School Psychologist

Employment Opportunity

POSITION:

School Psychologist

ASSIGNMENT:

District Wide

STARTING DATE:

August, 2024

SALARY/HOURS:

Based on education and experience

APPLICATION DEADLINE:

Until Filled

APPLY TO:

https://www.milanareaschools.org

CONTACT PERSON:

Lon Smith, Director of Student Services – 734-439-5013

SUMMARY:
The school psychologist conducts special education evaluations and eligibility determinations. The school psychologist collaborates with building level administrators and school-based leadership teams on MTSS activities. This includes participation in problem-solving teams and requires knowledge of data collection and analysis, curriculum-based assessments and tiered systems of interventions. The school psychologist assists the building in creating system change and increased

student outcomes. They may be assigned to leadership or support roles on school teams. As a member of intervention and special education teams, school psychologists play a large role in the MTSS process.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
• Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes.
• Engages in reflection and ongoing learning and development on critical concepts and terms identified in the Milan Area Schools Educational Equity Policy including concepts such as cultural proficiency, racial equity, and systemic and structural inequities.
• Assists in evaluating supports for students.
• Offer input regarding existing literature on Multi-Tiered Systems of Support in order to determine relevant and effective approaches for the district; Support in identifying and using research-based instructional practices.
• Collaborate in the development of team procedures (e.g. referral, monitoring tiers, developing observation and interview protocols, developing procedures for measuring response to intervention).
• Plan for and conduct necessary staff trainings (e.g. training in evidence based interventions, data collection tools, evaluating student progress, etc).
• Involvement in universal screening and progress monitoring
• Work with district administration and data teams in collecting, aggregating, plotting and analyzing data for multiple purposes.
• Participate in instructional and consultation meetings to align instruction and behavioral supports with student need.
• Design individual academic and social interventions
• Assist in developing and evaluating targeted interventions
• Observe students in multiple environments to help identify appropriate intervention strategies and to identify barriers to intervention.
• Serve as a member of the REED and Multidisciplinary Evaluation Team and assist in the comprehensive assessment of students suspected of having a disability.
• Serves as a member of the Individualized Educational Planning Team to assist in the determination or of eligibility, placement, and development of the initial or reevaluation IEP.
• Demonstrate competence as a diagnostician in administering all of the following assessments: intellectual, academic achievement, adaptive skills, personality and behavioral.
• Maintain confidentiality.
• Complete all paperwork in a timely basis.
• Maintain student records and inventory of testing materials according to identified system.
• Follow administrative directives, verbal and/or written
• Maintain rapport among staff.
• Provide, as needed, support to local school district during crisis events/situations.
• Maintain, prepare and process the district’s required documentation, which includes, but is not limited to the following: End of year report, Medicaid, etc.
• Keep the building principal and the Director of Student Services informed of any issues that may significantly impact the delivery of special education programs and services.
• OTHER DUTIES AS ASSIGNED

QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:

• Possess a Specialist or Doctoral Degree in School Psychology or Clinical Psychology
• Possess a valid Michigan Certification as a School Psychologist
• Licensed Clinical Psychologist (alternative to School Psychologist Certification)
• Knowledge in the use of technology for communications and student instruction.
• Experience with computer instruction and technology preferred.
• Experience with consulting in a general education setting.
• Extensive experience with and knowledge of behavior management principles.
• Extensive experience with and knowledge of curriculum adaptations.
• Demonstrated skills in parent consultation and working with diverse populations within the community and home settings.
• A philosophical position that is aligned with the Milan Area Schools mission of support in the least restrictive environment.
• A record of collaborative teamwork.
• Understanding of MTSS process and coordination
• Training and instructional experience with state recommended reading and specialized programs desired
• Successful background and experience working in a culturally diverse environment with ESL students desired
• Knowledge of/experience with special education due process procedures, writing of individual education plans and data collection desired
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

LANGUAGE SKILLS:

• Ability to orient parents, school staff and administrators to the unique needs of students with disabilities.
• Ability to design and implement educational programs appropriate for students with disabilities.
• Ability to explain and demonstrate appropriate teaching techniques.
• Ability to read, analyze and interpret information including periodicals and professional journals.
• Ability to effectively present information and respond to questions from groups of educators, students and the general public.
• Ability to write lesson plans, IEP’s and other related correspondence.
• Ability to direct the activities of others to execute student IEP goals.

TECHNICAL SKILLS:

• Ability to integrate technology into the everyday work flow is necessary.
• Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
• Ability to use computer technology for research, data management, communications and other instruction.
• Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communication mechanisms.
• Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.

MATHEMATICAL SKILLS:

• Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.

REASONING ABILITY:

• Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and emotional intelligence.
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

INTERPERSONAL SKILLS:

• Ability to build rapport with others and to serve diverse publics.
• Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.
• Ability to work effectively and collaboratively with other departments, agencies and individuals.
• Ability to work creatively and skillfully with students.
• Ability to demonstrate initiative and understanding in working with students, staff and parents/guardians.
• Ability to work in various environments including student’s homes.
• Ability to consult effectively with teachers, parents, administrator and other professionals.
• Ability to demonstrate empathy and understanding for families of various cultural backgrounds.

PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform 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 frequently required to sit, walk and stand. The employee is occasionally required to bend and or twist at the trunk more than the average person. The employee is continuously repeating the same hand, arm or finger motion many times. The employee is frequently required to talk or hear. The employee must occasionally lift and/or move up to 100 pounds such as books and teaching material or when assisting in student interventions. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings may be required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.

The position requires the individual to have the ability to manage the medical, physical and emotional needs of students in a positive, student-centered manner while communicating with several different people (parents, community members, professional staff, advocates, related service staff and outside service agencies) with consistency and objectivity.

ENVIRONMENTAL ADAPTABILITY:
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.

The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety and well-being of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.

FUNCTIONS OF POSITION DESCRIPTION:
This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. Milan Area Schools retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment.

This position description is not a contract for employment.

The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.

Milan Area School District is an Equal Opportunity Employer which prohibits discrimination based on religion, race, color national origin, age, sex, handicap and marital status.

Posted 3/11/24

Job Type: Full-time

Pay: $47,500.00 - $71,268.00 per year

Benefits:

• Dental insurance
• Health insurance
• Life insurance
• Paid time off
• Professional development assistance
• Retirement plan
• Vision insurance

Schedule:

• 8 hour shift
• Day shift
• Monday to Friday

Ability to Relocate:

• Milan, MI 48160: Relocate before starting work (Required)

Work Location: In person

Salary : $47,500 - $71,268