills in consultation and group facilitation include but are not limited to (1) Building sustaining relationships with educators from various disciplines that result in a shared vision of high academic and behavioral performance for all students; and (2) Creating environments in which educators trust that their input is respected by the group.
- Implement knowledge of the Response to Intervention model in both academic and behavioral structures. Follow the district's policies and procedures.
- Maintain timely, accurate, and quality information and records.
- Follow the district's policies and procedures as related to fixed assets.
- Develop leadership in subordinates.
- Responsible for keeping up to date on current technology being used by GAPS.
- With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
- Responsible for maintaining timely and accurate information and accountable for the quality of information maintained by those they supervise.
- Responsible for self-development and keeping up to date on current research, trends and best practices relevant to the area of responsibility.
- Perform other duties and responsibilities as assigned by supervisor.
: Some standing, walking, moving, climbing, carrying, bending, kneeling, crawling, reaching, handling, pushing, and pulling. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks. Work Environment:
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.
Duties are generally performed in a typical classroom/school setting where there are minimal environmental hazards and risks. Employee(s) may be exposed occasionally to disagreeable conditions involving human/student/parental contact. Term of Employment:
Not to exceed 191 paid days or as set by negotiated agreement. May include extended contract days or extra-duty assignments. Salary and benefits based on current District Salary Schedule and negotiated agreement.
Job Category: Student Services > Psychologist Contact Information
- Connie Santoyo, Human Resources
- 781 Seventh Avenue SW
- Albany, Oregon 97321