Job: School Psychologist

This posting has expired and is no longer available.

Job Description


Job Number:2016-1114

School Psychologist
ERAC-Special Services

FTE: 1.000
Hours Per Day: 7.00
Position Type: Continuing

Start Time:
End Time:

Salary: $43,135.00 - $82,806.00

Closing Date: Open Until Filled - To be considered for this position, please submit a
completed online application and upload required documents on or before
this date.

Additional Information: 1.0 FTE - SCHOOL PSYCHOLOGIST - MULTIPLE POSITIONS

JOB TITLE: SCHOOL PSYCHOLOGIST

GROUP: HEA

WORK DAYS PER FISCAL YEAR
: 180

FLSA STATUS
Exempt

SUMMARY: This position provides consultation with instructional staff, counselors, and district personnel, on

behavior management techniques, and instructional strategies; serves as liaison between school personnel,

parents, administrators, and outside support systems; supervises the maintenance of case records and reports

on students involved with special education; monitors current psychological service programs and their

effectiveness and makes changes and recommendations for improvements; possesses and maintains

competency in assessment and evaluation techniques; plans for continuing evaluation and reassessment of

students’ progress in special education; facilitates communication between all professional staff; and performs

other duties and responsibilities as assigned by the Executive Director of Student Support Services.

CONTEXT AND MISSION: Highline Public Schools serves approximately 19,000 students in the communities of

Burien, Des Moines, Normandy Park, SeaTac, Boulevard Park and White Center Heights in Washington State.

Starting in the fall of 2012, the Highline community came together to develop a four-year strategic plan outlining

the community’s bold goals and big dreams for its children. The plan’s promise is that every student in Highline

Public Schools is known by name, strength, and need, and graduates prepared for college, career, and citizenship.

The collective commitment embodied in the plan is grounded in the community’s deep belief that Highline
students are capable of reaching the plan’s ambitious goals and is driven by students’ aspirations for their future.

The instructional vision articulated in the plan is organized around Four Pillars that guide professional and

organizational practices:

- Equitable access to rigorous, standards-based instruction. High-quality instruction for all students.

- Results-focused professional learning and collaboration. Investing in our people so they continuously fine-

tune their craft and grow in their profession.

- Strong partnerships with families and community. Schools can’t do it alone. We are better when students,
families, community and educators work hand-in-hand.

- A culturally responsive organization. Our diversity is a strength and an asset. We are committed to equity,
excellent service for all, and continuous improvement.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not

exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also

be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the

essential functions.

- Serves as a liaison between school personnel, parents, administrators, and outside support systems.

- Provides consultation with instructional staff, counselors, and district personnel, specifically to behavior
management techniques, curriculum and instruction.

- Supervises the maintenance of case records and reports on students involved with special education.

- Monitors current psychological service programs and their effectiveness and makes changes and
recommendations for improvements.

- Maintains competency in assessment and evaluation techniques in light of psychometric procedures. Considers
abilities, interest and present performance levels of students in planning.

JOB DESCRIPTION: SCHOOL PSYCHOLOGIST

MINIMUM QUALIFICATION

EDUCATION AND EXPERIENCE:

Master’s Degree in School Psychology, an Ed.S. Degree in School Psychology or equivalent that meets ESA

certificate standards for School Psychology

Washington State ESA certificate in School Psychology or ability to certify

CONDITION OF EMPLOYMENT:

Criminal background clearance

KNOWLEDGE OF:

Principles and practices of Psychology

Crisis situations and substance abuse problems

Principles and practices of intervention and prevention

Stress, Anxiety, Depression, Family, School Relationships

Symptomatic, Addictive or Compulsive behaviors

Therapeutic modalities

School board policies and procedures

ABILITY TO:

Communicate effectively verbally and in writing

Maintain effective working relationships with other people

Operate a variety of modern office equipment including microcomputers and related software

Work independently with minimal supervision

Exercise good judgment and maintain confidentiality

Previous experience in teaching, counseling, and/or psychological services to special education students is desirable.

Training/experience in in-service presentations is desirable.

Training/experience in curriculum adaptations and instructional interventions is desirable

Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP: Executive Director of Student Support Services

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 sit. The employee frequently is

required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee is

occasionally required to stand and walk. The employee must regularly lift and/or move up to 10 pounds and

occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision,

and ability to adjust focus.

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 regularly works in indoor conditions and regularly works

near video display. The noise level in the work environment is usually moderate.

JOB DESCRIPTION: SCHOOL PSYCHOLOGIST

CLASSIFICATION HISTORY
Transferred to newest format by Human Resources, 2014.01.24
Revised by Human Resources to include district introduction, 2013.10.14
Revised by Human Resources 02/2010
Updated by Human Resources 10/2001

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not

intended to include, every possible activity and task performed by every specific employee.