Salary placement range= $70,258.00 to $80,296.00 (grade 126)

The Psychologist is responsible for providing comprehensive educational, intellectual, emotional, and adaptive behavior assessments and for writing comprehensive reports.  Responsibilities also include conducting functional behavior assessments, developing behavioral intervention plans, providing classroom/teacher consultation, staff training, parent education, and participation in school and IEP teams.   The Psychologist will be responsible to the Lead Psychologist & Compliance Coordinator.  

ESSENTIAL FUNCTIONS:

The Psychologist performs the following tasks:

Participates as a member of the IEP team, provides input into the review of existing data process, and recommends intervention strategies and areas of assessment.

Selects appropriate instruments and administers intelligence tests, achievement tests, tests of perceptual and motor development, and instruments for personality assessment to individual students.

Conducts student observations in a variety of contexts to obtain relevant information on student behavior and response. 

Writes reports that state the evaluation findings and provide for educational program recommendations.

Utilizes the District software records management system to record all special education records and reports.

Interprets individual test findings and recommendations to parents of students who are being considered for placement in special education programs.

Conducts functional behavior assessments and assists in the development of resulting behavioral intervention plans.

Consults with parents, teachers, and other appropriate staff regarding the student’s program and any adaptations/materials needed to facilitate improved performance in the classroom or at home.

Counsels with students who are referred for psychological aspects of their educational problems.

Counsels with parents concerning students’ learning potentials, achievement levels and personality adjustments, and recommends ways of helping the students or refers to community sources for further professional assistance.

Prepares a variety of special education documents, such as prior written notices, review of existing data, etc, as required.

Shares in the responsibility of reviewing incoming students’ records.

Serves as the District representative at IEP meetings.

Maintains a listing of re-evaluations due for the current school year and coordinates with the school social worker to ensure meeting timelines.

Serves as a resource person to school staff concerning functions and responsibilities of community service.

Attends multidisciplinary conferences as required.

Maintains accurate and current student files.

Serves as a participant on the school’s Teacher Assistance Team, when needed.

Attends and participates in monthly department meetings.

Provides inservice training programs as requested by the principal and/or Director of Student Services.

Serves in a liaison capacity between the school and related agencies.

Keeps informed of new developments in educational psychology and legal requirements (State and Federal).

Adheres to the ethical standards and codes of the profession and to the established rules, regulations, and laws governing special education programs.

Participates in activities that promote professional development and use clinical/ educational research to enhance therapy services.

Effectively utilizes district technologies appropriate to the position and assumes responsibility for attending district training needed to successfully perform designated responsibilities as directed by supervisor.

Other duties as assigned.

KNOWLEDGE, SKILLS, AND ABILITIES:

SKILLS are required to perform multiple, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions.  Specific skills required to satisfactorily perform the functions of the job include selection of appropriate tests, protocols, and assessment procedures for individual students; assessment of the impact of rule-out factors on educational performance in the general curriculum as well as functional communication needs; working knowledge of response to intervention and positive behavioral interventions and supports; working under stressful situations, with different cultures and languages; with varying personalities, school, and community groups.

KNOWLEDGE is required in medical/developmental/pediatric information and indications for educational psychology and educational assessment; to understand and appropriately apply the latest research in cognition, brain function, behavior, motor, sensory, social-emotional, and language development relating to disabilities in school-age populations;  to appropriately evaluate students’ intellectual, academic, social, emotional and adaptive skills, grades pre-k-8, interpret test results and implications and to determine eligibility for special education.  Specific knowledge required to satisfactorily perform the functions of the job includes working knowledge of disabilities such as learning disabilities, mental retardation, emotional disability, autism, health, sensory, and motor disorders and how they may impact educational performance; pertinent codes, policies, regulations and/or various position specific information learned on the job.

ABILITY is required to schedule a significant number of activities, meetings, and/or events; gather, collate and/or classify data; and consider a wide variety of factors when using equipment.  Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using a variety of standardized methods.  Ability is also required to work with a wide diversity of individuals, and to establish and maintain effective working relationships with school and central office-based staff and parents by demonstrating excellent human relations skills and the ability to communicate effectively, both orally and in writing; work with specific, job-related data; and utilize a variety of job-related equipment and utilize computer special education records management software system.  In working with others, independent problem-solving is required to analyze issues and create action plans.  The ability to collect data and generate reports is required. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is moderate.  Specific abilities required to satisfactorily perform the functions of the job include: adapting to changing work environment; working as part of a team; communicate with diverse groups; effectively presenting information and responding to questions; writing comprehensive, compliant, and articulate evaluation reports and prior written notices; writing general correspondence.  The ability to travel to more than one work location in the course of the day as assigned is required.

QUALIFICATIONS

• Current Arizona Certification as School Psychologist (required) from ADE
• Level One IVP Fingerprint clearance card from AZ DPS
• Bilingual in Spanish preferred

EDUCATION AND EXPERIENCE

• M.A., Ed.S., M.S. Ed., Ph.D., Ed.D., or Psy.D. in Psychology (required)
• Experience with preschool and school-aged populations is preferred.

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.  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

While performing the duties of this job, the employee is frequently required to stoop, reach, stand, walk, lift, pull, push, grasp, talk, hear, see, and use repetitive motions.  While performing the duties of this job, the employee may frequently lift and/or move up to 50 pounds of materials, etc.  Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus.  The position requires the individual to meet multiple demands from several people and interact with the public and other staff.

WORK ENVIRONMENT:   The Work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

The noise level in the work environment is moderate to loud.

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of the duties performed by this position.  Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.