FULL TIME - 186 DAY SCHOOL YEAR POSITION
Deadline: Until Filled
Master's degree in school psychology or equivalent. Must have completed 45 graduate hours in school psychology or related area in addition to an internship. Have completed no less than a 500 clock hour supervised internship with school age persons. Meets competency requirements as set forth in the Special Education Rules. Completed one year of successful experience as a school
psychologist with direction from a fully approved school psychologist.
Evaluates pupils referred as potential candidates for Special Education program and presents a report to the local education authority on pupils he/she has evaluated. Test may include intelligence, achievement, personality and perceptual motor test.
ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
CERTIFICATES, LICENSES, REGISTRATIONS:
Valid teaching certificate with one or more special education endorsements.
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations.
Ability to define problems, collect data, establish facts, and draw valid conclusion. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
OTHER SKILLS and ABILITIES:
Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom one is assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication.
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 the essential functions.
While performing the duties of this job, the employee is regularly will sit, walk and stand. Specific vision abilities required by this job include close vision.
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 the essential functions.
The noise level in the work environment is occasionally quiet to moderate. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety and well-being of students.