What are the responsibilities and job description for the School Psychologist Full Time or Part Time position at Foster-Glocester Regional Schools?
School Psychologist GENERAL STATEMENT OF DUTIES: The school psychologist works cohesively as a member of a team with staff, colleagues, and administrators to improve the academic achievement, behavioral/social skills, emotional well-being, and mental health of all students by implementing academic, behavioral, and functional psychological services and supports. The school psychologist actively and effectively participates as a member of evaluation and problem-solving teams (MTSS, crisis intervention, IEP, 504, etc.) and supports students with individual and small-group counseling. Therapy practices should be provided in a manner that is consistent with the school's goals and the district's mission to develop, implement, and continuously improve a personalized, rigorous, relevant, and collaborative learning environment supported by technology. SUPERVISION RECEIVED: Works under the supervision of the school and district administrators with latitude to exercise independent professional judgment that supports the mission of the district and school.
Work is subject to periodic review, and evidence of ongoing professional growth is required. Job performance will be evaluated per the RIDE guidelines and district policy for adherence to professional standards of conduct, quality, and advancement of the district's mission.REPRESENTATIONAL DUTIES AND RESPONSIBILITIES: Actively participate in and positively support all school and classroom functions needed to achieve the mission of the district and meet the learning needs of students, including, but not limited to, the following: Serve as a member of a professional learning community to actively provide a collaborative, rigorous, relevant, and personalized education supported by technology that prepares students for college and careers;Screen and evaluate students, as necessary or requested, by selecting appropriate instruments and administering tests and observations to diagnose, assess, and evaluate the academic, behavioral, social, and psychological needs of individual/groups of students; Provide, as necessary or requested, individual and/or group therapeutic services to students and/or parents using a variety of strategies to improve academic performance, personal-social development, and/or to foster favorable behavioral modification and conduct;Collaborate with educational staff to create academic, functional, and behavioral supports and data collection systems that promote effective interventions for students with social-emotional/challenging behavior within individual counseling, classroom, school, and community settings;Interpret and summarize evaluations/assessment data and present findings at MTSS, IEP, 504, evaluation team, and other meetings and actively participate in the deliberations of these teams to support the development of comprehensive individualized supports and plans to promote placement in the least restrictive setting;Collect and interpret data related to the development of interventions and monitoring of student progress; re-evaluate, as appropriate, to determine the extent of progress and the effectiveness of therapy;Provide collaborative consultation on the implementation of MTSS, pre-referral intervention strategies, and recommendations/modifications to assist staff in working with students in the general education setting;Provide collaborative consultation to assist education staff and other special services personnel on mental health topics and in meeting the needs of students by finding resources, implementing research-based interventions and/or practices;Serve as case manager of assigned students; coordinate and develop personalized therapeutic and educational programs for assigned students; monitor and evaluate the effectiveness of the programs; Complete case management responsibilities as needed to meet student needs, as identified by the district and state/federal regulations and/or as directed by / requested by school and district leaders;Maintain liaison with parents of students to share information regarding social-emotional learning, educational planning, and programming and serve as contact for communication with families and others directly involved in that students education;Refer parents and students to relevant community services or agencies when problems are of such a nature that the school cannot offer appropriate help;Develop, implement, and progress monitor interventions, modifications, and accommodations in conjunction with teachers, staff, and administrators and implement medical and therapeutic plans as necessary; Write reports that include evaluation findings and educational program recommendations and share assessment results and recommendations, as appropriate, with administrators and/or team members;Maintain confidentiality of student records as required by law, regulation, and/or policy; Provide consultation to parents, school personnel, and representatives of community services and agencies concerning students who are experiencing social, emotional, and/or academic difficulties;Reinforce and foster identified opportunities to generalize skills into the classroom and expand the school environment;Ensure compliance with State and Federal special education procedural guidelines when appropriate;Provide, as needed, safe and therapeutic Crisis Intervention as well as support to students, staff, and administrators during crises, including the accurate completion of all required documentation and follow-up activities;Participate in the supervision and training of teachers, paraprofessional(s), staff, volunteers, and/or parents in the use of appropriate intervention strategies;Disseminate accurate and positive information about the schools and districts goals and initiatives in a variety of print and electronic formats;Support positively and actively the efficient, effective, and collaborative management of school operations to ensure learning experiences and student support, promote positive counseling / therapeutic practices and school safety practices, and advance the mission of the district; Use a cooperative approach by working as an effective team member (sharing strategies, techniques, and materials);Exhibit attributes of reliable attendance, promptness, dependability, and professional ethics;Use effective communication skills with students, colleagues, families, and related agencies (e.g., spoken, written, and nonverbal);Complete all requested evaluations, forms, reports, data collections, and other required documentation in an accurate and timely manner;Perform other relevant duties spelled out in the job description of a classroom teacher;Perform the functions of the position per the RI Professional Teaching Standards RI Professional Code of Conduct; and all laws, regulations, school district policies, the mission of the district, school-based plans, and administrative directives/priorities/requests; andPerform other duties as may be assigned and/or necessary to perform the functions of the position.
Work is subject to periodic review, and evidence of ongoing professional growth is required. Job performance will be evaluated per the RIDE guidelines and district policy for adherence to professional standards of conduct, quality, and advancement of the district's mission.REPRESENTATIONAL DUTIES AND RESPONSIBILITIES: Actively participate in and positively support all school and classroom functions needed to achieve the mission of the district and meet the learning needs of students, including, but not limited to, the following: Serve as a member of a professional learning community to actively provide a collaborative, rigorous, relevant, and personalized education supported by technology that prepares students for college and careers;Screen and evaluate students, as necessary or requested, by selecting appropriate instruments and administering tests and observations to diagnose, assess, and evaluate the academic, behavioral, social, and psychological needs of individual/groups of students; Provide, as necessary or requested, individual and/or group therapeutic services to students and/or parents using a variety of strategies to improve academic performance, personal-social development, and/or to foster favorable behavioral modification and conduct;Collaborate with educational staff to create academic, functional, and behavioral supports and data collection systems that promote effective interventions for students with social-emotional/challenging behavior within individual counseling, classroom, school, and community settings;Interpret and summarize evaluations/assessment data and present findings at MTSS, IEP, 504, evaluation team, and other meetings and actively participate in the deliberations of these teams to support the development of comprehensive individualized supports and plans to promote placement in the least restrictive setting;Collect and interpret data related to the development of interventions and monitoring of student progress; re-evaluate, as appropriate, to determine the extent of progress and the effectiveness of therapy;Provide collaborative consultation on the implementation of MTSS, pre-referral intervention strategies, and recommendations/modifications to assist staff in working with students in the general education setting;Provide collaborative consultation to assist education staff and other special services personnel on mental health topics and in meeting the needs of students by finding resources, implementing research-based interventions and/or practices;Serve as case manager of assigned students; coordinate and develop personalized therapeutic and educational programs for assigned students; monitor and evaluate the effectiveness of the programs; Complete case management responsibilities as needed to meet student needs, as identified by the district and state/federal regulations and/or as directed by / requested by school and district leaders;Maintain liaison with parents of students to share information regarding social-emotional learning, educational planning, and programming and serve as contact for communication with families and others directly involved in that students education;Refer parents and students to relevant community services or agencies when problems are of such a nature that the school cannot offer appropriate help;Develop, implement, and progress monitor interventions, modifications, and accommodations in conjunction with teachers, staff, and administrators and implement medical and therapeutic plans as necessary; Write reports that include evaluation findings and educational program recommendations and share assessment results and recommendations, as appropriate, with administrators and/or team members;Maintain confidentiality of student records as required by law, regulation, and/or policy; Provide consultation to parents, school personnel, and representatives of community services and agencies concerning students who are experiencing social, emotional, and/or academic difficulties;Reinforce and foster identified opportunities to generalize skills into the classroom and expand the school environment;Ensure compliance with State and Federal special education procedural guidelines when appropriate;Provide, as needed, safe and therapeutic Crisis Intervention as well as support to students, staff, and administrators during crises, including the accurate completion of all required documentation and follow-up activities;Participate in the supervision and training of teachers, paraprofessional(s), staff, volunteers, and/or parents in the use of appropriate intervention strategies;Disseminate accurate and positive information about the schools and districts goals and initiatives in a variety of print and electronic formats;Support positively and actively the efficient, effective, and collaborative management of school operations to ensure learning experiences and student support, promote positive counseling / therapeutic practices and school safety practices, and advance the mission of the district; Use a cooperative approach by working as an effective team member (sharing strategies, techniques, and materials);Exhibit attributes of reliable attendance, promptness, dependability, and professional ethics;Use effective communication skills with students, colleagues, families, and related agencies (e.g., spoken, written, and nonverbal);Complete all requested evaluations, forms, reports, data collections, and other required documentation in an accurate and timely manner;Perform other relevant duties spelled out in the job description of a classroom teacher;Perform the functions of the position per the RI Professional Teaching Standards RI Professional Code of Conduct; and all laws, regulations, school district policies, the mission of the district, school-based plans, and administrative directives/priorities/requests; andPerform other duties as may be assigned and/or necessary to perform the functions of the position.
