School Psychologist - Long Term Substitute

ACCEPT Education Collaborative is a regional non-profit educational organization located in Medway and Natick, MA. ACCEPT provides a wide range of programs and services including special education for students with moderate to severe needs, specialized transportation, home-based services, behavioral and educational consultation, and professional development. ACCEPT offers a continuum of programs and services Prek-12 and to age 22 for both students in life skills and Therapeutic programs. Our programs address autism spectrum disorders, emotional/behavioral needs, global impairments, cognitive/intellectual disabilities, language disorders, ADHD/ADD, and nonverbal learning disability. POSITION SUMMARY: To provide direct support learning by providing a range psychological order to deliver ACCEPT’s high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the school. OUR MISSION: To use the collective power of member school districts to provide programs and services that maximize the potential of students, their families, educators, and communities. We anticipate and respond to evolving educational needs with innovative, forward-thinking, high-quality, best-in-class programs and services. We complement and extend in-district options by leveraging our expertise, utilizing economies of scale, and building strength through collaboration. CERTIFICATES, LICENSES, REGISTRATIONS: Valid Massachusetts Teaching license in Psychology is required. Additional content area license is encouraged. TRAINING AND EXPERIENCE: Master’s Degree in school psychology with a supervised internship SKILLS AND ABILITY: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Ability to apply knowledge of current research and theory in the educational field; to communicate clearly and concisely both in oral and written form; to effectively present information and respond to questions from groups including staff, parents and the general public; to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations; to write reports and correspondence, as needed; to use reasoning ability to evaluate information and determine/recommend an appropriate course of action; to define problems, collect data, establish facts and draw valid conclusions; to use professional literature, evidence-based research, and continuing education content to make practice decision; to establish and maintain effective working relationships with students, parents, staff and the community; to work independently, prioritize tasks and manage several projects simultaneously; to perform duties with awareness of all district requirements, state and federal laws, and ACCEPT’s policies; to work with students of diverse backgrounds with diverse needs in an equitable and inclusive manner that bears to witness to cultural proficiency; to maintain appropriate confidential records; to react professionally and objectively to unpredictable situations (e.g. environmental changes, behavior/aggression, seizure activity, etc.); to operate and/or acquire skills to operate a computer and related software including but not limited to Google; and ability/willingness to plan, coordinate, conduct and participate in ongoing professional and staff development. Experience evaluating student skills and writing reports to interpret/summarize findings. Strong collaborative, teaching, coaching and leadership skills to support student programming and work in a team setting. Strong problem-solving skills to support student success. Strong data-collection skills to help to inform decisions for students. Strong verbal and written communication skills. Strong organizational skills to balance the demands of a multi-tasking position. A proactive and solution-focused approach to meeting student needs. Knowledge of specialized content areas as well as any related laws and procedures. Ability to consistently collaborate with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level; and to regularly provide advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students. ESSENTIAL DUTIES AND RESPONSIBILITIES: The essential functions or duties listed below are intended only as illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related or a logical assignment to the position. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change. Assessment: Complete comprehensive psycho-educational assessments in accordance with federal and state special education regulations and district policy in the following areas: cognitive, academic, social/emotional, behavioral, adaptive behavior, sensory/motor and other factors pertinent to the child’s learning capacity. Interpret assessment findings to students, parents, staff and others concerned with the welfare of students. Prevention: Assist in the identification of students who are at risk of educational failure. Participate in school-based pre-referral activities. Assist in designing programs for children identified as at risk for failure. Assist in school-wide initiatives to make schools safer and conducive to learning. Intervention/Counseling: Assist in the planning and implementation of behavior management programs and behavioral support plans. Provide crisis counseling and intervention. Provide individual and group counseling to address academic, social, and developmental concerns. Consultation: Participate on a variety of school-based teams to assist in intervention planning and program planning (Crisis Team, School Evaluation Team, SCAN Team, 504 Team, Special Education Team, and Re-Entry Team). Professional Development: Provide in-service opportunities for staff. Participate in district-wide or departmental in-service activities to maintain currency in knowledge and skills. Program Development and Evaluation: Participate in school-based or district-wide initiatives that seek to address student, school or district needs. PHYSICAL WORKING CONDITIONS: 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. While performing the duties of this job, the employee is regularly required to move about and may be required to traverse occasionally throughout the school building as well as between all of ACCEPT’s locations. The employee must also often remain in a stationary position for considerable periods of time. The employee is occasionally required to reach with hands and arms and sit, stoop, kneel, crouch, or crawl. The employee is expected to lift at least 20 lbs (i.e. books, school supplies, etc.). Additionally, employees are required to perform physical restraint during times of behavioral escalation as needed. The employee must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools. Occasionally s/he operates a computer and other office productivity machinery (i.e., a calculator, copy machine, and computer printer). The employee must be able to input information into a computer and as well as read material from a computer monitor as well as handwritten or printed matter with or without visual aids. The employee must be able to communicate effectively with students, parents, and other staff members in person and on the telephone. In the classroom, the employee must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction. On rare occasions, it may be necessary to move quickly across even or uneven surfaces. The employee will be working in a normal school environment with an acceptable level of noise. The employee interacts with students, parents, and other staff members. The employee is directly responsible for the safety, well-being and work output of students. REPORTS TO: Director of Student Services SUPERVISORY RESPONSIBILITIES: None FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION: This position is classified as Exempt (Professional) ACCEPT Education Collaborative is an Equal Opportunity Employer ACCEPT does not discriminate against students, parents, employees or the general public, and provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type on the basis of race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.