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School Psychologist  

TITLE: School Psychologist

QUALIFICATIONS: Valid Michigan Teacher's Certificate 

REPORTS TO: Coordinator of Special Education

JOB GOAL: Provide a full range of psychoeducational services to improve student outcomes in the school setting.

SUMMARY:

The School Psychologist provides a full range of psychoeducational services to improve student outcomes in the school setting. They accomplish this by leading problem-solving efforts to support better student engagement and learning at the individual, classroom, and school level.  School Psychologists work with families, teachers, school administrators, and other professionals to create a safe, healthy, and supportive learning environment. At times, they will work to help students resolve personal, emotional, and social problems that interfere with their adjustment to school and their ability to enjoy the full benefits of the education they receive. The School Psychologist may have assigned responsibilities for evaluation, consultation, and other services to students in pre-school through post-high school levels.

LICENSURE: 

Able to obtain temporary, continuing, or full approval as a School Psychologist from the Michigan Department of Education.

MINIMUM QUALIFICATIONS:

• Must have a knowledge of federal and state special education laws and other legal aspects of the role of the School Psychologist
• Demonstrated positive interpersonal relationships - Cooperative, courteous, flexible, good-natured, and concerned with being helpful and representing the organization well.
• Create a welcoming and positive classroom climate and culture.
• Help foster the culture, willingness, and capacity development among classroom teachers and administrators to meet students' needs within the general education setting.
• Organize and manage the workload across the assigned school(s) to meet legal mandates and timelines.
• Conduct all necessary components of the Michigan Special Education process as needed.
• Communicate and work at a high level of quality and proficiency with students, staff, and parents, verbally and in writing.
• Maintain regular, in-person attendance during the school year. 

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Demonstrate knowledge and understanding of IDEA, ADA Section 504, and Michigan Special Education Law.
• An understanding of the rationale of testing, measurement, and skills in the administration of tests, including those that measure intelligence, achievement, adaptive behavior, and perceptual-motor skills
• Comprehensive understanding of personality development and the assessment of human behavior
• Mastery of a broad understanding of learning and learning impairments
• Provides school psychological services to any student in need.
• Administers tests which may include intelligence, achievement, personality, adaptive behavior, and perceptual-motor tests.
• Collect necessary, relevant data through the demonstrated ability to administer/interpret/ analyze standardized assessments.
• Integrates data obtained from tests and from other sources of information, and has the ability to communicate these diagnostic findings to other professionals, parents, and pupils in a meaningful way.
• Effectively use data to inform evidence-based decision-making.
• Assist in identifying at-risk students and targeting intervention supports to address their learning challenges.
• Assist with and lead the district's response to Crisis and Risk Assessments.
• Assist in the exploration, installation, and implementation of Multi-Tiered Systems of Support (MTSS) by application of data-informed consultation and systems coaching.
• Collaborates in program planning and evaluation services for decision-making purposes.
• Assess the effects of instructional strategies, curriculum application, supportiveness of the learning environment, and disability related learning challenges.
• Provide support to assess the effectiveness of school-wide systems.
• Design response-to-intervention approaches that lead to effective instructional strategies and learning supports.
• Conduct functional behavior assessments and develop behavior intervention plans that support effective student engagement.
• Performs systematic direct observations of pupils.
• Work with school staff to develop and implement school-wide positive behavioral supports.
• Consult with parents and school staff to support student learning and behavior.
• Collaborates with staff in planning educational intervention, curriculum, behavioral management, and teaching strategies.
• Consults, counsels, and collaborates with students, parents, school personnel, and appropriate outside personnel regarding mental health, behavioral, and educational concerns utilizing psychological principles.
• Knowledge of computer technology necessary to implement computer applications for management, to understand technology's instructional value, and to develop the technological skills needed in the delivery of special education services.
• Adheres to NASP Principles of Professional Ethics
• Maintains a high level of confidentiality in working with student information.
• Complies with established documentation standards.
• Perform other duties and assume other responsibilities as assigned by the supervisor.

METHOD OF APPLICATION:

Qualified and interested individuals must apply online at the Crestwood homepage under "Employment." Please include a letter of interest, resume, letters of recommendation, a copy of certificate(s), and transcripts. We no longer accept paper applications delivered by mail, in person, by fax, or by email. If your qualifications meet our needs, we will contact you to request further information and potentially schedule an interview. Crestwood Public Schools is an Equal Opportunity Employer.

This document is intended to describe the general nature and level of the work performed by those assigned to this position. This is not an exhaustive list of all duties and responsibilities. The Administration reserves the right to amend the change responsibilities as necessary to meet business and organizational needs.

The Crestwood Board of Education is committed to a nondiscrimination policy and providing equity in its educational programs, services, and activities for all students and employees. The Crestwood School District does not discriminate based on race, ancestry, color, sex, pregnancy, childbirth, or related medical conditions, marital status, age, religion, national origin, disability, or genetic information in its employment practices or its programs and activities.