GENERAL DEFINITION AND CONDITIONS OF WORK

Conducts tests and evaluates the needs and educational programs of referred students; plans and assists in implementation of programs to enable students to attain appropriate achievement; consults with teachers and parents regarding such needs and/or issues. Facilitates the provision of appropriate mental health services by community mental health agencies and/or providers.

ESSENTIAL FUNCTIONS/TYPICAL TASKS

The minimum performance expectations include, but are not limited to, the following functions/tasks:

• Maintains and respects confidentiality of student and school personnel information, while maintaining the safety and welfare for all students and staff members;
• Follows federal, state, and local laws, regulations, and policies regarding children's educational welfare;
• Reports any pertinent information to the proper authorities in cases of child endangerment, neglect, or abuse;
• Assesses psychological and educational needs of referred students and consults with appropriate professional persons regarding implications and results;
• Provides and maintains clearly written and comprehensive reports and data which provide practical educational recommendations;
• Participates in eligibility meetings, IEP meetings, and disciplinary review meetings at various schools within the division, as needed;
• Assists in interpretation of criteria for determination of eligibility;
• Prepares and conducts assessment reports and other administrative documents as necessary;
• Cooperates with staff members and parents in maintaining a positive climate during
• meetings and/or conferences;
• Consults with appropriate persons concerning the educational environment and factors affecting ' learning; serves as a resource at the school level as well as within the community (i.e., child study committees, IEP meetings, in-services, interagency consultations);
• Consults and/or counsels with students, school staff, and parents regarding academic and/or personal, social needs; provides information regarding community services available to students;
• Maintains accurate records of all psychological services provided;
• Responds to crisis situations in tandem with colleagues and community personnel;
• Maintains licensure at the state and/or national level; assumes responsibility for professional growth and keeps materials, supplies, and skills up-to-date;
• Assists with the development and provision of in-service programs, child development, special education and other related areas;
• Serves as a liaison between the schools and clinical psychologists, psychiatrists and/or other health officials/agencies providing mental health services to NCPS students
• Maintains a liaison with the community and state organizations;
• Attends workshops/seminars/professional meetings to remain informed of new developments and literature in school psychology;
• Interprets and upholds School Board policy and special education procedures;
• Takes all necessary and reasonable precautions to protect students; equipment, materials, and facilities;
• Complies with and supports school and division regulations and policies;
• Models non-discriminatory practices in all activities;
• Performs other duties as assigned by the Director of Special Education and Student Services and/or Superintendent of Schools in accordance with school/division policies and

KNOWLEDGE, SKILLS, AND ABILITIES

Decision-making skills are an important aspect of this position, affecting a large segment of the organization, students, and teachers. Extensive knowledge of acceptable psychological testing procedures and practices is required. Knowledge of special education laws and regulations is required. Candidates must be knowledgeable of school law and the legal provisions related to childcare. Must be able to demonstrate the ability to function effectively as a team member in determining appropriate services for the children through such meetings as Child Study, Eligibility, IEP, etc.

EDUCATION AND EXPERIENCE

Candidate must be a graduate of an accredited college or university and must hold an Ed.S. Degree or equivalent from an approved program in school psychology or have otherwise qualified for DOE licensure in the State of Virginia.

SPECIAL REQUIREMENTS

Candidate must have completed a school year of full-time supervised internship (12 graduate semester hours or equivalent) in an accredited school with experience at multiple age levels. Must be able to provide own transportation to school-related functions, community agencies, and thehomes of students, and schools throughout the division. Frequent operation of office equipment is required. Candidate must possess good moral character.

PHYSICAL DEMANDS/REQUIREMENTS:

Duties performed typically in school settings to include: offices, conference centers, and classrooms. Frequent walking, standing, stooping, lifting, up to approximately 20 pounds, and occasional lifting of equipment and/or materials weighing up to 40 pounds. Other limited physical activities may be required. Frequent operation of a vehicle and office equipment is required. Regular and frequent contact made at all organizational levels f<Jr the purpose of developing and achieving organizational goals and missions. Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or. computer data, determining the accuracy and thoroughness of work. Candidate must possess the ability to work with special needs students. Regular contact with staff members, and parents is required. Frequent contact with parents by phone and in person may be necessary. Occasional contact with medical professionals may be required.

EVALUATION

Performance of this job will be evaluated in accordance with provisions of the Board's Policy on Administrative personnel.

Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities by the Director of Special Education and Student Services.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is occasionally exposed to wet and/or humid conditions, extreme cold, and extreme heat. The noise level in the work environment is usually moderate.

TERMS OF EMPLOYMENT:
Eleven-Month - 220 days Administrative Salary Scale.
Salary and work year to be established by the Board.