School Psychologist, Tolleson Union High School District


Position:
School Psychologist

Type:
Public


Location:
Suburban


Job ID:
124028

County:
Northwest Maricopa


Posted:
June 06, 2024




Contact Information:
Tolleson Union High School District
9801 W. Van Buren St.
Tolleson, AZ 85353
District Website

Contact:
Stacie Almaraz
Phone: 623-478-4011
Fax:
District Email


Job Description:

Purpose

The job of the School Psychologist is for the purpose of supporting students' academic, social, and emotional development. The School Psychologist will assess and address learning and behavioral challenges, collaborate with educators and parents, and contribute to creating a positive and inclusive school environment, their role involves providing counseling, conducting assessments, and implementing interventions to enhance students’ overall well-being. The School Psychologist  will work together with teachers, administrators, and other specialists (e.g. occupational therapists), to design effective programs for children who face social or emotional problems, developmental or learning disorders, and disabilities. The School Psychologist will advise the Principal in the implementation of these programs in individual or group sessions. The School Psychologist will also occasionally counsel and guide parents and teachers.

Qualifications

 

Required:

  1. Master’s degree in School Psychology or similar related field from an accredited institution.

2.      Possess a valid School Psychologist certificate issued by the Arizona Department of Education.

3.      Valid AZ Department of Public Safety (DPS) Identity Verified Print (IVP) Fingerprint Clearance Card.

4.      Strong understanding of state education policies and regulations.

5.      Effective communication and counseling skills.

6.      Integrity and professionalism.

7.      A positive, patient, and resilient personality.

Preferred:

8.      A Ph.D or Psy.D in School Psychology or similar educational field.

9.      Bilingual in English and Spanish.

 

Essential Functions

1.      Will work under the supervision of the Assistant Principal with the administrative responsibility for Special Education and will work in partnership with the Special Education Department Chairperson.

2.      Direct and plan for necessary psychological and/or counseling services to students on an individual basis, coordinated with the I.E.P. team.

3.      Make individual psychological assessments of students’ potentials and make complete written reports with appropriate recommendations in accordance with the outcomes of the tests, measurements, and clinical judgment of the examiner, in compliance with IDEA requirements.

4.      Evaluations are to be completed on a timely basis and the written report with a recommendation to submitted to the District Special Services Office no later than ten (10) days following the evaluation.

5.      Coordinate all psychological activities with appropriate school officials, to include the administrator in charge of discipline, guidance personnel and the Assistant Principal.

6.      Make recommendations to the Department Chairperson for the development of programs to meet the needs of students identified and/or designated as “cognitive dysfunctional, emotionally disabled and/or therapeutic intervention.

7.      Be procedurally available to pupils, parents, staff, and faculty personnel for the administration of professional advice and consultation on all matters related to psychological needs and services. Participate in staffing meetings as requested by the Department Chairperson.

8.      Be a direct liaison with all community mental health services to provide adequate placement as well as recommended treatment for students and/or families in need of assistance. Serve as a resource for the school nurse, school social worker and transition specialist.

9.      Act as a consultant as needed to the Indian Education Advisor, the ESL and Migrant Programs and assist in the counseling of these students, and testing, if necessary.

10.  Prepare an annual report of accomplishments and recommendations for the school administrator and Director of Special Services in compliance with the IDEA requirements.

11.  Research and study the field of child growth and development in order to gainfully recognize the academic, social and emotional needs of children.

12.  Maintain the high standards of performance and ethical characteristics of the School Psychologist.

13.  Design mental-health intervention and prevention programs.

14.  Implement counseling and educational methods (e.g. breathing or mental imagery techniques) to assist the social, emotional, behavioral health of the students.

15.  Collaborate with educational staff to create coordinated plans.

16.  Evaluate and report on student progress (e.g. using psychometric tests).

17.  Set learning goals based on each student’s emotional, cognitive, and social strengths.

18.  Refer students to community services if needed.

19.  Research new methods to improve children’s wellbeing (e.g. mindfulness).

20.  Mentor and support teachers of high-risk students.

21.  Guide parents in facilitating student’s progress.

22.  Perform other duties as requested by the administrative supervisor, department chair, and Director of Special Services for the purpose of ensuring the efficient and effective functioning of the work unit.

Skills, Knowledge, and Abilities

 

SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: regularly required to talk and hear; frequently required to use hands to touch, handle, or feel objects, tools, or controls and use a keyboard or keypad; regularly type or enter data using a computer keyboard; operating standard office equipment including utilizing pertinent software applications; planning and managing projects; and preparing and maintaining accurate records.

 

KNOWLEDGE is required to perform advanced math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: classroom management theory; and concepts of grammar and punctuation.

 

ABILITY is required to schedule classroom activities, discussions, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is low. Specific ability-based competencies required to satisfactorily perform the functions of the job include: communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working with frequent interruptions; setting priorities; and establishing and maintaining effective working relationships.

 

Responsibility

 

Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; tracking budget expenditures. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to have some impact on the organization’s services.

 

Working Environment

 

The usual and customary methods of performing the job's functions require the following physical demands: the employee will be required to reach with hands and arms; some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity; the employee is frequently required to stand, walk, bend, and sit; the employee is occasionally required to climb, or balance and stoop or kneel; the employee must regularly lift and/or move up to 10 pounds, and occasionally lift and/or move up to 35 pounds. Generally, the job requires 80% sitting, 10% walking, and 10% standing. The job is performed under conditions with some exposure to risk of injury and/or illness. The employee will regularly work indoors in a controlled environment. The noise level in the work environment is usually moderate. Travel between District campuses and to locations outside the District is required.

 

 

Reports to:                                                    

Director of Special Education or Principal

Terms of Employment:           

Ten-month, full time

 

Evaluation:   

This position will be evaluated annually as outlined in Governing Board Policy

 

FLSA Status:                        

Exempt

 

Salary:                       

Initial Placement Salary Schedule for School Psychologist

 

Board Approval:                June 28, 1999 (Adopted)

                                             February 6, 2024 (Revised)



Other:

Please Apply here:

https://www.applitrack.com/tuhsd/onlineapp/default.aspx?Category=School+Psychologist