School Psychologist

Salary: $47,917 to $73,050/year - In Accordance with the CLEA Master Agreement

Reports To: Building Administrator

QUALIFICATIONS:

Approval from the Michigan Department of Education as a School Psychologist.
Master’s degree in Educational Psychology or School Psychology.
Able to work effectively with staff, students and the community.
Knowledge of district and state assessments.
Knowledge of psychometrics, assessments and interpretation.
Strong written and oral communication skills.
Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

PREFERENCES

Experience as a school psychologist in a school setting or other related agency.
Demonstrated skill in providing assessment and written psychological evaluations of intelligence, achievement, personality and adaptive behavior.
Demonstrated skill in identifying eligibility criteria for those suspected of mental impairment, learning disability, emotional impairment or other handicapping conditions.
Understanding and practice of Multi Tiered Systems of Support within the school setting.
Understanding of Positive Behavior Support best practices.

ESSENTIAL FUNCTIONS:

Follow all state and federal guidelines and timelines for the service and assessment of children.
Serve as a member of the multidisciplinary evaluation team (MET) and assist in the comprehensive assessment of students suspected of having a disability as outlined in the Michigan AdministrativeRules for Special Education.
Serve as a member of the Individual Educational Planning (IEP) Team to assist in the determination of eligibility, placement, and development of the Individualized Educational Plan.
Develop, implement, and train staff and students, in the support of behavior plans that help create meaningful, positive change in students with mental disabilities and behavioral issues.
Participate in establishing procedures for early identification and intervention for learning, social and emotional difficulties in the pre-assessment of students suspected of being disabled.
Provide consultation and planning for effective classroom organization, social structures, implementation of effective teaching techniques and development of appropriate educational plans and behavior management programs.
Development of assessment procedures that measure instructional progress and learning outcomes for individual children.
Assist in modifying instructional practices to make them more appropriate to the social and academic needs of students with diverse backgrounds and characteristics.
Interpret and explain all psychological assessment data in a meaningful and understandable manner, to necessary personnel such as parents, teachers and administrators.
Objectively analyze all situations in order to make a placement decision based on the best interest of that child.
Provide information and resources regarding community agencies and educational programs to assist parents, school personnel, and others who work with youth, to be more effective in their roles.
Work directly with students, families or educators to help solve problems related to learning and adjustment.
Participate in all mandatory staff meetings and all in-services.
Carry out the special education policies and procedures in all assigned buildings.
Develop and write annual goals and short-term instructional objectives for students assigned to caseload.
Compile and maintain records, written reports, and other documentation for students assigned to the caseload or as a part of a response to intervention assessment.
Work as a team member with instructional staff and parents/ guardians to refer eligible students to outside agencies and other community resources.
Provide in-service information and training to staff and parents on topics that support educational and social development.
Other duties as assigned by the Special Services Director.
Adherence to Core Competencies. (click here to see attachment)

METHOD OF APPLICATION: Applicants must apply online (hard copies will not be accepted). A letter of interest and resume must be provided and the Personal Information section of the online application must be completed.

In compliance with Title VI and Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973 (as amended), the Age Discrimination Act of 1975, the Americans with Disabilities Act of 1990 (as amended), and the Elliott-Larsen Civil Rights Act of 1977, it is the policy of Center Line Schools that no person shall, on the basis, race, color, religion, national origin or ancestry, gender/sex (including sexual orientation and transgender identity), age, disability, height, weight, marital or family status, military status, genetic information, or any other legally protected category(collectively, "Protected Classes"), be excluded from participation in, be denied the benefits of, or be subjected to discrimination during any program or activity or in employment. For information, contact the Assistant Superintendent of HR, 26400 Arsenal, Center Line, MI 48015, 586. 510.2003.

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