School Psychologist

State of North Carolina•Granville County, NC

20h•Onsite

About The Position

We are seeking a school psychologist at Granville Correctional Institution, Butner, NC (Granville County). This position offers a rewarding opportunity to support students pursuing high school equivalency diplomas. Success requires flexibility, strong instructional skills, and a strong work ethic. The School Psychologist delivers targeted support for struggling students in core behavioral, academic, and social-emotional areas, through individual, small group, and whole class counseling and instruction, to offenders aged 18 to 22 pursuing high school equivalency diplomas, providing targeted remediation and enrichment as needed. Reporting to the School Principal, the School Psychologist is a core member of the academic team responsible for implementing the school’s vision and goals. The teacher delivers behavioral, academic, and social-emotional supports to diverse student groups within a medium custody male correctional facility.

Requirements

Sixth-Year Advanced degree or above in School Psychology (from an appropriately accredited college)
Current (non-expired) State of North Carolina Professional Educator’s License (Class Code S or D) with certification in the area of School Psychology or be eligible to obtain an Emergency or Residency teaching license or Provisional Certification in the aforementioned certification area(s).
Eligibility requirements for the Emergency and Residency Licenses are: Emergency One-Year License Eligibility: the candidate must (1) hold a bachelor's degree with 18 hours of coursework relevant to the requested licensure area (but has not completed a recognized educator preparation program) and (2) does not qualify for a Residency License
Residency License Eligibility: the candidate must (1) hold a bachelor's degree from an accredited college/university; (2) have completed 24 hours of coursework relevant to the requested area of licensure OR passed the content area examination relevant to the requested licensure area that has been approved by the State Board of Education; (3) be enrolled in a recognized Educator Preparation Program (EPP).
This position is governed under Chapter 115c, Elementary and Secondary Education, and Chapter 126 of the NC State Human Resources Act.
Applicants must complete the application in full.
Resumes will not be accepted in lieu of completing the State application.
Applications must include: Complete education history (including high school) Full work experience details Certificates and licenses, if applicable
Education must be from appropriately accredited institutions.
Information provided must support responses to supplemental questions.
Incomplete applications may impact screening and salary determination.
Applicants may be subject to a criminal background check and drug screen.
If multiple applications are submitted, only the most recent application received before the closing date will be considered.

Nice To Haves

Documented experience implementing and possessing a working knowledge of the National Association of School Psychologists’ Model for Comprehensive and Integrated School Psychological Services and the NC Professional School Psychology Standards Documented experience in working with and implementing frameworks for targeted support for struggling students (such as intervention systems) which include service delivery including universal screening, progress monitoring, problem-solving processes, and delivery of interventions through the use of effective critical thinking and problem-solving skills
Documented experience utilizing state and federal policies and regulations related to special education (IDEA), Section 504, and ADA
Documented experience with a variety of formal and informal student assessment measures when considering all areas of suspected disabilities for possible special education placements
Documented experience implementing instructional best practices regarding curriculum and instruction and developmental stages in school environments

Responsibilities

Collaborating with district and school-level staff to deliver a framework for targeted support for struggling students (such as intervention systems, Individualized Education Plans (IEPs)) providing high-quality instruction and intervention matched to student needs across tiers
Providing services to all Youth Schools including direct and indirect support of universal screenings, use of data-based problem-solving, data-based decision-making, development of academic and behavioral interventions, progress monitoring, and interpretation of data to various stakeholders
Administering and providing written reports of comprehensive psychoeducational assessments to address areas of suspected disability when required, including review of records, interviews with stakeholders, observations of students, and direct testing
Consult with school system staff, families (as appropriate), community members, private agencies, and others individually or through team meetings regarding cognitive, academic, social, and behavioral performance/needs of students individually, in small groups, and in whole group settings
Collaborating with all school personnel regarding students and best instructional practices