School Psychologist - Everett Public Schools

 

DEFINITION: 

 

School Psychologists support students’ learning, social development and mental and behavioral health by implementing assessments, utilizing problem solving and data-based decision-making to determine the needs of the students and recommending evidenced-based interventions. School psychologists collaborate and consult with educators, families, and other professionals to help create safe, healthy, and supportive learning environments for all students. The essential duties or responsibilities listed below are intended only as illustrations of the various types of work that may be performed. School psychologists provide a comprehensive range of services as described in the current standards from the National Association of School Psychologists. The school psychologist functions as part of the school’s Student Support Services Team.

PREREQUISITE TRAINING AND EXPERIENCE:

1. Qualified applicants will have completed an accredited graduate degree program at the specialist-level (e.g., Ed.S., M.A. + CAGS; M.A. + CAS; M.S./M.A.) or higher requiring a minimum of 60 graduate semester hours of study and a 1200 hour supervised internship in School Psychology, with a minimum of 600 hours in a school setting.
2. Qualified applicants will hold or be eligible to obtain a valid School Psychologist license/certificate issued by the Massachusetts Department of Elementary and Secondary Education School Psychologist, all levels
3. School psychologists who hold the National Certification in School Psychology (NCSP) in addition to the required state certification/licensure are encouraged to apply.

 

SALARY AND WORKING TIME:

 

According to the Everett Teachers Association contract 

 

PERFORMANCE RESPONSIBILITIES:

 

Data-Based Decision Making and Accountability

• Utilize varied models and methods of assessment and data collection for identifying strengths and needs of individual students and the broader school community, developing effective services and programs, and measuring progress and outcomes

Consultation and Collaboration

• Consult and collaborate with colleagues, students, families and other stakeholders to promote effective implementation of services

Interventions and Instructional Support to Develop Academic Skills

• Use assessment and data collection methods to implement and evaluate services that support cognitive and academic skills

Interventions and Mental Health Services to Develop Social and Life Skills

• Use assessment and data-collection methods to implement and evaluate services that support socialization, learning, and mental and behavioral health, including but not limited to behavioral supports, individual and group counseling, and social skills training

 

School-Wide Practices to Promote Learning

• Develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others (e.g., positive behavior interventions and supports) (currently do not)

Preventive and Responsive Services

• Promote services that enhance learning, mental and behavioral health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery (currently do not)

 

Family–School Collaboration Services

• Implement and evaluate services that respond to culture and context and facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social–behavioral outcomes for children (currently do not do)

Diversity in Development and Learning

• Provide effective professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations for all aspects of service delivery.

Research and Program Evaluation

• Evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels.

Legal, Ethical, and Professional Practice

• Provide services consistent with ethical, legal, and professional standards;
• Engage in responsive ethical and professional decision-making;
• Collaborate with other professionals
• Apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills

 

Perform any other duties and assume other responsibilities as may be assigned by the Director of Special Education, Superintendent of Schools and Assistant Superintendents.  

The Everett Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.