PRIMARY FUNCTION: To provide school psychological services related to the identification of and services for students with disabilities.

REPORTS TO: Program Manager, Special Education

SALARY SCHEDULE: Teacher

WORK DAYS: 200

REQUIREMENTS:

1. Education Level: 
   • Educational Specialist degree from an accredited university
   • OR Master’s degree from an accredited university and
     • Completion of a National Association of School Psychologists (NASP)-approved School Psychology program; OR Submission of a valid National Certified School Psychologist (NCSP) credential issued by the National School Psychology Certification Board.
2. Experience, Skill and Certification: Valid Georgia Certificate in School Psychology 
3. Preferred Experience: 
   • Previous full-time school psychological services experience, including psycho-educational diagnostic testing
   • Experience as a teacher and/or related school experience
   • Experience in developing academic and behavioral interventions for the Response To Intervention (RTI) process

ESSENTIAL DUTIES

1. Provides school psychological services to students in the public schools by means of psychological-educational tests, observation procedures, and consultations with administrators, teachers, and parents.
2. Communicates results and conclusions of evaluations as related to instruction.
3. Completes comprehensive written reports according to departmental guidelines, accurately and punctually.
4. Creates academic and behavioral interventions.
5. Upholds the highest standards of confidentiality.
6. Participates in RTI, special education eligibility, and placement committees, as required by state guidelines.
7. Follows policies regarding psychological services consistent with federal, state, and local requirements.
8. Maintains records and statistical data of all activities.
9. Demonstrates effective methods of delivering psychological services with particular concern for fair and accurate assessment and interpretations.
10. Assists in staff development activities.
11. Functions as a cooperative team member with site personnel
12. Uses program evaluation data to provide information to the Special Education Program Manager.
13. Performs other duties as necessary for the effectiveness of the organization.

Non-Essential Responsibilities

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

Certain limited aspects of General Duties and Responsibilities items referenced in Section 1 (b) and (d) might be considered “non-essential” in a specific situation. Any request for accommodation must be reviewed on an “individual case” basis.

Physical and Sensory Demands

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

CLASSROOM   Employees in this category spend at least most of the workday in a typical classroom or related educational environment. There will be prolonged periods of standing or walking, and there may be frequent bending, stooping, or stretching. There are occasions that require the lifting or pulling of equipment or supplies. Reading, listening, writing, and speaking are requirements. There are few exceptional physical or sensory demands, but there may be occasions that require the lifting or restraint of a student.