What are the responsibilities and job description for the Psychologist for Twice-Exceptional - District-Wide position at Cherry Creek School District?
Job Title : Psychologist for Twice-Exceptional
FLSA Exemption Status : Exempt
Classification Group : Cherry Creek Education Association
Supervising Position : Director of Neurodiverse Student Services or designee
Pay Plan : Certified/Licensed
Pay Range : Certified/Licensed Salary Schedule
Last Updated : 08/09/2024
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Benefits Information
JOB SUMMARY : Under the supervision of the Director of Neurodiverse Student Services, provide direct and indirect mental health services to twice-exceptional students (students identified as gifted/talented with an identified co-existing disability requiring Special Education services) who are placed into CCSD’s 2e center-based programs. Effectively deliver supports and services that promotes an exemplary educational program and which fosters achievement for students within the 2e center-based programs. Assignments include twice exceptional students with mild to moderate to severe needs accessing varied Least Restrictive Environment settings.
ESSENTIAL DUTIES AND RESPONSIBILITIES : The subsequent duties outline the fundamental operations of the position and exemplify the nature of the tasks carried out. They do not encompass a comprehensive inventory of the obligations and responsibilities fulfilled in this role. The approximation of frequencies and time allocation percentages are flexible and subject to the requirements of the organization. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
1.
Consult and collaborate with school and district-level colleagues, twice-exceptional students, and other stakeholders to promote effective implementation of services
2.
In collaboration with others, use assessment and data collection methods to implement and evaluate appropriate services that support cognitive, academic, and affective skill development
3.
In collaboration with others, use assessment and data collection methods to implement and evaluate services that support socialization, learning, and mental and behavioral health, including but not limited to behavioral supports, individual and group counseling, and social skills training
4.
Develop and implement practices and strategies to create and maintain effective and supportive learning environments for twice exceptional students placed in 2e center-based programs
5.
Promote services and supports that enhance learning, mental and behavioral health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recover for 2e students within 2e center-based programs
6.
Implement and evaluate services that respond to culture and context and facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social-behavioral outcomes for twice-exceptional students within 2e center-based programs
7.
Evaluate and apply research as a foundation for service delivery, and in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels
8.
Provide services that adhere to IDEA and Section 504 law, are consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate appropriately with other professional; document assessments and services within CCDS’s student information systems; and apply professional work characteristics needed for effective practice as a school psychologist, including but not limited to, respect for human diversity, social justice, effective communication and interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills
9.
Utilize varied models and methods of assessment and data collection for identifying strengths and needs of individual twice-exceptional students (2e) within 2e center-based programs
10.
Engage in professional development to advance and strengthen professional skills. Attend professional development opportunities, attend workshops/conferences, and stay informed on relevant policy, law, and legislation
11.
Perform other duties as assigned or requested.
REPORTING RELATIONSHIPS : This job has no direct supervisory responsibilities.
- N/A
MINIMUM QUALIFICATIONS : The minimum prerequisites of formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other criteria that a candidate must fulfill to be considered for a position. It is essential that certifications, licenses, endorsements, designations, and trainings are fulfilled, valid, and not expired.
- Criminal background check and fingerprinting required
- Master's degree
- Experience delivering mental health interventions in a school setting
- Colorado Department of Education (CDE) Special Services Provider (SSP) license
- CDE School Psychologist (Ages Birth-21) endorsement
- Strong knowledge of and ability to appropriately administer and interpret both formal and informal diagnostic assessments for students with a variety of cognitive, academic, social-emotional, and behavioral needs
- Demonstrated ability to align social-emotional and behavioral intervention with student strengths and needs
- Advanced verbal and written communication and interpersonal skills
- Ability and desire to work as a team member
- Ability to understand, appreciate, and make accommodations for student diversity
- Ability to establish and maintain effective relationships with diverse stakeholder groups
PHYSICAL REQUIREMENTS AND WORKING CONDITIONS : The physical demands, mental functions, cognitive capacities, and work environment factors required to perform a position’s essential functions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- Light work strength level (lifting or carrying up to 25 pounds)
- Primarily works indoors
- Typically a moderate noise level
- Work location is subject to change to meet the requirements of the organization
- Prolonged standing and walking
- Frequent bending and reaching
- Occasional lifting, pulling, and pushing
- Speaking and hearing
- Visual concentration
- Eye/hand coordination
- Manual dexterity to operate a computer keyboard
- Concentrated reading/writing/mathematics
- May work outdoors when monitoring students
- Normal school district environment
DESIRED QUALIFICATIONS : Formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other qualifications relevant to the position that are strongly preferred but not mandatory for a candidate to be considered.
- Nationally Certified School Psychologist (NCSP) certification
- Experience working in the public sector
- Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds
- Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement
