Position Overview -  (WTU) 10 month Instructional 

Step/Salary: 1-10/$51,539 to $83,199, commensurate with education level and relevant work experience. 

Essential Duties and Responsibilities

• Selects, administers, scores, and interprets approved individual psychological, intelligence, and behavioral measures, using instruments and procedures approved by DCPS to referred students.
• Prepares evaluation reports utilizing the format approved by DCPS; and writes reports that are meaningful to parents, teachers, and students.
• Analyzes evaluation data, student records, and information pertinent to student learning, and formulates hypotheses and conclusions relating to learning and behavioral issues.
• Acts as Lead on Special Education meetings.
• Acts as point of contact for Case Managers regarding eligibility.
• Ensures interventions are being implemented in the general education setting.
• Monitors fidelity of interventions implemented at Tier I and Tier II level.
• Screens individual student cases for proactive academic and behavioral interventions.
• Participates in MDT/IEP committee meetings to interpret evaluation results to parents and school personnel.
• Serves in a consultative role with designated personnel to offer prevention and intervention strategies related to learning and behavioral problems of students; and provides consultation on an on-going basis to teachers, parents, and other school personnel to resolve students' learning and behavioral problems.
• Develops appropriate interventions and strategies to assist individual students in academic growth and school adjustment.
• Screens individual student cases for proactive academic and behavioral interventions.
• Identifies, evaluates, and re-evaluates referred students with special programming needs; individual student evaluation services will require the school Psychologist to include the following activities:
• Gathers background information via record review, staff, and/or parent.
• Interviews and observes.
• Selects test instruments valid for student and purpose of evaluation.
• Administers assessments.
• Analyzes and integrates evaluation results and provides instructional and programming recommendations.
• Presents interpretation of evaluation to parent and team.
• Submits typed reports.
• Completes written psychological reports and parent conferences for each evaluation; and interprets psychological reports with parent/guardian.
• Consults and collaborates with parents, school personnel, and others regarding mental health, behavioral, and educational concerns:
• Reviews needs.
• Observes children.
• Interviews children.
• Assists with developing interventions.
• Reviews progress.
• Provides support system to parent.
• Helps others understand child development and how it affects learning and behavior.
• Strengthens working relationships between teachers, parents, and service providers in the community.
• Designs and develops student and classroom interventions for preventing disorders, promoting mental health and learning, and improving education programs:
• Consults with teachers, parents, students, and/or family, depending upon problem.
• Identifies problems.
• Develops strategies that involve all parties.
• Provides pre-referral interventions and strategies to SST.
• Monitors progress, adjusting interventions as needed.
• Maintains flexibility to respond to emergency referrals.
• Provides meaningful, helpful suggestions to school personnel regarding behavior management, social skill development, conflict resolution, functional behavioral assessments/behavioral intervention planning, and instructional strategies.
• Consults with parents regarding their individual student(s).
• Assists school staff in the development of appropriate academic and vocational education plans for the student.
• Acts as a psychological consultant for other staff members and community agencies.
• Attends due process hearings as requested.
• Checks and responds to DCPS email on a daily basis.
• Submits productivity forms on a weekly basis.
• Serves in a consultative role with designated personnel to offer prevention and intervention strategies related to learning and behavioral problems of students; and provides consultation on an on-going basis to teachers, parents, and other school personnel to resolve students’ learning and behavioral problems.
• Uploads assessment reports to SEDS upon completion and documents all due diligence efforts made.
• Completes all Random Moment in Time moments as assigned.
• Reviews assigned assessment caseload and reports barriers to Program Manager.
• Required to attend all mandatory monthly staff meetings, case conferences, trainings, and professional developments.

Qualifications

• Master's Degree in School Psychology, Educational or Clinical psychology from an accredited institution, to include forty-two (42) semester hours of graduate level coursework and five hundred (500) clock hours of satisfactory field experience in a pre-K through 12 school setting under the supervision of a certified school psychologist. See DCMR 1659.1 for additional details regarding required graduate level coursework.
• Certification as a School Psychologist by the District of Columbia Office of the State Superintendent of Education (OSSE).

Personal Qualities of Top Candidates

• Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
• Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
• Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
• Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
• Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.
• Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others
• Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.
• Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner.