School Psychologist

Sheridan Sch Dist 48J•Sheridan, OR

2d•Onsite

About The Position

The School Psychologist provides a full range of psychological services to support the academic, social, emotional, and behavioral development of students. Services are delivered in compliance with National Association of School Psychologists (NASP) standards, Oregon Administrative Rules (OAR), and district policies. ESSENTIAL JOB FUNCTIONS: The following statements describe the general nature and level of work performed. They are not intended to be an exhaustive list of all duties. Conduct psychoeducational evaluations and interpret assessment data to determine eligibility for special education services in accordance with IDEA, Section 504, and Oregon Administrative Rules. Utilize data-based decision-making to identify student and system needs, develop interventions, and monitor student progress and program effectiveness. Collaborate with staff, families, and community partners to support student learning and well-being. Participate as a member of the Multi-Tiered System of Supports (MTSS) team and other problem-solving teams to develop and monitor academic and behavioral interventions. Assist in the development, implementation, and evaluation of evidence-based instructional and behavioral supports. Provide mental health and social-emotional services, including consultation, counseling, functional behavioral assessments (FBA), and behavior intervention plans (BIP). Support implementation of school-wide systems (e.g., PBIS) to promote safe, inclusive, and effective learning environments. Assist in prevention, crisis response, threat assessment, and recovery efforts in alignment with district procedures. Facilitate communication and collaboration between families, schools, and community agencies. Provide services that are culturally responsive and promote equitable outcomes for all students. Apply research-based practices and participate in program evaluation to improve student outcomes. Maintain accurate and timely records, reports, and documentation in compliance with legal, ethical, and district requirements. Adhere to all applicable federal and state laws, district policies, and professional ethical standards, including confidentiality requirements. Perform other duties as assigned. WORKING CONDITIONS: T he work environment characteristics described here are representative of those an employee may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions . The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Works in a school environment. Able to use a telephone, operate a computer, and use other office equipment. Able to drive to other program sites and meetings. PHYSICAL REQUIREMENTS: 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 accommodation may be made to enable individuals with disabilities to perform essential functions. 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. While performing the duties of this job, the employee is frequently required to walk and may be continuously required to stand. The employee will frequently bend or twist at the neck and trunk while performing the duties of this job. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. The employee must be able to lift and/or move up to 10 pounds. KNOWLEDGE, SKILLS AND ABILITIES: Use interpersonal skills to consult with teachers, coordinators, counselors, parents, and community agencies personnel. Use appropriate diagnostic and assessment procedures and develop useful alternatives for students and staff. Participate effectively with District and building staff in developing District and building educational programs. Train staff in procedures that are related to their program recommendations. Provide direct intervention services. Evaluate thier own and program’s effectiveness.

Requirements

Valid Oregon School Psychologist License issued by the Teacher Standards and Practices Commission (TSPC), or ability to obtain prior to start date.
A master’s degree, Education Specialist (EdS) degree, or doctorate in school psychology from an approved institution.
Knowledge of IDEA, Section 504, FERPA, and Oregon Administrative Rules related to special education.
Demonstrated ability to conduct evaluations, interpret data, and develop appropriate recommendations.
Ability to work collaboratively with diverse groups of students, staff, families, and community partners.
Effective communication, organization, and problem-solving skills.
Personnel Service certificate with a school psychologist endorsement
Valid Oregon Driver’s License
Use interpersonal skills to consult with teachers, coordinators, counselors, parents, and community agencies personnel.
Use appropriate diagnostic and assessment procedures and develop useful alternatives for students and staff.
Participate effectively with District and building staff in developing District and building educational programs.
Train staff in procedures that are related to their program recommendations.
Provide direct intervention services.
Evaluate thier own and program’s effectiveness.

Nice To Haves

Experience preferred but not required.

Responsibilities

Conduct psychoeducational evaluations and interpret assessment data to determine eligibility for special education services in accordance with IDEA, Section 504, and Oregon Administrative Rules.
Utilize data-based decision-making to identify student and system needs, develop interventions, and monitor student progress and program effectiveness.
Collaborate with staff, families, and community partners to support student learning and well-being.
Participate as a member of the Multi-Tiered System of Supports (MTSS) team and other problem-solving teams to develop and monitor academic and behavioral interventions.
Assist in the development, implementation, and evaluation of evidence-based instructional and behavioral supports.
Provide mental health and social-emotional services, including consultation, counseling, functional behavioral assessments (FBA), and behavior intervention plans (BIP).
Support implementation of school-wide systems (e.g., PBIS) to promote safe, inclusive, and effective learning environments.
Assist in prevention, crisis response, threat assessment, and recovery efforts in alignment with district procedures.
Facilitate communication and collaboration between families, schools, and community agencies.
Provide services that are culturally responsive and promote equitable outcomes for all students.
Apply research-based practices and participate in program evaluation to improve student outcomes.
Maintain accurate and timely records, reports, and documentation in compliance with legal, ethical, and district requirements.
Adhere to all applicable federal and state laws, district policies, and professional ethical standards, including confidentiality requirements.
Perform other duties as assigned.