School Psychologist
JOB TITLE: School Psychologist
SALARY: According to placement on current salary schedule
TERMS OF EMPLOYMENT: 187 Days
EVALUATION: Performance of this job will be evaluated in accordance with established guidelines or
procedures and the provisions of the Board of Education policy on Evaluation of Licensed Personnel
REPORTS TO: Executive Director of Special Education, Assistant Director of Special Education, and Building Principals
SUPERVISORY RESPONSIBILITIES:
1. None
JOB QUALIFICATIONS:
Education:
1. EdS, or PhD
Experience:
1. Demonstrates successful entry-level professional skills for providing service to individuals birth through 21
Certificates/Licenses:
1. Current State of Colorado Special Services Provider License with School Psychology endorsement
2. Valid driver’s license
JOB EXPECTATIONS:
1. Demonstrates effective organizational, problem solving, and conflict resolution skills
2. Demonstrates punctuality and good attendance
3. Complies with all safety policies, practices, and procedures, including proper use of equipment
4. Reports all unsafe conditions/activities to supervisor, Human Resources, or Risk Management
5. Demonstrates aptitude and interest for the work to be performed
6. Follows appropriate District policies and procedures
7. Meets deadlines
8. Demonstrates confidentiality as related to job
9. Develops and maintains professional working relations with other District employees
10. Demonstrates ability to communicate effectively both verbally and in writing with staff members, parents, patrons, and other professionals
11. Responds effectively to multiple responsibilities and ambiguous demands
12. Provides own transportation for the purpose of conducting District business
13. Continual compliance with regulations, rules, and statutes related to Colorado State Board of
Education Rules and Regulations, Colorado Department of Education, and Colorado State Law
JOB SKILLS AND ABILITIES:
1. Demonstrates competencies and expertise in both education and psychology
2. Demonstrates expertise in research-based, data-driven instruction
3. Understands and complies with federal, state, and District laws and policies
4. Maintains ability to be available on short notice at different sites, including off-campus sites
5. Demonstrates leadership and organizational skills
6. Demonstrates ability to work under pressure and meet deadlines
ESSENTIAL FUNCTIONS:
1. Participates as a member of the student intervention/staffing team and as a support person for the students
2. Demonstrates ability to conduct psychological assessments as required by special education and expertise in less formal assessment techniques
3. Demonstrates knowledge of special education process and ability to facilitate student
intervention/staffing team
4. Provides appropriate educational accommodations/modifications for all children in conjunction with the student intervention/staffing team
5. Demonstrates willingness/ability to work with families and parents regarding short-term school related issues with children
6. Serves as a consultant to the administration and instructional staff in regard to standardized testing, student screening techniques for interventions, and techniques for promoting mental health within the framework of the school
7. Assists in the development of Tier I, II, and III educational and behavioral programs for all students
8. Conducts in-service training programs for school personnel
9. Serves as a collaborative resource for staff and the community
10. Demonstrates willingness to work with a strong and well-organized team
11. Conducts assessment conferences to determine the physical, social, and mental status of the
student in a crisis situation
12. Demonstrates knowledge about IDEA and all federal guidelines for students with disabilities
13. Acts as SPED Director designee in IEP meetings as needed
14. Participates and provides in-service training as assigned by the Director of SPED
15. Maintains records and completes all information necessary for the District data management system or required by state and federal agencies
16. Provides student intervention supports
17. Models an effective understanding and respect for diversity and inclusion
18. Incorporates legal rights and due process for children with special needs
19. Demonstrates the ability to communicate effectively, collaborate with co-workers, and interact with colleagues in a professional manner
20. Demonstrates a positive attitude towards change
21. Performs such other tasks as may, from time to time, be assigned
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Certain positions within the District may impose additional physical demands. While performing the duties of this job, the employee is regularly required to stand; walk; sit; use hands to finger, handle, and feel; reach with hands and arms; taste and smell; and talk and hear. The employee may also need to stoop, kneel, crouch, and crawl. The employee must regularly lift and/or move up to 25 pounds and occasionally lift up to 50 pounds with assistance. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. The employee is frequently required to exert average or above average physical effort in the Center Based Special Education programs.
WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. While performing the duties of this job, the employee is occasionally exposed to inclement weather conditions. The noise level in the work environment is usually moderate, but occasionally loud. Reasonable accommodations shall be made to enable individuals with disabilities to perform the essential functions pursuant to applicable law.
This is a temporary administrative guide, subject to change.
Prepared by: KV/blm/JL
Revision date: 7/22, 9/18, 3/14, 2/13, 5/05, 11/93
Intranet: 7/22, 9/18, 3/14, 2/13