The School Psychologist works collaboratively with parents, educators, and others to positively impact the learning, behavior, and mental health outcomes for all students through early intervention, prevention, and intervention with evidence-based practices. The School Psychologist is skilled in assessment, progress monitoring, consultation and collaboration, data-based decision making, and providing mental and behavioral health support.

 

DUTIES AND RESPONSIBILITIES:

• Collaborates/consults with parents, teachers, and other school staff regarding learning or behavioral concerns about students.
• Assists in establishing behavioral management programs and/or classroom modifications to accommodate the learning needs of students.
• Assesses students’ cognitive, academic abilities and/or behavioral needs using a variety of instruments and techniques.
• Assists school staff in collecting and analyzing progress monitoring data.
• Assists in developing, implementing, and evaluating academic/learning interventions.
• Provides behavioral and mental health support and makes referrals for mental health interventions.
• Provides prevention and intervention services, such as individual or group counseling, and crisis management.
• Uses expertise in data-based decision making and accountability to assist school staff in instructional practices.
• Participates on school and district level teams.
• Facilitates communication and collaboration among school personnel, families, and community personnel.
• Maintains accurate records of services and activities and submits required documents in a timely manner.
• Provides appropriate information on regulations and legislations related to school psychological services to school and district staff.

 

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES:

• Knowledge of the National Association of School Psychologists (NASP) Professional Standards and Practice Model.
• Knowledge of state and federal statutes, district policies, and regulations pertaining to school psychological services.
• Knowledge of state and federal laws governing special education services.
• Knowledge of system structures and organization.
• Knowledge of varied models and strategies of consultation and collaboration applicable to individuals, families, groups, and systems.
• Knowledge of ecological factors (e.g., classroom, family, and community characteristics) as a context for assessment and intervention.
• Knowledge of practices to enhance of student wellness, social skills, and life competencies.
• Knowledge of practices to enhance student cognitive and academic skills.
• Knowledge of various methods to prevent or treat mental-health problems and other difficulties.
• Knowledge of family systems, strengths, needs, and cultures and evidence-based strategies to support positive family influences on children’s learning and mental health.
• knowledge of individual differences, abilities, disabilities, and other diverse characteristics and the impact they have on development and learning.
• Knowledge of multi-tiered system of support.
• Ability to work with families, students, and staff from diverse cultures and backgrounds.
• Ability to provide services consistent with ethical, legal, and professional standards and engage in responsive ethical and professional decision-making.
• Ability to understand and utilize assessment methods for identifying strengths and needs.
• Ability to use assessment and data collection methods to implement and evaluate services that support academic skill development in children. 
• Ability to provide and evaluate services that promote resilience and positive behavior, support socialization and adaptive skills, and enhance mental and behavioral health.
• Ability to develop effective interventions, services, and programs and measure progress and outcomes within a multitiered system of supports.
• Ability to collect data from multiple sources and use as a foundation for decision-making
• Ability to problem solve.
• Ability to communicate effectively, verbally and in writing, and to prepare written and electronic documents and reports.
• Ability to establish and maintain effective working relationships with departments, school staff, parents, and students.
• Ability to be self-directed, responsible, and complete work within established timelines.

 

EDUCATION AND EXPERIENCE REQUIREMENTS:

• Minimum: Master’s Degree and Education Specialist Degree in School Psychology (known as a 6^th year Advanced degree)
• Desirable: Knowledge and experience implementing evidence-based mental health interventions for students experiencing behavioral, social and emotional challenges in school

 

CERTIFICATION AND LICENSURE REQUIREMENTS: 

• NC School Psychology licensure required

 

 

Pay Grade - Certified Schedules 

PHYSICAL WORK DEMANDS:

 

PHYSICAL ACTIVITY	FREQUENCY         C - Constant         F - Frequent         O - Occasional          I - Infrequent         NR - Not    Required	PHYSICAL ACTIVITY	FREQUENCY         C - Constant         F - Frequent         O - Occasional          I - Infrequent      NR - Not Required
Climbing/Balancing	I	Lifting/Carrying	O up to 20 lbs.
Crawling/Kneeling	I	Grasping/Twisting	O
Walking	F	Reaching	F
Running	I	Pushing/Pulling	O
Standing	F	Fingering/Typing	F
Sitting	F	Driving	F requires driving car between sites
Bending/Stooping	O	Others:

 

In compliance with Federal Law, Winston-Salem/Forsyth County Schools administers all education programs, employment activities and admissions without discrimination against any person on the basis of sex, race, color, religion, national origin, age, or disability.