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School Psychologist - Cunningham Intermediate

Company: School District of Beloit
Location: Cottage Grove
Posted on: January 27, 2023

Job Description:

The School District of Beloit is seeking a School Psychologist for Cunningham Intermediate School. This is a permanet/full time position based on a 192-day contract (prorated for 2022-2023). Experience with elementary/intermediate school age students preferred. Candidate should be passionate about preparing students to be successful in the future. Candidate will join a strong, dynamic team of dedicated professional educators focused on continuous improvement. Minority and bilingual speaking candidates are encouraged to apply. Coaching positions are available. Salary offers are based on education/experience. Minority and bilingual candidates are encouraged to apply. Start date: ASAP.


I. QUALIFICATIONS
Required Qualifications
1. Wisconsin Certification Type 062 School Psychologist
2. Master's or Educational Specialist Degree in the area of School Psychology
3. Strong understanding of Response to Intervention (RtI) model and its implementation as it relates to academics and behavior
4. Ability to analyze, interpret, and integrate data on a universal, selected, and targeted level
5. Ability to design, implement, and monitor progress of selected and targeted level academic and behavior interventions
6. Ability to organize, prioritize, and manage responsibilities in order to work within stated timelines
7. Excellent interpersonal and consultative skills with the ability to relate to diverse populations including students, parents, staff, and community members
8. Strong written and oral communication skills

Desired Qualifications
1. National Certified School Psychologist (NCSP)
2. Bi-lingual

II. RESPONSIBILITIES
School Psychologists tailor their services to the particular needs of each child and each situation. School Psychologists use many different approaches, and provide these core services:

A. EVALUATION AND ASSESSMENT
1. Individual Assessment, Data-Based Decision Making, and Accountability
a. Collects information to identify and define problems (e.g., review of prior data, interview information, integration of observational data, communication of test results), utilizing a problem solving model/approach.
b. Applies knowledge of varied models and methods of nondiscriminatory assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments.
c. Chooses, administer, and score assessment instruments chosen in a standardized fashion when appropriate.

2. Data Analysis, Interpretation, and Reporting
a. Formulates and writes evaluation reports utilizing pertinent information in a manner that allows the reader (student, family member, and educators) to interpret, understand, and act accordingly based upon the results of the assessment.
b. Completes evaluation reports within established timelines and written according to district, state, and national standards.
c. Designs recommendations within the evaluation reports that are aligned with district adopted curriculum and best practices, and are linked to intervention(s).
3. Research and Program Evaluation
a. Applies knowledge of research, statistics, and evaluation methods in sufficient depth to plan and conduct investigations and program evaluations for improvement of services.
b. Works with staff members to familiarize them with the general range of services offered by the Pupil Services department.

4. Prevention, Crisis Intervention and Mental Health
a. Identifies factors that are obstacles to student learning, and implements appropriate interventions.
b. Takes part in the development of programs that promote mental health and physical well-being for students.
c. Collaborates with medical/mental health professionals.
d. Refer students with critical needs, in consultation with parents, to appropriate community resources and student support services.
e. Takes part in the implementation of district/building crisis policies and response plans.

B. CONSULTATION AND COLLABORATION
1. Consultation, Collaboration and Communication
a. Consults and collaborates effectively with teams of school personnel, families, and community professionals in a culturally competent manner.
b. Proactive and flexible toward meeting with parents.
c. Ability to explain complex issues and provide additional information to students/parents/staff.
d. Participate in the Student Intervention Team process as assigned.

2. Student Diversity in Development and Learning
a. Demonstrates sensitivity and skills needed to work with culturally and/or linguistically diverse individuals.
b. Implements strategies based on individual characteristics, strengths, and needs.
c. Applies knowledge of individual differences, abilities, and disabilities, and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender related, and linguistic factors in development and learning.

3. Home, School, and Community Collaboration
a. Demonstrates knowledge of diverse family systems and family influences on development.
b. Works with families and others in the community to provide comprehensive services to children and families.
c. Seeks out district and community resources for students and families.

C. STUDENT-LEVEL SERVICES
1. Development of Cognitive, Pre-Academic and Academic Skills, and Informing Instruction
a. Demonstrates knowledge of:

  • biological, cultural, and social influences on academic skill development
  • human learning, cognitive, and developmental processes
  • evidence-based curricula and instructional strategies b. Utilizes assessment and data collection methods to implement and evaluate services that support cognitive and academic skills.
    c. Facilitate small groups with students who have been identified as needing additional socio-emotional/behavioral support.

    2. Socialization and Development of Life Skills
    a. Demonstrates knowledge of biological, cultural, developmental, and social influences on behavior and mental health.
    b. Understands behavioral and emotional impact on learning and life skills, and effectively utilizes evidence-based strategies to promote social-emotional functioning and mental health.
    c. In collaboration with others, demonstrates skills in assessment and data-collection methods to implement and evaluate services that support socialization, learning, and mental health.

    D. PROFESSIONAL RESPONSIBILITIES
    1. School and Systems Organization
    a. Demonstrate knowledge of school and systems structure, organization, and theory.
    b. Applies knowledge of general and special education, technology resources, and evidenced-based school practices in order to promote learning and mental health.

    2. Professional Practice
    a. Demonstrate knowledge of community service models that serve children and families.
    b. Practice according to ethical, professional and legal standards, in accordance with Wisconsin Educator Standards for Pupil Services and NASP Ethics and Standards.
    c. Participate in continuing professional development.
    d. Conduct in-service programs for staff as directed by the Building Principal.

    3. Information Technology
    a. Show proficiency with current technology resources for children, teachers, and psychologists, and is aware of the potential dangers and misuse of technology.
    b. Consult with families, as well as building and district staff regarding use of and access to technology within the educational setting.

    III. DISTRICT SUPPORT
    A. Demonstrate accuracy, thoroughness, and promptness in submitting reports, inventories, evaluations, and other information requested.
    B. Observe, supports, assists in the development of, and enforces the regulations, policies, philosophy, and programs of the District, and all applicable laws and regulations.
    C. Maintain strict confidentiality regarding students with disabilities and other sensitive student information at all times in all settings.
    D. Assist the Board of Education with its commitment of equal education opportunities for all students and equal employment opportunities for all employees.
    E. Demonstrate the ability to develop and maintain professional working relationships with staff, students, administrators, Board, and the public, in efforts to promote academic programs and overall welfare of the District.

    IV. RELATIONS TO THE SUPERVISORS
    A. Keeps the supervisors informed on operations, needs, and problems in the building and department.
    B. Accepts responsibilities and duties for the position.
    C. Maintains the strictest confidence concerning personnel and operational concerns of the District.
    We invite you to explore the career opportunities at the School District of Beloit. We are a diverse and dynamic District with more than 5,600 students. Our mission, values, and goals support the academic success of our students. Our dedicated and talented teachers, administration, and staff reinforce and encourage high academic expectations, quality instructional practices, viable curriculum, student engagement, and an emphasis on 21st Century Learning that highlights critical thinking, creativity, collaboration, and communication.

    At the School District of Beloit, we are committed and strengthened by our Diversity (honoring our human differences); Equity (removing barriers and providing support for individuals to achieve their greatest potential); and Inclusion (ensuring each and every one belongs).

    Our District includes an early childhood program; six elementary schools, 4K through third grade; four intermediate schools, fourth through eighth grade; one traditional high school with an Academy Model; and one alternative high school.

    Located in southern Wisconsin and bordering northern Illinois, Beloit's best assets include a beautiful riverfront; charming downtown full of shops, hotels and restaurants; the internationally renowned Beloit College; the Beloit International Film Festival; miles of hiking and bike trails; interesting museums; and, of course, the School District of Beloit. This town of 37,000 is also the headquarters for several national and international companies including Hendricks Commercial Properties, ABC Supply, Kerry Americas, Rakuten, and PlayMonster.
    The School District of Beloit provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression or any other characteristic protected by federal state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.

    Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.

Keywords: School District of Beloit, Minneapolis , School Psychologist - Cunningham Intermediate, Healthcare , Cottage Grove, Minnesota

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