POSITION DESCRIPTION HASTINGS PUBLIC SCHOOLS

Transcription

1 POSITION DESCRIPTION HASTINGS PUBLIC SCHOOLS SECTION I: GENERAL INFORMATION Position Title: Psychologist Immediate Supervisor s Position Title: Director of Special Services Job Summary: Department: Special Services FLSA Status: Exempt Bargaining Unit: Teacher Under the direction of the Director of Special Services, the Psychologist is responsible for providing special education evaluations including functional behavioral assessments; psycho-educational assessments; consultation and pre-referral assistance; assistance in the development of individual educational plans and positive behavioral support plans; provides recommendations and consultation to professional staff concerning students at-risk; provides individual counseling and leads student support groups; provides mental health screenings and referrals; and provides advocacy, liaison and follow up with referrals and outside agencies providing resources or assistance to students and families in the District. SECTION II: ESSENTIAL DUTIES AND RESPONSIBILITIES Conducts psycho-educational assessments including evaluating and interpreting intellectual, social, behavioral and developmental areas. a) Reviews historical data. b) Diagnoses and identifies educational and personal problems; exceptional children; and assists in the development of individualized plans. c) Selects and reviews testing outcomes. d) Observes student behaviors. e) Conducts psychological assessments. f) Interprets test results and data to staff, parents and students. g) Writes up formal psychological reports, recommendations, interpretations, and assessments in accordance with relevant local, state and/or federal policies, procedures, guidelines or requirements. h) Discusses findings, reports, issues, concerns and problems with parents, students and staff. Participates in pre-referral consultation and planning meetings. Attends multidisciplinary child study team meetings, working with parents and staff to discuss and enhance student learning, adjustment, and/or development. a) Attends child study team meetings to assist in the planning, development of student plans, and referral recommendations. b) Develops and recommends appropriate and measurable interventions. c) Conducts file reviews. d) Consults with and advises teacher and parents concerning recommendations. Provides recommendations and materials for additional/community resources, if appropriate. e) Provides recommendations to counselors, teachers and parents of students at-risk. Supervises and serves as the initial assessment coordinator. Compiles, analyzes and summarizes multidisciplinary team results into written format/plan. Determines assessment and placement decisions in accordance with legal requirements, guidelines and regulations. Page 1

2 Screens students for eligibility in support groups. Facilitates and leads support groups for students dealing with depression, peer interactions, emotional problems or other issues. Provides individual counseling and support to students with emotional problems or issues. Serves as a liaison and an advocate for the student between outside agencies. a) Conducts individual counseling/therapy and crisis interventions to address problems such as school refusal, anxiety, bullying, aggression, anger management, self esteem, and family issues. b) Serves as district crisis team chair and assists in establishing protocols, procedures, manuals and in-services for staff. Conducts mental health screenings for individuals/students in need, or referred by parents and/or educational professionals. a) Assists in the implementation of the Suicide Prevention Program. Presents information to students on depression and suicide in classes. Administers depression screening to all students (e.g. 10 th grade) and provides individual follow up for students at-risk. Serves on District committees, task forces, administrative meetings or IEP meetings to provide assistance in curriculum development, assessing student progress and performance, or to participate in the building decision-making. Develops and provides in-services for staff on ADHD interventions, behavioral management, death and grief, informational processing, trauma reactions, etc. Performs other duties of a comparable level or type, as required. a) Provides professional expertise and assistance to individuals, other district staff and the community concerning areas of instructional expertise/knowledge. b) Attends training sessions, conferences, seminars, district and departmental meetings. c) Keeps abreast of changing developments, trends, instructional and educational/psychological technologies. Page 2

3 SECTION III: WORK REQUIREMENTS AND CHARACTERISTICS EDUCATION/KNOWLEDGE REQUIREMENT: Minimum education required to perform adequately in position could reasonably be attained only by completing the following: REQUIRED EDUCATION/TRAINING (choose one) less than high school diploma High school diploma or GED. 1 year college 2 years college DEGREE INFORMATION: Type of degree: (B.S., M.A., etc.) Master s Degree Major field of study or degree emphasis: Psychology, School Psychology or related areas. 3 years college 4 years college 1st year graduate level Essential knowledge and specialized subject knowledge required to perform the essential functions of the job: x 2nd year graduate level Doctorate level Principles, approaches and techniques used in the assessment, diagnosis, and evaluation of aptitudes, academic skills, personality, social skills, and emotional development. Principles, practices and procedures used in the intervention of learning problems, personal adjustment, counseling, social skills training, crisis intervention, and behavioral management. Knowledge and application of relevant federal and state laws, due process requirements, eligibility requirements/criteria pertaining to work areas. Theories, concepts and fundamentals of child development, learning and behavior. Knowledge of community resources within and outside of the school. Required Work Experience in Addition to Formal Education/Training: Minimum of 1 year psychological testing, assessment and evaluation experience LICENSE/ CERTIFICATION Identify licenses/certification required: Licensed by the State of MN as a School Psychologist. Page 3

4 ESSENTIAL SKILLS REQUIRED TO PERFORM THE WORK Skilled in: Skilled in conducting and making evaluations, assessments, and diagnostic evaluations and determinations. Skilled in determining eligibility of students for special services in accordance with federal and state laws, guidelines and criteria and in implementing and applying procedures and methods consistent with due process requirements. Skilled in conducting and implementing student interventions using a wide variety of psychological and counseling tools, approaches and strategies. Skilled in preparing and formulating IEP plans, preparing assessment and evaluation reports, progress reports and the like. Skilled in the conduct of test administration, test scoring, test interpretation, data collection techniques and test selection. Individual counseling and support group facilitation. Skilled in planning, preparing for presentations before individuals and groups. Skilled in conflict resolution strategies and interviewing techniques. Dealing with children, staff, parents, administrators and other educational professionals over parent and student issues and concerns. Interactions require persuasion, instruction and working with others to gain cooperation, persuading and understanding of educational issues/needs. RESPONSIBILITY FOR DIRECT SUPERVISION OF THE FOLLOWING POSITIONS 1 Titles of Positions Directly Supervised # of Employees TOTAL INDIRECT SUPERVISION: Number of employees indirectly supervised: Total: HAZARDOUS WORKING CONDITIONS Unusual or hazardous working conditions related to performance of duties: Duties are generally performed in a typical classroom/school setting where there are minimal environmental hazards and risks. Employee(s) may be exposed occasionally to disagreeable conditions involving human/student/parental contact. Page 4

5 PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities Employee is required to: Never 1-33% Occasionally 34-66% Frequently % Continuously Stand Walk Sit Use hands dexterously (use fingers to handle, feel) Reach with hands and arms Climb or balance Stoop/kneel/crouch or crawl Talk or hear Taste or smell Physical (Lift & carry): up to 10 pounds up to 25 pounds up to 50 pounds up to 75 pounds up to 100 pounds more than 100 pounds PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities Physical requirements associated with the position can be best summarized as follows: Light Work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or negligible amount of force constantly to lift, carry, push, pull, or otherwise move objects in the performance of the job. Page 5

6 SECTION IV: CLASSIFICATION HISTORY AND APPROVAL This Position Description reflects an accurate and complete description of the duties and responsibilities assigned to the position. Department Head s Signature Date Classification History: Prepared 6/2007 by BCC. Date Board Adopted: 4/2/2008 Page 6