School Psychologist - Student Support Services

Position Type:
Certified Special Education
Date Posted:
4/28/2022
Location:
Student Support Services
Date Available:
08/01/2022
Posting ID# 935
April 28, 2022
POSITION: School Psychologist
LOCATION: Student Support Services
LICENSE: K-12 School Psychologist Endorsement, ELAD preferred
OPEN TO: Employees of Carson City School District and external licensed applicants.
APPLICATION PERIOD: Closes May 4, 2022, or until filled.
NOTE: This position begins the 2023-2024 school year. Position includes 10 additional days added to base contract. This position is strictly contingent upon sufficient funding and student enrollment.
APPLICATION: Complete the online application by clicking "Apply for this Position." The application will require:

• Cover letter
• Resume
• Copy of transcripts (originals required if recommended for hire),
• Current Nevada teaching license,
• Last three (3) evaluations (if no evaluations or incomplete: submit documentation on why no or partial evaluations)
• Three (3) letters of recommendation dated within the last two years.

SALARY & BENEFITS: Salary placement based on education and verified contracted teaching experience accepted. Salary range Begins at $70,942.80- $92,428.80. Employer-paid retirement, health and life insurance, sick leave benefits and personal leave.
Must possess a Nevada license endorsed for the specific subject(s) and to perform other educational functions at the level and in the field for which he/she is to be employed, issued in accordance with law and in full force at the time the services are rendered. (NRS 391.170). All applicants must meet all highly qualified requirements. Bilingual preferred.
Must be able to pass the pre-employment drug screen test.
This is a replacement position.
REASONABLE ACCOMMODATION:The Human Resources Department will make efforts to provide reasonable accommodations to disabled candidates in the employment process. If you have special needs, please notify the Human Resources Department at the time you turn in your application or at least three (3) days prior to an interview by calling (775) 283-2130.
Carson City School District
Job Description
Job Title:School Psychologist K-12
Department:Student Support Services
Reports To: Director of Student Support Services
FLSA Status: Exempt: Non-exempt
Prepared By: Associate Superintendent of Human Resources
Prepared Date: 2/26/2015
POSITION SUMMARY:
The School Psychologist delivers school-based psycho-educational services that improve student performance, enhance student educational success, and promote the mental health interests of children and youth. The School Psychologist typically works at two (2) or more school sites where services are provided to both general and special education students. Broad-based services include consultation, support for interventions, assessment and evaluation, professional development, and school improvement activities. The School Psychologist is expected to adhere to applicable federal and state laws and regulations (i.e., Family Educational Rights and Privacy Act (FERPA), Individual with Disabilities Education Improvement Act (IDEA), Nevada Administrative Code (NAC), Section 504, as well as Carson City School District and Student Support Services Department policies and procedures. This person will report directly to the Student Support Services Director.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
This list of Essential Duties and Responsibilities is not exhaustive and may be supplemented.

• Using consultation and collaborative problem solving with school personnel and parents to address student learning, behavior, mental health, and social issues.
• Assisting parents with referring the student to appropriate community agencies when needed.
• Working directly with students, educators, and parents in a systematic process of intervention assistance and short-term Support Services that may focus on academic or behavioral interventions and supports, learning strategies, counseling services, social skills instruction, and other targeted services for support of instruction and intervention.
• Assisting with school-based intervention operations, including the development of Individualized Intervention Plans for at-risk students and support for implementation of curriculum-based measurement (CBM) practices for universal screening and progress monitoring.
• Conducting assessments and evaluations in conjunction with teachers, parents, and other related services personnel in relation to student academic performance and achievement, student progress, learning aptitude, social/emotional development, adaptive functioning, and other relevant domains.
• Using eligibility standards (IDEA, NAC; Section 504), Department procedures, and a variety of assessment techniques to assist the Multidisciplinary Team (MDT) in determining student eligibility for Student Support Services or student need for reasonable accommodations.
• Writing comprehensive MDT Evaluation Reports following Department standards.
• Assisting the Individualized Education Program (IEP) Team, as needed, in developing appropriate services for identified special education students.
• Assisting the MDT Team, as needed, in developing reasonable accommodations for identified Section 504 students.
• Promoting and advancing mental health issues relevant to students and families.
• Actively support the functioning of the school-based crisis team to include training and support for implementation of the Suicide Intervention Protocol, Legal 2000 procedures, transition supports for students returning to school from hospitalization, and mental health screenings, as needed.
• Serving in additional capacities, such as conducting professional development activities for school staff members regarding best practices and supporting school improvement activities.

• Actively promoting and supporting Department initiatives associated with the District's IC Framework including; but not limited to, the monitoring of disproportionality in special education, development of School Wide Positive Behavioral Interventions and Supports (PBIS).
• Participate in other job-related duties and activities related to the position, as assigned.

POSITION EXPECTATIONS:

• Comply with and implement related federal and state laws and District policies, regulations, and procedures as related to psycho-educational services.
• Maintain confidentiality.
• Communicate effectively both written and orally.
• Practice consistent documentation of evaluation caseloads and provided services as requested by the supervising Psychological Services Coordinator or Director.
• Utilize a computer for email communication, data collection, documentation, and the development of written evaluation reports.
• Demonstrate general knowledge in the fundamental principles, trends, and research in the field of school psychology.
• Work collaboratively with students, parents/guardians, peers, administration, and community members.
• Maintain and improve professional competence.
• Perform other job-related duties, as assigned by administrator.

Competencies
To perform the job successfully, an individual should demonstrate the following competencies:

• Analytical - synthesizes complex or diverse information; collects and researches data; uses intuition and experience to complement data; designs work flows and procedures.
• Problem Solving - identifies and resolves problems in a timely manner; gathers and analyzes information skillfully; develops alternative solutions; works well in group problem solving situations; uses reason even when dealing with emotional topics.
• Technical Skills - assesses own strengths and weaknesses; pursues training and development opportunities; strives to continuously build knowledge and skills; shares expertise with others.
• Customer Service - manages difficult or emotional customer situations; responds promptly to customer needs; solicits customer feedback to improve service; responds to requests for service and assistance; meets commitments.
• Interpersonal Skills - focuses on solving conflict, not blaming; maintains confidentiality; listens to others without interrupting; keeps emotions under control; remains open to others' ideas and tries new things.
• Oral Communication - speaks clearly and persuasively in positive or negative situations; listens and gets clarification; responds well to questions; demonstrates group presentation skills; participates in meetings.
• Written Communication - writes clearly; edits work for spelling and grammar; varies writing style to meet needs; presents quantitative and qualitative data effectively; able to read and interpret written information.
• Teamwork - balances team and individual responsibilities; exhibits objectivity and openness to others' views; gives and welcomes feedback; contributes to building a positive team spirit; puts success of team above own interests; able to build morale and group commitments to goals and objectives; supports everyone's efforts to succeed.
• Change Management - develops workable implementation plans; communicates changes effectively; builds commitment and overcomes resistance; prepares and supports those affected by change; monitors transition and evaluates results.
• Leadership - exhibits confidence in self and others; inspires and motivates others to perform well; effectively influences actions and opinions of others; accepts feedback from others; gives appropriate recognition to others.
• Quality Management - looks for ways to improve and promote quality; demonstrates accuracy and thoroughness.
• Cost Consciousness - works within approved budget; develops and implements cost saving measures; contributes to profits and revenue; conserves organizational resources.
• Diversity - demonstrates knowledge of EEO policy; shows respect and sensitivity for cultural differences; educates others on the value of diversity; promotes a harassment-free environment; builds a diverse workforce.
• Ethics - treats people with respect; keeps commitments; inspires the trust of others; works with integrity and ethically; upholds organizational values.
• Organizational Support - follows policies and procedures; completes administrative tasks correctly and on time; supports organization's goals and values; benefits organization through outside activities; supports affirmative action and respects diversity.
• Judgment - displays willingness to make decisions; exhibits sound and accurate judgment; supports and explains reasoning for decisions; includes appropriate people in decision-making process; makes timely decisions.
• Motivation - sets and achieves challenging goals; demonstrates persistence and overcomes obstacles; measures self against standard of excellence.
• Planning/Organizing - prioritizes and plans work activities; uses time efficiently; plans for additional resources; sets goals and objectives; organizes or schedules other people and their tasks; develops realistic action plans.
• Professionalism - approaches others in a tactful manner; reacts well under pressure; treats others with respect and consideration regardless of their status or position; accepts responsibility for own actions; follows through on commitments.
• Quality - demonstrates accuracy and thoroughness; looks for ways to improve and promote quality; applies feedback to improve performance; monitors own work to ensure quality.
• Quantity - meets productivity standards; completes work in timely manner; strives to increase productivity.
• Safety and Security - observes safety and security procedures; determines appropriate action beyond guidelines; reports potentially unsafe conditions; uses equipment and materials properly.
• Adaptability - adapts to changes in the work environment; manages competing demands; changes approach to best fit the situation; able to deal with frequent change, delays, or unexpected events.
• Attendance/Punctuality - ensures work responsibilities are covered when absent; arrives at meetings and appointments on time.
• Dependability - follows instructions, responds to management direction; takes responsibility for own actions; keeps commitments; commits to long hours of work when necessary to reach goals; completes tasks on time or notifies appropriate person with an alternate plan.
• Initiative - volunteers readily; undertakes self-development activities; seeks increased responsibilities; takes independent actions and calculated risks; looks for and takes advantage of opportunities; asks for and offers help when needed.
• Innovation - displays original thinking and creativity; meets challenges with resourcefulness; generates suggestions for improving work; develops innovative approaches and ideas; presents ideas and information in a manner that gets others' attention.

POSITION REQUIREMENTS - Education and Training:
Master's (MA or MS) or Educational Specialist (Ed. S.) degree from a regionally accredited college or
university with a concentration in school psychology.
Licenses and Certifications:
Must possess, or be able to acquire, a license endorsement as a School Psychologist from the Nevada
Department of Education including:
a. Completion of a minimum of 60 graduate credits in identified areas of study for school psychology;
b. Completion of a full (1,000 hour minimum) supervised internship in school psychology; or,
c. Hold a certificate as a nationally certified School Psychologist issued by the National School Psychology Certification System of the National Association of School Psychologists.
A valid driver's license that allows the applicant/employee to legally operate an insured motor vehicle in Nevada.
When applying for a certificated licensed ...