Reports to

School Principal

Director of Instructional Services

Superintendent 

Essential Job Functions

  • Conducts comprehensive psychological assessments of students referred for evaluations and write the report for the assessment results.
  • Interpret the results of psychological evaluations to school personnel, other concerned professionals, and parents.
  • Serve as a member of the Individual Education Planning Committee to assist in the development of an individualized education plan (IEP) to enable the student to progress educationally.
  • Participate in the process required by federal, state, and local regulations for the identification, placement, and review/re-evaluation of students with special needs.
  • Assist in developing behavioral objectives for individual students and special class groups; suggest implementation strategies as appropriate; and confer with teachers and parents regarding strategies for the solution or amelioration of individual learning or adjustment problems of students.
  • Assist with the organization of, and serves as a leader in, staff development activities in the field of psychological services.
  • Establish and maintains cooperative working relationships with coworkers, students, and parents.

Other Job Functions

  • Other duties as assigned

Qualifications

Education

  • An earned Bachelor’s degree from an accredited university, and
  • An earned Master’s degree in School Psychology from a regionally accredited university, OR
  • Current enrollment in a School Psychology Master’s degree program in a regionally accredited university with Internship eligibility.

 

One of the following California credentials or combination of credentials authorizing K-12 service must be in force and on file.

  • General Pupil Personnel Services Credential authorizing service as a school psychologist;
  • Service Credential with a specialization in pupil personnel services designating service as a school psychologist;
  • School Psychologist Credential

Knowledge, Skills, Abilities, and Personal Characteristics

  • Knowledge of special education law, ed code, and federal and state laws pertaining to students with special needs.
  • Knowledge of the growth and development of children and adolescents, learning theory, and mental health concepts.
  • Sensitivity to, and understanding of, the unique differences and needs of disabled students and their parents.
  • Knowledge of uses and limitations of standardized individual and group tests, and semi-projective devices.
  • Ability to assume leadership in teacher/staff development activities.
  • Understanding of the relationship between the total education program as well as counseling and psychological services.
  • Facility in oral and written communication.
  • Appropriate manner including poise, tact, good judgment, and ability to work effectively with District personnel, community representatives, and students.

Physical and Environmental Elements:

  • This position may include long periods of sitting or standing in an environment with moderate noise levels, and no direct exposure to hazardous physical substances.  This position is frequently required to stand, sit or walk, use hands and fingers and reach with arms.
  • Specific vision abilities required by this job include close vision to read printed materials and a computer screen with ability to adjust focus.
  • Communication skills required by this job include the ability to hear and speak.
  • Finger dexterity is needed to access, enter and retrieve data using a computer keyboard, typewriter keyboard, or calculator and to operate standard office equipment.
  • The position occasionally bends, stoops, reaches, pushes, and pulls drawers to retrieve and file information and lifts and carries items that typically weigh less than 20 pounds.
  • May have occasional exposure to irate parents, staff, and public and private representatives.

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