What are the responsibilities and job description for the School Psychologist position at Portsmouth School Department?
Job Title: School Psychologist Reports To: Building Administrator/Director of Student ServicesQUALIFICATIONS: Certification by Rhode Island Department of Education (RIDE) as a School PsychologistPOSITION SUMMARY: The position of school psychologist is to improve the academic achievement, social skill and emotional well-being of all students through either direct contact with students, evaluation and consultation with other professionals. The school psychologist functions as a member of the Evaluation Team, Crisis Intervention Team and MTSS Team. ESSENTIAL DUTIES and RESPONSIBILITIES: 1. Adheres to the policies of the Portsmouth School Department2.
Adheres to special education policies and completes relevant paperwork3. Attends and actively contributes to 504, RTI/MTSS, and special education meetings4. Promotes the attainment of the District's mission, vision, and strategic plan5. Displays strong and deep knowledge of subject matter content6.
Understands how knowledge is constructed within the discipline7. Applies current research-based best instructional practices and strategies to help students access the curriculum8. Communicates high and clear expectations for students9. Integrates technology to more effectively deliver school psychology services10.
Promotes deep understanding of content by addressing unique learning styles and assists teams and teachers in adapting instruction to meet the needs of all students11. Assists teams in designing and implementing Individual Educational plans to meet the unique needs of students with disabilities12. Develops, with colleagues, appropriate academic, behavioral, and social/emotional goals for students13. Promotes and utilizes positive behavioral supports14.
Administers a variety of assessments (e.g., cognitive, adaptive, behavioral rating scales, FBAs, etc.), shares findings with key stakeholders, and interprets assessment data in order to understand the academic, biological, and developmental issues that impact student performance15. Collaborates with outside providers and agencies to coordinate supports to students and families16. Actively supports and assists RTI/MTSS teams in adhering to a problem-solving model during meetings, assists in the selection of evidence-based interventions, and helps teams design a plan to monitor student progress17. Uses student data in treatment/intervention design and adjusts service delivery based on results of ongoing progress monitoring18.Collaborates and consults with staff, parents, administration and the school community in providing information about the developmental stages of children and adolescents, linking this knowledge to how various social-emotional, environmental, biological, cultural, and experiential variables can impact student achievement19.
Provides direct student service including, but not limited to, individual counseling, group skills instruction, behavioral intervention support, and crisis intervention20. Develops, implements, and evaluates prevention and intervention programs based on therecognized factors that are precursors to learning and behavioral difficulties21. Communicates regularly with students and parents regarding the students academic, behavioral, social, and emotional status; communicates immediately with both when there are concerns22. Serves as a resource to building-level staff and administrators regarding the behavioral and social/emotional well-being of students23.
Takes responsibility for personal professional growth24. Other duties as assigned by the Building Administrator or Director of Pupil Personnel Services
Adheres to special education policies and completes relevant paperwork3. Attends and actively contributes to 504, RTI/MTSS, and special education meetings4. Promotes the attainment of the District's mission, vision, and strategic plan5. Displays strong and deep knowledge of subject matter content6.
Understands how knowledge is constructed within the discipline7. Applies current research-based best instructional practices and strategies to help students access the curriculum8. Communicates high and clear expectations for students9. Integrates technology to more effectively deliver school psychology services10.
Promotes deep understanding of content by addressing unique learning styles and assists teams and teachers in adapting instruction to meet the needs of all students11. Assists teams in designing and implementing Individual Educational plans to meet the unique needs of students with disabilities12. Develops, with colleagues, appropriate academic, behavioral, and social/emotional goals for students13. Promotes and utilizes positive behavioral supports14.
Administers a variety of assessments (e.g., cognitive, adaptive, behavioral rating scales, FBAs, etc.), shares findings with key stakeholders, and interprets assessment data in order to understand the academic, biological, and developmental issues that impact student performance15. Collaborates with outside providers and agencies to coordinate supports to students and families16. Actively supports and assists RTI/MTSS teams in adhering to a problem-solving model during meetings, assists in the selection of evidence-based interventions, and helps teams design a plan to monitor student progress17. Uses student data in treatment/intervention design and adjusts service delivery based on results of ongoing progress monitoring18.Collaborates and consults with staff, parents, administration and the school community in providing information about the developmental stages of children and adolescents, linking this knowledge to how various social-emotional, environmental, biological, cultural, and experiential variables can impact student achievement19.
Provides direct student service including, but not limited to, individual counseling, group skills instruction, behavioral intervention support, and crisis intervention20. Develops, implements, and evaluates prevention and intervention programs based on therecognized factors that are precursors to learning and behavioral difficulties21. Communicates regularly with students and parents regarding the students academic, behavioral, social, and emotional status; communicates immediately with both when there are concerns22. Serves as a resource to building-level staff and administrators regarding the behavioral and social/emotional well-being of students23.
Takes responsibility for personal professional growth24. Other duties as assigned by the Building Administrator or Director of Pupil Personnel Services
