1.0 Probationary School Psychologist - Heim Elementary

ESSENTIAL CORE CHARACTERISTICS:

• Certification as a School Psychologist by the New York State Education Department.
• Demonstrated ability to work with students and parents.
• Demonstrated ability to work with colleagues and support staff (aides, clerical, etc.).
• Demonstrated ability to work with supervisors.
• Demonstrated ability to motivate/instruct students in developing problem-solving skills and effective coping strategies.
• Sufficient work experience with school-aged students.
• Strong communication skills, both verbally and in written form.
• Demonstrated counseling skills and ability to work with at-risk students and those with emotional and/or behavioral challenges.
• Demonstrated experience working with students with disabilities.
• Understanding of special education law, FERPA, and NYS Learning Standards.
• Demonstrates a willingness/ability to contribute to the school community through participation in school-wide events.

DUTIES/RESPONSIBILITIES:

• Consults with students, parents, teachers, administrators and members of both the school and the student services team to define and implement developmentally appropriate learning strategies, instructional and/or behavioral interventions, as well as socio- emotional supports for students.
• Assists in the evaluation, planning and program development for children with disabilities and/or those referred to the Child Support Team.
• Works closely with staff members, parents and other specialists to conduct comprehensive assessments in accordance with best practice, as well as federal and state regulation.
• Serves as a resource to colleagues to assist teachers in the development of remedial techniques regarding instructional strategies, assessment, accommodations and/or modifications to the curriculum and programs, including identification and implementation of tiered RtI strategies, PBIS and the development of Behavioral Intervention Plans, specific to an individual student and/or applicable to particular classroom situations.
• Makes recommendations for additional services when appropriate, including the triage of the student/family to community agencies, services and programs as needed.
• Initiates and plans in-service programs for staff, parents and community members.
• Assists in the development of prevention programs and provides counseling and crisis intervention for individuals and small groups as the need arises and time permits.
• Supervises the appropriate use and confidentiality of student records; maintains reports of contacts with pupils, parents, school conferences, agency contacts, etc.; and fulfills all paperwork requirements as required by District policy, procedure and/or state regulation.
• Communicates clearly and succinctly in both oral and written form, completing all evaluations in a thorough, comprehensive and timely fashion.
• Serves on established committees and attends meetings as required and is prepared with all required documents/information.
• Demonstrates a clear and comprehensive understanding of New York State learning standards, graduation requirements, as well as federal and state mandates, legislation, and governing regulations in the area of special education and applies this knowledge accurately.
• Evidences a clear commitment to professional growth and skill development.
• Prioritizes and addresses the needs of the building(s) to which s/he is assigned, which may also require traveling among a variety of public, private and agency sites within the same day.
• Additional related responsibilities as assigned by the Office of Exceptional Education and Student Services and/or Building Principal.
• Consults with students, parents, teachers, administrators and members of both the school and the student services team to define and implement developmentally appropriate learning strategies, instructional and/or behavioral interventions, as well as socio- emotional supports for students.
• Assists in the evaluation, planning and program development for children with disabilities and/or those referred to the Child Support Team.
• Works closely with staff members, parents and other specialists to conduct comprehensive assessments in accordance with best practice, as well as federal and state regulation.
• Serves as a resource to colleagues to assist teachers in the development of remedial techniques regarding instructional strategies, assessment, accommodations and/or modifications to the curriculum and programs, including identification and implementation of tiered RtI strategies, PBIS and the development of Behavioral Intervention Plans, specific to an individual student and/or applicable to particular classroom situations; as well as s.
• Makes recommendations for additional services when appropriate, including the triage of the student/family to community agencies, services and programs as needed.
• Initiates and plans in-service programs for staff, parents and community members.
• Assists in the development of prevention programs and provides counseling and crisis intervention for individuals and small groups as the need arises and time permits.
• Supervises the appropriate use and confidentiality of student records; maintains reports of contacts with pupils, parents, school conferences, agency contacts, etc.; and fulfills all paperwork requirements as required by District policy, procedure and/or state regulation.
• Communicates clearly and succinctly in both oral and written form, completing all evaluations in a thorough, comprehensive and timely fashion.
• Serves on established committees and attends meetings as required and is prepared with all required documents/information.
• Demonstrates a clear and comprehensive understanding of New York State learning standards, graduation requirements, as well as federal and state mandates, legislation, and governing regulations in the area of special education and applies this knowledge accurately.
• Evidences a clear commitment to professional growth and skill development.
• Prioritizes and addresses the needs of the building(s) to which s/he is assigned, which may also require traveling among a variety of public, private and agency sites within the same day.
• Serves as the building CSE chairperson.
• Additional related responsibilities as assigned by the Office of Exceptional Education and Student Services and/or Building Principal.

SALARY: $41,040 - $52,800 Per WTA Contract