Hours Per Day:
Position Type: Continuing
Salary: $56,368.00 - $111,245.00
05/23/2019 - To be considered for this position, please submit a completed
online application and upload required documents on or before this date.
Additional Information: (2) 1.0 FTE positions available. The School Psychologists will work at various
locations across the district.
Check for additional Information
JOB TITLE: SCHOOL PSYCHOLOGIST
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
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. Highline Public Schools 002ESAPSYC School Psychologist Page 2 of 3
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. Highline Public Schools 002ESAPSYC School Psychologist Page 3 of 3