School Psychologist

Exceptional Children Department

Licensure

While serving in this role, the individual must hold a current North Carolina Professional Educators license for his/her area of assignment.

Must hold or be eligible to hold a North Carolina Professional Educators license as a School Psychologist (K-12).

If you wish to apply, please complete the North Carolina Department of Public Instruction online application at https://lcpsnc.tedk12.com/hire/index.aspx  Current employees must select internal candidate, attach letter of interest and resume' on the vacancy at the above website.

General Statement of Job:

The school psychologist facilitates learning and promotes the cognitive, social, and personal development of all students. The role of the school psychologist is to provide psychological services to and collaborate with educators, administrators, families, and other mental health professionals to create safe, healthy, and supportive learning environments for all students. The school psychologist reports to the Exceptional Children’s Program Director.

Specific Duties and Responsibilities:

• Major Function: Assessment and Interpretation

• Identifies and assesses the learning, development, and adjustment characteristics and needs of individuals and groups.

• Assists in early identification of students’ learning and adjustment problems.
• Conducts assessments appropriate to the focus of concern and according to prevailing professional standards.
• Conducts assessments with consideration of the characteristics of the student or group of students (including ethnic, cultural, socio-economic, and handicapping consideration(s).

• Identifies and assesses the environmental factors that affect learning and adjustment.

• Assists in identifying factors in the learning environment that may affect the student and assessing their degree of impact. 

• Uses assessment data about the student and his/her environment(s) in developing appropriate interventions and programs 

• Integrates data from assessment procedures and develops hypotheses relative to (1) instructional and educational programming and (2) program eligibility and placement.
• Assists in planning, developing, and assessing interventions and programs.

• Major Function: Direct Interventions for Students

• Provides interventions to students to support the teaching process and to maximize learning and adjustment

• Teaches students how to develop effective learning strategies and personal and social skills.
• Counsels students on educational and personal adjustment issues.
• Evaluates effectiveness of individual and group interventions and modifies interventions based on data collected. 

• Provides crisis intervention services on an emergency basis.

• Major Function: Consultation and Training

• Provides consultation to parents, teachers, other school personnel, and community agencies to enhance the learning and adjustment of students. 

• Demonstrates knowledge of consultation modes and processes.
• Consults with teachers, other school staff, and parents about ways to facilitate learning and adjustment for individuals or groups of students.
• Consults with teachers and other school staff on classroom, school, or system needs.
• Helps provide liaison and coordination between the school system and other relevant agencies to facilitate services for students and families.
• Interprets educational policies, programs, and procedures related to psychological services.
• Provides information, and/or education in the application of learning theory, child development, and other psychological principles to school personnel and parents.
• Plans, implements, and assesses the effectiveness of interventions, professional development activities, and/or programs. 

• Major Function: Program Development

• Assists in the planning, development, and evaluation of programs to meet identified learning and adjustment needs. 

• Conducts and/or assists in conducting formal and informal needs assessment to determine program characteristics and needs.
• Works with others to develop programs and program strategies to maximize learning for students.
• Assists in planning for the evaluation of programs.
• Assists school personnel in analyzing, interpreting, and disseminating results of program evaluations.

• Major Function: School Psychology Program Implementation 

• Delivers a planned and coordinated program of psychological services. 

• Assists in the development of a comprehensive program of services to all students.
• Adheres to established program goals, priorities, and objectives.
• Plans, maintains, and/or participates in a system of accountability for services provided.

• Major Function: Professional Practice and Development 

• Applies ethics and standards of professional practice in the delivery of school psychological services and observes relevant laws and policies that govern practice.

• Delivers services consistent with the National Association of School Psychologists (NASP) and the American Psychological Association (APA) ethical principles and professional standards of practice.
• Observes federal, state, and local policies and regulations in the delivery of school psychological services.
• Works to ensure students’ rights and welfare in the school and community. 

• Participates in professional organizations and continually seeks to improve professional knowledge and skill. 

• Engages in continuing professional development by assessing 

• Major Function: Communication and Relationship Skills 

• Communicates effectively with students, parents, and school staff. 

• Effectively communicates knowledge and ideas orally to individuals and groups
• Effectively communicates knowledge and ideas in writing.
• Maintains effective interpersonal relationships and communication in the professional setting. 

Additional Job Functions or Assigned Tasks:

• Supervises the psychological practice and performance of the School Psychology Intern as Field Supervisor in conjunction with the University Supervisor.
• Provides consultation services to the Exceptional Children’s Program Director, the Exceptional Children’s Coordinators, the Program Compliance Specialists, the Reading and Intervention Specialist, Behavior Support personnel, Student Success Teams, and other school system personnel as requested.
• Navigates, enters data, and produces reports using the North Carolina Comprehensive Exceptional Children Accountability System (CECAS).
• Navigates, enters data, and produces reports using the mClass System of Wireless Generation (i.e. DIBELS, Reading 3D, and mClass Math).
• Performs other duties as assigned by the Exceptional Children’s Director.

Minimum Training and Experience:

• Master of Arts and Certificate of Advance Studies in School Psychology from an accredited institution.
• Must hold or be eligible to hold licensure by the North Carolina State Department of Public Instruction.
• Exemplary leadership and interpersonal skills.
• Exemplary organizational skills.

Minimum Qualifications or Standards Required to Perform Essential Job Functions:

• Must be knowledgeable of psychometrics and psychological best practices.
• Must be knowledgeable of pedagogy and learning theory.
• Must be knowledgeable of Exceptional Children’s law and IDEA ‘04
• Must be knowledgeable of Exceptional Children’s paperwork per state procedures
• Must be knowledgeable of Exceptional Children’s best practices.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.