School Psychologist
Qualifications:
Certification by State Department of Education in School Psychology
Additional criteria as the board may require
Qualifications should not be established for the individual, but rather
for the position.
Reports To: Pupil Appraisal Center Manager and Supervisor of Special
Education
Supervises: Students
Performance Responsibilities:
The school psychologist shall, in the area of
DOMAIN I. CLINICAL SKILLS
The School Psychologist
1. enables students to derive the fullest possible educational experience from school
by providing a full-range of psychological services to students in need of such
assistance;
2. provides individual or group therapy/counseling for those children whose
identified problems would benefit from such services;
3. functions as evaluation coordinator for designated referred students;
DOMAIN II. POLICY IMPLEMENTATION
The School Psychologist
1. evaluates as a member of the multidisciplinary team and in accordance with the
guidelines set forth in Bulletin 1508 and the regulations implementing Act 754,
those pupils suspected of being in need of special educational services;
2. maintains confidentiality of all student records in compliance with state and
federal laws; and
3. performs such tasks and duties as assigned by the superintendent and/or his
designee.
DOMAIN III. CONSULTATION
The School Psychologist
1. assists teachers and other school personnel in the design and implementation of
educational and behavioral interventions for referred pupils;
2. interprets assessment findings to parents, teachers, principals, and other
professional parish personnel and responsible practitioners outside the school; and
3. confers with parents, teachers, principals, the supervisor of special education and
other parish professional staff whenever necessary on matters relative to
assessment, behavior management, exceptional children, learning, child
development, and any other areas within the expertise of the school psychologist.
DOMAIN IV: PROFESSIONALISM
1. The school psychologist grows and develops through professional development as assigned and voluntarily to improve teaching and learning.
• Attends and constructively participates in meetings and professional development activities.
• Uses active listening skills.
• Accepts and recognizes the value of the contribution of others.
2. The school psychologist shows professionalism in attitude and conduct
• Develops leadership and responsibility in colleagues and students if applicable.
• Demonstrates skills to receive and give constructive feedback.
• Identifies problems and issues and works collaboratively to contribute ideas and find solutions.
• Maintains communication with immediate supervisor, keeping him/her informed of problems, concerns, and significant developments.
• Uses verbal and non-verbal communication in a respectful manner.
• Writes and speaks clearly and concisely for understanding.
• Develops and maintains a safe and caring environment for students.
• Represents the schools and district in a positive manner.
• Adheres to Lafourche Parish School Board employee dress code.
• Treats all stakeholders in a respectful and helpful manner.
• Cooperates with administration in the performance of additional duties.
• Cooperates with building and district staff in planning and evaluation.
• Completes tasks, reports, and documents accurately according to specified timelines and expectations.
• Minimizes bias in self and others and accepts responsibility for his/her own actions.
• Adheres to Board policies and procedures and administrative rules, guidelines, and regulations.
• Adheres to district guidelines relative to attendance. Regularly reports to work on time and works additional hours when deemed necessary.
• Adheres to ethical, legal and professional standards.
• Applies laws, policies, regulations, and procedures fairly, consistently, wisely, and compassionately.
• Follows directives as assigned by supervisor.
• Refrains from revealing confidential information.
• Uses proper administrative procedures for making requests and resolving conflicts.
**Domain IV denotes non-instructional indicators. Deficiencies in these areas shall not be subject to a plan of intensive assistance.
METHOD OF EVALUATION
The combination of the applicable measure of growth in student learning and the qualitative assessment of performance competencies and standards shall result in a composite score used to distinguish levels of overall effectiveness.
OTHER DUTIES AND RESPONSIBILITIES
Other duties may be assigned
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 frequently required to stand, walk, speak, hear and sometimes sit. Occasionally the employee will bend or twist at the neck more than the average person. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs. such as boxes of books and AV/VCR carts.
Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus.
WORK ENVIRONMENT: The work environment described here is representative of which 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 is frequently exposed to a noise level in the work environment which is moderate to loud.
The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
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