School Psychologist #1888
Job Description
| School Psychologist | JobID: 1888 |
- Position Type:
Student Support/School Psychologist
- Date Posted:
12/2/2024
- Location:
District Office
- Closing Date:
12/15/2024
- Additional Information: Show/Hide
School Psychologist
Part-time or Full-time
POSITION TYPE: Licensed
Pay and work days listed below are correct if hired in August and will be pro-rated according to hire date and FTE:
WORK DAYS: 190 regular work days plus 10 additional paid days
PAY: For the 2024-25 school year, the salary range is $45,171.49 to $88,774.53, plus 10 additional paid days and a $4,000 annual Special Education stipend. Placement is dependent on verifiable experience and education level. We also cover your PERS contribution.
Additional Compensation/benefits:
- Contribution toward full family, medical/dental/vision
- Tuition Reimbursement provisions
- Excellent support and professional development opportunities for new hires
North Santiam School District focuses efforts on creating an environment that supports the educational environment. NSSD schools use school-wide and classroom positive reinforcement to promote expected behavior, teach behavioral expectations like academic skills, and use data-based information to guide intervention and management.
Job Goals:- Provide a wide range of evaluation and consultation services to assist in decisions related to students with and without disabilities.
- Support with the development, implementation, and monitoring of Multi-Tiered Systems of Support
School psychologists provide a comprehensive range of services as described in the current standards from the National Association of School Psychologists. School Psychologists function to support students and schools through Consultation, Collaboration, and Assessment. The services provided should reflect the specific needs of the students, families, and schools served. School psychologists are trained in the following areas and use these skills based on the demands and supports available at the school site.- Data-Based Decision Making and Accountability: School psychologists utilize varied models and methods of assessment and data collection for identifying strengths and needs of individual students and the broader school community, developing effective services and programs, and measuring progress and outcomes.
- Special Education Assessment and Evaluation: School psychologists participate in evaluation planning processes with staff and families when considering evaluations for special education services. The school psychologist will lead the team through identifying specific assessment needs consistent with their scope of license, will often conduct portions of the evaluation, and will report back both in writing and orally to the team the results from the evaluations and recommendations.
- Consultation and Collaboration: School psychologists consult and collaborate with colleagues, students, families and other stakeholders to promote effective implementation of services. The school psychologist functions as part of the school’s MTSS Team. This team collaboratively provides a multi-tiered system of support through implementation and monitoring of evidence-based behavioral and academic interventions for all students in need.
- Interventions and Instructional Support to Develop Academic Skills: School psychologists, in collaboration with others, use assessment and data collection methods and to implement and evaluate services that support cognitive and academic skills.
- Interventions and Mental Health Services to Develop Social and Life Skills: School psychologists, 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.
- School-Wide Practices to Promote Learning: School psychologists develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others (e.g., positive behavior interventions and supports).
- Preventive and Responsive Services: School psychologists promote services 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 recovery.
- Family–School Collaboration Services: School psychologists 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 children.
- Diversity in Development and Learning: School psychologists provide effective professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations for all aspects of service delivery.
- Research and Program Evaluation: School psychologists 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.
- Legal, Ethical, and Professional Practice: School psychologists provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.
- Ability to assist in establishing and maintaining an effective learning climate in the schools
- Ability to maintain strength of knowledge and practice in instructional skills and strategies
- Ability to demonstrate knowledge of subject matter, to seek professional growth, improve classroom instruction, and to qualify for license renewal by following both state and district regulations
- Ability to demonstrate standards of moral character and behavior to serve as an effective role model for students
- Ability to work harmoniously with others and to communicate effectively (both orally and in writing) with students, parents, teachers and community
- Ability to maintain confidentiality when dealing with student, staff and/or parent information
- Ability to communicate with individuals of varied cultural and educational backgrounds
- Ability to work effectively in an environment which can be both physically and emotionally fatiguing; perform physically demanding requirements of the job
- Perform physical requirements which may include:
B. Frequent standing, walking, bending and lifting
C. Frequent and prolonged talking/hearing conversations
D. Possess near/far visual acuity/depth perception
E. Possible exposure to bodily fluids in assisting students with using restrooms and in tending to injury and illness- Such alternatives to the above requirements as the School Board or the Administration may deem appropriate and acceptable.
CERTIFICATES, LICENSES, REGISTRATIONS, BONDING AND/OR TESTING REQUIRED:
1. A Master's or higher degree in the behavioral sciences or their derivative therapeutic professions from a regionally accredited institution in the United States, or the foreign equivalent of such degree approved by the Oregon Teacher Standards and Practices Commission and a current School Psychology license issued by the State of Oregon, are required.
2. Possess a valid First Aid card if required
3. Possess a valid Oregon Driver’s License if required
4. Bloodborne Pathogens Training/Hepatitis B Shot Series Training if required
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.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.
TERMS OF EMPLOYMENT: Days and hours to be arranged, with salary according to current schedule.
