GENERAL RESPONSIBILITIES

Collaborates with teachers, parents, and school personnel to improve classroom management strategies or parenting skills; address mental health issues; identifies, assesses, and works with students with disabilities or gifted and talented students; improves teaching and learning strategies for all students. Coordinates and facilitates the needs of students and the school district, including evaluation, counseling, consultation, crisis intervention, threat and risk assessment, staff development, research, educational planning, and coordination with outside agencies. Maintains case records on all referred students.

 

ESSENTIAL TASKS

The following duties are normal for this position. The omission of specific statements of duties does not exclude other duties if the work is similar, related, or a logical assignment for this position. While this is intended to be an accurate reflection of the current job, management reserves the right to revise the job description. Other duties may be required and assigned.

 

• Serves on student support teams and special education committees at each school in the division.
• Conducts individual child evaluations designed to identify strengths and weaknesses that can be used to develop effective interventions.
• Selects, administers, analyzes, and interprets results of psychological and psychoeducational assessment procedures.
• Analyzes and interprets assessment data using statistical techniques, knowledge of instruments, and understanding of disabling conditions.
• Integrates findings into systematic case formulations, and plans for intervention through written reports and oral presentations of results.
• Provides psychological counseling individually and in groups for students who have behavioral, emotional, and/or academic problems that affect their academic performance or their ability to interact well with others.
• Consults with parents, outside agencies, and school personnel (teachers, administrators, and special education staff) to identify and develop interventions that address the academic, behavioral, and/or social/emotional needs of students.
• Conducts and participates in field-based research with students.
• Develops and implements prevention and early intervention programs.
• Recommends instructional accommodations for both regular and special education students through 504 plans, IEP’s, and Student Support.
• Presents in-service and educational programs to school staff, parents, community agencies, and students, which will expand psychological awareness of issues related to children and adolescents and to perform preventative mental health services.
• Provides teachers and parents with information about appropriate developmental tasks and expectancies in cognitive, social, communication, physical, and self-help areas.
• Makes appropriate student referrals to specialists and/or community agencies.
• Performs other duties as assigned.

 

KNOWLEDGE, SKILLS AND ABILITIES

Knowledge of psychological theory and practice, including assessment and test theory,

diagnostic categories, personality assessment, learning disabilities, statistics, and counseling theories; knowledge of and adherence to legal procedures as contained in local, state, and federal policies governing special education, including IDEA laws and guidelines; knowledge of and adherence to professional and ethical standards of the American Psychological Association and the National Association of School Psychologists; knowledge of counseling techniques, behavioral management techniques, classroom instructional interventions, and parent training strategies. Ability to establish and maintain effective working relationships with others.

 

EDUCATION AND EXPERIENCE

Master’s Degree in School Psychology; completion of one year School Psychology

internship; eligibility for endorsement as a school psychologist through the Department of Education. Clinical Psychologists or Doctoral-Level School Psychologists – Doctoral Degree in Clinical or School Psychology, completion of one year doctoral internship in professional psychology, license or eligibility for licensure as clinical or school psychologist upon completion of residency year through the Commonwealth of Virginia, Department of Health Professions, Board of Psychology. Experience working with children and adolescents in a school, clinic, or hospital setting. A comparable amount of training and experience may be substituted for the minimum qualifications.

 

PHYSICAL REQUIREMENTS

Requires significant sitting for extended periods of time. Must be able to stand, walk bend over, reach overhead, grasp, push, pull, move and lift and/or carry up to 40 lbs. to waist height. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks.

 

RCPS is an Equal Opportunity Employer and does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs and activities.  The following person(s) has been designated to handle inquiries regarding the non-discrimination policies: Hayley Poland – Title IX Coordinator (540) 853-1393.