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Psychologist - 23-14; School Psychologist; 1.0 FTE; Student Services; Probationary

Employer
Oregon Educator Data Dashboard
Location
Ashland, OR
Closing date
Apr 12, 2024

View more

Specialty
Student & Scholar Services
Position Type
Other
Hours
Full-time
Employment Type
Permanent
Organization Type
Other
Job Title: Psychologist - 23-14; School Psychologist; 1.0 FTE; Student Services; Probationary
Category: Student Support Services

POSITION TITLE: School Psychologist, 1.0 FTE; Probationary

SITE: Various district sites

TARGET START DATE: August 17, 2023

FLSA: Exempt

SALARY: Based on licensed salary schedule + $7,000 stipend

Ashland School District appreciates the diversity and worth of all individuals and groups and their roles in society. It is the policy of the Ashland School District Board of Education that there will be no discrimination or harassment of individuals or groups on the grounds of age, color, creed, disability, marital status, national origin, race, religion, sex or sexual orientation in any educational programs, activities or employment.

Family and Medical Leave Rights:

English: https://www.dol.gov/whd/regs/compliance/posters/fmlaen.pdf
Spanish: https://www.dol.gov/whd/regs/compliance/posters/fmlasp.pdf

JOB SUMMARY:
Under the supervision of the Director of Student Services, this position is directly responsible for the psychological assessment of academic, social, emotional, and behavioral domains utilizing problem-solving and standardized evaluations. The School Psychologist/Behavior Specialist monitors the completion of case study evaluations and Individualized Education Plan (IEP) conferences and problem-solving meetings designing systems, programs and services that maximize students' social, emotional, and educational success. In collaboration with staff, families, students, and communities the school psychologist/behavior specialist promotes effective educational environments.

ESSENTIAL DUTIES AND RESPONSBILITIES
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily with or without a reasonable accommodation.

Professional Preparedness and Growth
Evaluation technique reflects well-planned and effective methodology.
Develops and helps teachers implement instructional practices and strategies that include multiple methods of assessment, support student in meeting rigorous learning goals and engage and encourage learners to develop deep understanding of content areas.
Understand how learners grow and develop, recognizing variations within and across cognitive, linguistic, social, emotional and physical areas, diversity of cultures and communities; implement and insure a developmentally appropriate, challenging and high-standards learning environment.
Make objective, non-emotional, well-informed decisions regarding the welfare of students.
Improves professional skills through in-service workshops, district meetings, continuing education, etc.
Goal setting and cooperative planning with supervisor.

Principles of Teaching and Learning
Shows respect, consideration and fairness of students varying learning levels.
Meets needs of students with special interests, abilities, and learning problems.
Gives students personal help and positive reinforcement.
Challenges students to think and express their thoughts through developmentally appropriate activities.
Helps students set achievement expectations and evaluate their own progress.
Establish and communicate clear objectives.
Provide a variety of learning materials and resources for use in educational activities.

Multi-Ethnic/Multi-Cultural Education
Aware and appreciates cultural diversity and the importance of communication skills reflecting sensitivity to the feeling of all persons regardless of their race, color, religion, sex, gender, sexual orientation, age, or national origin.

Evaluation
Accurately administers and interprets assessments, evaluations, and provides written reports for such conditions as Intellectual Disability, Emotional Disturbance, Traumatic Brain Injury, Autism, and Other Health Impairments (OHI).
Update and maintain accurate and complete records of student progress and development as required by school, district, state, and federal policies, regulations and laws.
Consults principal, specialist, other teachers in the school, and students in evaluating own plans, methods, and results.
Uses instruments and methods that effectively measure the students' attainment of goals.
Reviews student files to determine eligibility for existing students and Oregon eligibility for new students moving in from out-of-state.
Observes students.
Provides instructional consultation and intervention and short-term counseling.
Provides behavioral consultation and crisis intervention support, including assistance with writing; implementing; and monitoring of behavior plans, risk assessments, and functional behavior assessments.
Serves as a consultant for referrals and placement into separate special education classrooms.
Coaches school staff in Behavior Intervention Supports.
Communicates effectively in a professionally appropriate manner with parents/guardians, colleagues, and students regarding student progress.

Classroom Management
Assists teachers in the development and implementation of effective classroom management strategies, providing a safe, secure and respectful learning environment; communicate student behavior expectations in a positive manner; convey reminders, rules and expectations with consistency and equity, while recognizing the unique qualities and characteristics of the individual.

Communication Skills
Regularly communicates with parents, students, colleagues, and supervisors in writing and verbally in a professionally appropriate manner.
Actively listens to concerns, problems or issues and formulates a professionally appropriate response which is aligned with the Ashland School District's core values.
Encourages and builds strong school to home and community partnerships to better serve the needs of all students in the Ashland School District.

Organizational Responsibilities
Cooperates with and supports faculty members.
Observes the spirit and intent of rules and regulations of the school and school system.
Assists schools with, and participates in, Individual Education Plan (IEP), placement, intervention, and other educational meetings and decision processes.
Assumes necessary non-instructional responsibilities.
Provides complete data to the school and district administration as requested for management purposes.
Maintains accurate student records.
Encourages parent participation in school programs and activities.
Shares the responsibilities with all other employees for promoting the educational goals and developing public acceptance of the school system.

OTHER DUTIES AND RESPONSIBILITIES
This organization believes that every individual makes a significant contribution to our success. That contribution should not be limited to assigned responsibilities. Therefore, this position description is designed to define primary duties, qualifications and job scope but should not limit the incumbent nor the organization to the work identified. It is our expectation that every employee will offer their services wherever and whenever necessary to ensure the success of the District's goals.
QUALIFICATIONS
The requirements listed below are representative of the knowledge, skill and/or ability required. The equivalent combination of experience, training, certification, education or degree that provides the required knowledge, skills and abilities may be used as an alternative to prerequisites. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions
Education and/or Experience: A Master's Degree in Applied Behavioral Sciences, Psychology, Social work or Mental Health related fields. Experience developing and implementing intensive behavioral intervention programs with students with complex and/or severe behavioral problems.
Certificates, Licenses, Registrations: Hold or be eligible for a Professional Services License with a School Psychologist endorsement through the Teacher Standards and Practices Commission (TSPC)
Interpersonal Skills: Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; maintains calm in tense situations; remaining open to others' ideas and contributing to building a positive team spirit.
Communication Skills: Strong verbal and written communication skills. Ability to appropriately communicate with students, teachers, administrators, parents and members of the community and others including vendors, law enforcement and other agencies. Ability to exercise good judgment and work in an environment with constant interruptions.
Data Analysis: Strong statistical and data analysis skills, including the use of Excel and other database software systems.
Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several variables in a variety of situations
Computer Skills: General knowledge of computer usage and ability to use database software, e-mail, internet software, spreadsheets, teaching software and word processing software.

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 communicate with others including understanding and being understood. While much of the work will be completed in an office environment, the employee will need to move between buildings, visiting sites throughout the district. This position requires use of a variety of digital systems, software, and hardware for communication, budgeting, and compliance. This position may require some travel outside the district.

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 usually low to moderate, but occasionally high depending upon student population and activities. The employee is occasionally exposed to wet or humid conditions and outdoor weather conditions. Employee may be exposed to bloodborne pathogens.

VALUES
The District is focused on eliminating systemic racism and its impact on student learning. ASD is committed to equal opportunity and nondiscrimination in all its educational and employment activities. The District prohibits discrimination based on race; national or ethnic origin; color; sex; religion; age; sexual orientation; gender expression or identity; pregnancy; marital status; familial status; economic status or source of income; mental or physical disability or perceived disability; or military service. Ashland Public Schools is an equal opportunity and affirmative action employer.

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) at any time as it deems advisable, pursuant to Collective Bargaining Agreement.

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