Qualifications:

Credentials: Master’s Degree in Psychology

Education: Education or a related field. Post master’s Certifications in

Psychometry and School Psychology.  A valid school Psychology

Certificate issued by the State Department of Education

Reports to:  Special Services Director

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. While performing the duties of this job, the employee occasionally works in outside weather conditions and is occasionally exposed to we and/or humid conditions, extreme cold, and extreme heat.  The noise level in the work environment is usually moderate to loud.

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 required to talk or hear.  The employee frequently is required to stand or walk. The employee is occasionally required to sit; use hand to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl; and taste or smell.  The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Job Goals:

• To provide individual psycho-educational evaluation in the areas of social and emotional adjustment, intelligence, academic achievement, sensory and perceptual motor functioning and environmental/cultural influences.

• To provide a psycho-educational diagnosis and interpret the results of evaluations, and other factors which influence the learning process.

• To provide a psycho-educational diagnosis and interpret the results of evaluations, and other related services required to meet the individual needs of students.

• To improve or maintain the student’s level of functioning to facilitate optimal learning through the identification, evaluation and treatment of problems.  

Performance Responsibilities:

• Prepare comprehensive psycho-educational reports.

• Makes recommendations for intervention and acts as an IEP team member.  Attends categorical eligibility that involves presentation of evaluation results.

• Maintains confidential records.  Provides documentation of progress and prepares evaluation. 

• Consults with physicians, hospitals, and other medical personnel regarding the needs of students with disabilities. 

• Travels to the various sites to provide services.

• Assists with in-service training of school personnel and parents.

• Conducts or participates in appropriate research.

• Stays abreast of new developments in the professional field by periodically reviewing appropriate literature and attending professional organizational meetings.

• Give healthy and effective alternatives to teachers, parents, and administrators about problems in learning and behavior.

• Help others understand child development and how it affects learning and behavior.

• Strengthen working relationships between educators, parents and community services.

• Identify potential learning difficulties.

• Design programs for at-risk children.

• Provide parents and teachers with information and the skills to cope with disruptive behavior.

• Help foster tolerance, understanding, and appreciation of diversity in the school community.

• Develop school-wide initiative to make schools safer and more effective.

• Work face-to-face with children and families.

• Help solve conflicts and problems in learning and adjustment.

• Provide social skills training, behavior management/analysis, and other strategies.

• Help families and schools deal with crisis, such as separation and loss.

• Use a wide variety of techniques at an individual, group, and other systems level to evaluate: academic skills, learning aptitudes, personality and emotional development, social skills, childhood disorders, i.e. attention, hyperactivity, anxiety, depression, etc., behavior, learning environment and school climate, and eligibility for special services. 

• Maintains punctual schedule, as assigned, and keeps written daily log of activities.

• Shares a calendar with assigned schools and special services coordinator.

• Performs such other duties as may be assigned.