- Position Type:
Certified Support/School Psychologist
- Date Posted:
Administration - Psychology Services
- ROCKFORD PUBLIC SCHOOL DISTRICT #205
Job Title: School Psychologist
Job Code: 9650
Supervisor: Supervisor of Psychological Services
PURPOSE OF THE POSITION:
School psychological services are mandated and described in the School Code of Illinois as well as the state’s special education regulations (the 23 Illinois Administrative Code 226). The role and function of the psychologist encompasses four broad areas: Evaluation and Assessment, Direct Service Intervention and Treatment, Consultation and Collaboration with parents and other professionals, and Program Development and related Staff Training. Illinois Administrative Code regulations (226.250b)2b)) require that “school psychological services shall be available, in an appropriate quantity, to all children for whom the district is responsible.”
None with the exception of on-site supervision of school psychology interns (School Code 14-1.09.1 (viii)).
DUTIES AND RESPONSIBILITIES: 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. In addition to the requirements listed below, regular attendance is an essential function of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this position.
- Ensures that all actions are in concert with the Board policies as well as the mission statement, beliefs, objectives and parameters found in the Board’s strategic plan.
- Carries out such additional duties as required or as conditions necessitate.
- Participates in job training and professional growth opportunities in order to enhance ability to perform the essential functions of the job.
- Performs other related duties as assigned for the purpose of ensuring an efficient and effective work environment.
- Data-Based Decision Making. The school psychologist demonstrates expertise in collecting, managing, and interpreting various types of individual and group data. Must apply sound principles of data-based decision making to all aspects of practice (e.g., designing interventions, monitoring student progress, consulting with school administrators, and disseminating intervention research findings within the school setting).
- Conduct psychological evaluations. This includes the “screening of school enrollments to identify students who should be referred for individual case study” (IAC226.250b)2)A)I) and School Code 14-1.09.1(ix)) and the “administration and interpretation of psychological and educational evaluations” in cases when specialized individual evaluations are deemed appropriate and with “recommendations which will lead to meaningful educational experiences for the child” (School Code 14-1.09.1(I) and IAC226.250b) 2)A)ii)). The school psychologist provides a comprehensive understanding of the psychological principles that govern behavior and learning.
- Provide counseling and other direct service interventions. This includes “counseling with students, parents and teachers on educational and mental health issues” (School Code 14-1.09.1(iii)) and “performing psychological remedial measures as appropriate to the needs of students, individually or in groups. (IAC226, 250b)2)A)iii)). It also includes “providing crisis intervention within the school setting” (School Code 14-1.09.1(vi)).
- Consult and collaborate with parents, teachers and other professionals. This encompasses a broad range of activities that may include: a) “consulting with teachers and other school personnel in relation to behavior management and learning problems” (IAC226.250b)2)v),b) “helping teachers, parents and others involved in the educational process to provide optimum teaching and learning conditions for all students” (School Code 14-1.09.1(viii)),c) “acting as liaisons between public schools and community agencies (School Code 14-1.09.1(iv)),d) consulting with non-school professionals regarding student behavior, learning and social-emotional problems and e) serving as a “mental health expert” by supporting district personnel directly in questions of well-being regarding themselves.
- Develop programs and conduct staff training. These activities may include, a) “consulting in program development” (IAC226.250b)2)A)vi)) and “evaluating program effectiveness” (School Code 14-1.09.1(v)), and conducting research on behavior, learning, child and adolescent development, etc., b) “…assist(ing) in the process of developing an educational climate conducive to the optimum development of all children. Emphasis shall be placed on prevention as well as rehabilitation, or indirect as well as direct services” (IAC226,250b)2)C)), c) “participating in parent education and the development of parent understanding” (IAC226.250b)2)A)iv)), and d) conducting staff development workshops on subjects such as inhibitors to the learning process, behavior management, character development, social-emotional development and related problems, psycho-neurological conditions, general child development, etc.
- Assumes any other duties as may from time to time be delegated by the supervisor and the supervisor may make any adjustment in the scope of responsibilities as outlined above which will be in the best interest of the school district.
Illinois certification (Type 73) is required. Bilingual as required by location.
KNOWLEDGE, SKILLS AND ABILITIES:
The school psychologist possesses a broad base of knowledge and skills in a number of areas, including, but not limited to 1) psychology, 2) student achievement 3) neuropsychology, 4) human behavior, 5) family dynamics, 6) school law, regulations, policies and procedures, 7) various disabilities of childhood and adolescence and 8) child development.
Moderate in-district travel as well as intermittent in-state and out-of-state travel. Intermittent prolonged and irregular hours of work.
This job description describes duties and responsibilities which are representative of the nature and level of work assigned to the position. The identified duties and responsibilities are intended only as illustrations of the various types of work that may be performed. The omission of specific duties does not exclude them from the position.
The job description does not constitute an employment agreement between the school district and employee and is subject to change by the school district as the needs of the school district and requirements of the job change.
Physical Aspects of the Position (Check all that apply)
1. Climbing – Ascending or descending ladders, stairs, scaffolding ramps, poles and the like, using feet and legs and/or hands and arms. Body agility is emphasized. 2. Balancing – Maintaining body equilibrium to prevent falling when walking, standing or crouching on narrow, slippery or erratically moving surfaces. 3. Stooping – Bending body downward and forward by bending spine at the waist. 4. Kneeling – Bending legs at knee to come to a rest on knee or knees. 5. Crouching – Bending the body downward and forward by bending leg and spine. 6. Crawling – Moving about on hands and knees or hands and feet. 7. Reaching – Extending hand(s) and arm(s) in any direction. 8. * Standing – Particularly for sustained periods of time. 9. * Walking – Moving about on foot to accomplish tasks, particularly for long distances. 10. * Pushing – using upper extremities to press against something with steady force order to thrust forward, downward or outward. 11. * Pulling – Using upper extremities to exert force in order to draw, drag, haul or tug objects in a sustained motion. 12. * Lifting – Raising objects from a lower to a higher position or moving objects horizontally from position to position. This factor is important if it occurs to a considerable degree and required the substantial use of upper extremities and back muscles. 13. * Finger use – Picking, pinching, typing or otherwise working, primarily with the fingers rather than the whole hand or arm as in handling. 14. * Grasping – Applying pressure to an object with the fingers or palm. 15. * Talking - Expressing or exchanging ideas by means of spoken word. Those activities in which you must convey detailed or spoken instructions to other workers accurately, loudly or quickly. 16. * Hearing – Perceiving the nature of sounds. Ability to receive detailed information through oral communication, and to make fine discriminations in sounds such as when making fine adjustments on machinery. 17. * Repetitive Motions – Substantial movements (motions) of the wrist, hands, and/or finders.
The Physical Requirements of the Position (Check one)
1. * Sedentary Work – Exerting up to 10 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, push, pull or otherwise move objects, including the human body. Sedentary Work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met. 2. Light Work – Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of force greater than that for sedentary work and the worker sits most of the time, the job is rate for Light Work. 3. Medium Work – Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. 4. Heavy Work - Exerting up to 100 pounds of force occasionally, and/or up to 50 pounds of force frequently, and/or up to 20 pounds of force constantly to move objects. 5. Very Heavy Work – Exerting in excess of 100 pounds of force occasionally, and/or in excess of 50 pounds of force frequently, and/or in excess of 20 pounds of force constantly to move objects.
The visual acuity requirements including color, depth perception and field of vision (Check one)
1. * Machine Operations – inspection, close assembly, clerical, administration. This is a minimum standard for use with those whose work deals largely with preparing and analyzing data and figures, accounting, transcription, computer terminal, extensive reading, or visual inspection. 2. Mechanics – Skilled tradespeople – This is a minimum standard for use with those whose work deals with machines such as power tools, lathes and drills. 3. Mobile Equipment – This is a minimum standard for use with those who operate cars, trucks, forklifts, cranes, and high equipment. 4. Other – This is a minimum standard basis on the criteria of accuracy and neatness of work for janitors, sweepers, etc.
The Conditions the Worker will be subject to in this position (Check all that apply)
1. * The worker is subject to inside environment conditions. 2. The worker is subject to outside environment conditions. 3. The worker is subject to both environmental conditions. (Activity occurs inside and outside) 4. The worker is subject to extreme heat or cold for periods of greater that one hour. 5. The worker is subject to noise which would cause them to have to shout. 6. The worker is subject to hazards: Includes a variety of physical conditions, such as proximity to moving mechanical parts, electrical current, chemicals, etc.