School Psychological Provider
As a School Psychological Provider, you will deliver measurable results by identifying, evaluating, and supporting students’ academic, cognitive, social-emotional, mental and behavioral health by providing a thorough psychoeducational assessment for students referred to special education, as well as those students already in need of special education services. Assist to identify, collect, and interpret data in order to identify strategies to improve student, classroom, and school outcomes. Conduct functional behavior assessments with the assistance of special and general education staff. Assist special and general education staff in the development of a positive behavior intervention plan, with ongoing consultation as to the effectiveness of the plan.
Qualifications: Love what you do, assisting students in special education programs. Applicant must be licensed as a Psychologist in Maine or an educational certification as a School Psychologist (093). Must have a Master’s degree with successful experience conducting cognitive and behavioral, functional/adaptive, and educational assessments. In addition, successful experience working with students with special needs. Successful experience providing consultation services to both special and general education staff. Successful experience being able to conduct classroom observations, including structured observations.
Reports To: Director of Special Services
Responsibilities:
Student Centered
- Complete cognitive and behavioral, functional/adaptive, and some educational assessments for students who are referred to special education or who need to be re-evaluated as part of the triennial review process or a parent/staff request.
- Conduct risk assessments or screenings for students exhibiting behaviors covered by the violence Policy.
Communication
- Meet and consult with parents on test results and related student issues.
- Integrate family/social history data gathered by school social worker(s) into a comprehensive test report.
- Consult with outside evaluators and/or mental health professionals as part of the diagnostic process.
- Conduct functional behavior assessments with the assistance of special and general education staff.
- Provide ongoing training to district staff as requested.
- Provide consultation to district guidance counselors and social workers around behavior management issues.
- Provide consultation services to special and regular education staff to individualize instruction and monitor student progress to improve behavior and learning.
- Provide short-term counseling to parents in behavioral management techniques.
- Assist staff with ongoing identification of effective behavioral strategies for students exhibiting challenging behaviors who are multi-disabled, non-verbal and/or autistic.
- Provide ongoing consultation and support to special education programs.
Organized Approach
- Attend the Special Services Department and building meetings and serve on committees as appropriate.
- Assist the IEP team with the manifestation determinations in disciplinary procedures.
- Assist special and general education staff in the development of a positive behavior intervention plan, with ongoing consultation as to the effectiveness of the plan.
Operational Excellence
- Keep current on the assessments that are available, as well as research and pertinent laws and regulations.
- Perform classroom observations. Including but not limited to: participant observation, structured observation, or time sampling.
- Attend IEP team meetings, 504 meetings, and case management meetings when appropriate in order to provide needed consultation of student educational and/or behavioral needs.
- Assist in re-entry plans for students transitioning to the district from outside placements.
- Consult with outside agencies, therapists, and/or consultants involved with identified students.
- Assume such other duties and responsibilities as may be assigned by the Special Education Director.
Competencies:
- Team development mentality: you direct others towards valuable resources to assist their performances; you identify resources generatively, but require staff to leverage those resources independently
- Servant-leader model: you coach and grow staff through strategic delegation to increase department knowledge, engagement and autonomy
- Cultivate staff growth: you encourage new approaches and creative risk-taking; you can push staff to go outside their comfort zone, while maintaining their trust
- Change agent: you’re able to persuade staff to try new things, approach something differently and/or pivot to a new direction when needed; you use evidence to persuade, build allies and celebrate wins along the way to invest staff in new approaches
- Subject expertise: you are seen as a leader in your field with notable knowledge and expertise; you stay abreast of all emerging trends in your field; you consider yourself a lifelong learner and maintain relationships with those you admire in your field in order to learn from them
- Proactive problem-solving: you take a creative approach to problem solving; when an initiative is stalled, you get us back on track to regain momentum
- Critical judgment and decision-making: you apply informed judgment to resolve difficult issues; you confront emerging challenges and recommend thoughtful, creative, and impactful solutions
- Strong communicator: you share clear, thoughtful, well-defined information, including in-depth data presentations; you compile research, and synthesize and communicate your findings with strong trends and takeaways
Reasonable Accommodations: RSU 21 will provide accommodations to an individual with a disability, as defined by the Americans with Disabilities Act (ADA) or applicable law, who has made the district aware of their disability, unless doing so would cause an undue hardship to the district.
Terms of Employment: As per contract. Salary to be established by the Board.
Evaluation: Performance of this job will be evaluated by the building administrator or team leader, in accordance with the Board of School Directors Policy on evaluation of Support Services Personnel.
Revised Date: 1/1/2022
Date Approved (HR Committee): 1/1/2022