School Psychologist (Brillion School District)

Calumet County•Chilton, WI

About The Position

The School Psychologist joins the Special Education Team and facilitates learning while promoting students’ cognitive, social, and personal development so they can reach their potential and become fulfilled, productive community members. Under the general direction of the Calumet County Director of Special Education, the position provides intervention, consultation, prevention, assessment, research and program evaluation, and instructional support. This is a grant-funded position through December 31, 2029, with flexibility from 0.5 to 1.0 FTE. Interns are encouraged to apply. The employee may perform other duties as assigned; the listed duties are examples and are not exhaustive. The position has no supervisory responsibilities, but contributes to the oversight and guidance of teachers, specialists, and paraprofessional staff.

Requirements

Master’s degree in School Psychology.
Wisconsin Department of Public Instruction certification in the area of employment.
Ability to read, analyze, and interpret professional and general materials, technical procedures, and governmental regulations.
Ability to write reports, business correspondence, and procedure manuals, and to present information and respond to questions effectively.
Ability to communicate tactfully, clearly, concisely, and accurately with students, parents, and school staff.
Ability to calculate figures and amounts and apply basic algebra and geometry concepts.
Ability to solve practical problems, interpret varied instructions, and exercise judgment and discretion when applying department policies and regulations.
Knowledge of spreadsheet and word-processing software.
Knowledge of district-adopted curriculum, teaching strategies, and current special education topics and methodologies.
Experience working with students with a wide range of disabilities.
Ability to participate in the IEP process and collaborate with support staff to create holistic intervention plans.
Ability to initiate and use relationships to effect change, demonstrate empathy, and build positive student relationships.
Ability to uphold professional standards, ethics, and boundaries; maintain confidentiality; and establish effective working relationships with students, parents, coworkers, agencies, and the public.
Ability to lead and manage others effectively.
Ability to meet the physical demands of the role, including frequent lifting or moving of up to 10 pounds and occasional lifting or moving of up to 50 pounds.

Responsibilities

Work directly and indirectly with students, teachers, and parents to resolve adjustment, behavior, and learning problems.
Provide psychological counseling and help students, families, and school personnel address crises such as death, illness, or community trauma.
Collaborate with teachers, parents, and administrators to identify solutions to learning and behavior problems for students with and without disabilities.
Promote understanding of child development and its effects on learning and behavior, strengthening relationships among educators, parents, and community services.
Promote understanding, acceptance, and appreciation of differences within the school community.
Partner with parents and teachers to promote healthy school environments and collaborate with school staff and community agencies on services that improve psychological and physical health.
Conduct psycho-educational evaluations of academic, social-emotional, and behavioral functioning to support educational decisions.
Select, administer, and interpret assessment instruments appropriately, using multiple methods and sources as required by applicable guidelines.
Complete written evaluation reports within a reasonable time frame and in compliance with professional standards.
Evaluate academic and behavior-management programs and use evidence-based research to develop, recommend, and implement interventions.
Provide academic and behavioral interventions, counseling, and individualized or small-group instruction to maximize student learning and adjustment.
Set session objectives, select instructional materials, and adapt curricula to meet student needs.
Measure and monitor student growth toward instructional objectives using a variety of assessment tools.
Differentiate presentations, activities, and assessments to meet students’ individual needs, interests, and abilities.
Identify student needs and collaborate with professional staff to address personal issues and arrange interventions.
Maintain current records of student progress toward goals and communicate with parents about school programs and student progress.
Maintain and improve professional competence through staff development and other professional growth activities.
Participate in planning, evaluating, and implementing school and District programs through meetings, councils, and committees.
Use community resources to enhance the instructional program.
Uphold and enforce school rules, administrative regulations, and Board policy, and serve as a positive role model for students.