TITLE: School Psychologist
QUALIFICATIONS: Certification as a School Psychologist from the Illinois State Board of Education with an active Type 73 certificate.
JOB GOAL: To contribute to the social, emotional, and academic development of students through assessment and collaboration with educators, parents, and community.
REPORTS TO: Director of Special Student Services/ School Principal
SUPERVISES: School Psychologist Interns
PERFORMANCE RESPONSIBILITIES: (Adopted from the Illinois School Psychologist Association and the Illinois State Board of Education Standards for the School Psychologist Section 23.130)
1. Data-Based Decision-Making and Accountability(Use varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems and in measuring progress to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of service, e.g., interviewing techniques, norm-referenced cognitive and achievement tests, curriculum-based assessment, criterion-referenced assessment, functional assessment, behavioral assessment, behavioral observation, social developmental history, and adaptive behavior assessment.)
Collect assessment results and other data to identify student learning needs, establish goals, align and modify curriculum and instruction, and design intervention strategies.
Use data to evaluate outcomes of services
Use environmental data (e.g., home, community, etc.) to plan interventions.
Apply psychometric theory to the evaluation of assessment materials and techniques.
Apply knowledge of research findings and methodology to the evaluation of curricula and other instructional materials.
Analyze group performance to design interventions.
Use data to identify factors that influence learning and behavior at the classroom or building level.
2. Consultation and Collaboration (Collaborate effectively with others in planning and decision-making processes at the individual, group, and system level.)
Participate in collaborative decision-making and problem-solving with other professionals to achieve student success.
Use a variety of communication modes to disseminate information, maintaining confidentiality and ethical guidelines.
3. Assessment (Use formal and informal assessment techniques to evaluate the performance and progress of students.)
Conduct formal and informal assessments to determine a student's intellectual abilities, learning needs, achievement levels, emotional and behavioral functioning, and social skills.
Use assessment results to identify students' learning needs, develop instructional strategies, and contribute to recommendations regarding students' eligibility for and placement in special education.
Interpret results of psychological evaluations and communicate findings to school personnel as they relate to general and special education.
4. Learning and Instruction
Assists school personnel in developing cognitive and academic goals for all students.
Supports schools' efforts to use evaluation techniques that measure cognitive and academic progress of all students.
Use formal and informal assessment techniques to evaluate the performance and progress of students.
Use assessment results to identify students' learning needs, develop instructional strategies, and contribute to recommendations regarding students' eligibility for and placement in special education.
Monitor and adjust interventions in response to feedback.
Collaborate with school personnel to develop appropriate academic goals and interventions for all students who do not meet the Illinois Learning Standards or locally developed objectives.
5. Socialization and Development of Life Skills
Participate in development of methods to assist teachers and families in teaching pro-social behavior to students.
Assist parents and other caregivers with the development and implementation of behavior change in the home.
Participate in development of classroom behavior management interventions.
6. Prevention, Crisis Intervention, and Mental Health (Evaluate tests and other relevant data to assist in identifying students at risk for academic or emotional problems.)
Identify and recognize behaviors that are precursors to academic, behavioral, and personal difficulties.
Review crisis intervention plans used in the schools.
Analyze educational environments to develop strategies that encourage motivation and engagement in productive work through mutual respect
and cooperation.
Participate in assessment of preschool and periodic on-going screening programs to identify problem areas and children who should be referred for individual evaluation.
Have the ability to provide individual and group counseling services to students.
7. Home/School/Community Collaborations (Work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.)
Participates in collaboration between environments to design and evaluate behavioral or academic interventions and programs.
Coordinate psychological service operations with other districts and community agencies.
Assist in in-service programs for staff, parents, and community relating to child behavior and development.
Provide up-to-date developments in the field to the district administration and staff.
Serve as liaison for school-community partnerships.
8. Research and Program Evaluation
Evaluate psychometric properties when selecting assessment methods.
Apply knowledge of professional literature and research findings to all aspects of professional practice, including service delivery improvements.
Provide information about relevant research findings to school personnel, parents, and the public.
9. School Psychology Practice and Development
Practice in accordance with ethical standards.
Participate in continuing professional development.
Share professional resources with teachers, parents, and others to enhance services to students.
Maintain useful and accurate records and communicates information responsibly to families/guardians, students, colleagues, and community members as appropriate.
Supervise eligible school psychologist interns.
Participate in assessment measures and professional development activities adopted by the Board.
TERMS OF EMPLOYMENT: Ten months a year. Contract terms and salary to be determined by
the Board