School Psychologist

Exempt; 7.33 Hours/Day; 220 Days/Year; 11 Months/Year

Minimum Qualifications

• Master’s degree with a minimum of 60 graduate hours from a regionally accredited or American Psychological Association approved school psychology training program, including a one year supervised internship. Nationally certified psychologists meet these requirements.
• Tuberculin skin test certifying that the individual is free of contagious tuberculosis.
• Eligible for, or in possession of, licensure by the Virginia State Board of Education.
• Knowledgeable of the organization, objectives, and methods of the schools.
• Ability to provide therapeutic intervention and prevention services for children with learning and behavioral difficulties using a variety of methods.
• Thorough knowledge of the theory, principles, practices, and methods used in the fields of psychology and education.
• Ability to assess and intervene with varied psychological and educational problems.
• Ability to work effectively with various levels of instructional and administrative personnel and with parents.
• Ability to effectively organize and present information, both orally and in writing.
• Ability to intervene in crisis situations.
• Ability to plan and conduct research and to communicate the results to the appropriate personnel. Also has the ability to transfer research into school practice.

Nature of Position

• Consultation: School psychologists consult and collaborate with parents, school and outside personnel regarding mental health, behavioral, and educational concerns. School psychologists design and implement procedures for preventing disorders, promoting mental health and learning, and improving educational systems. They provide in-service and other skill enhancement activities to school personnel, parents, and others in the community regarding issues of human learning, development, and behavior. School psychologists develop collaborative relationships with their clients and involve them in the assessment, intervention, and program evaluation procedures.
• Assessment: School psychologists conduct multi-factored psychological and psycho-educational assessments of children and youth as appropriate. Psychological and psycho-educational assessments include consideration as appropriate of the areas of personal-social adjustments, intelligence-scholastic aptitude, adaptive behavior, language and communication skills, academic achievement, sensory and perceptual-motor functioning, environmental-cultural influences, and vocational development, aptitude and interests. School psychologists use formal instruments, procedures, and techniques. Interviews, observations, and behavioral evaluations are included in these procedures. They have explicit regard for the context and setting in which their assessments take place and will be used and utilize assessments and interventions that are non-biased.
• Intervention: School psychologists provide direct and indirect interventions to facilitate the functioning of individuals, groups, and/or organizations. They design programs to enhance cognitive, affective, social, and vocational development. School psychologists facilitate the delivery of services by assisting those who play major roles in the educational system (i.e., parents, school personnel, community agencies). Such interventions consist of but are not limited to: in-service training, organization development, parent counseling, program planning and evaluation, vocational development, and parent education programs.
• Supervision: School psychologists provide and/or engage in supervision and continuing professional development. School psychologists are supervised and evaluated by the Senior Coordinator of Student Support Services.
• Research: School psychologists design, conduct, report, and utilize research of a psychological and educational nature.
• Program Planning and Evaluation: School psychologists provide program planning and evaluation services to assist in decision-making activities. They serve on committees responsible for developing and planning educational and educationally-related activities.
• Besides exposure to normal, everyday risks, there is a risk of bodily harm and verbal abuse from working with parents and with students who have emotional and/or behavioral disabilities.
• Work is performed in a school environment and is subject to deadlines and frequent interruptions, often of a crisis nature.