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Belgrade Public Schools Belgrade Public Schools - School Psychologist, Special Services 2022-2023-45 in Belgrade, Montana

TITLE: School Psychologist, Special Services 2022-2023-45 REPORTS TO: Special Education Director Location: Middle School Start Date: August 22,2022 Working your family schedule and contributing to our local education community, 3% annual increases along with negotiated cost of living increases. Competitive benefit package and state retirement plan available. State retirement package becomes fully vested after five years, matching funds! Pride in your community’s education Punctual and consistent attendance is an essential part of the job. 403B Matching Fund up to 1.5 %of Annual Salary Essential Job Duties: To provide the District comprehensive services that help students succeed academically, behaviorally, socially and emotionally. These services should be delivered as a part of a seamless continuum that supports all students, teachers, parents and other family members. DUTIES AND RESPONSIBILITIES: The School Psychologist provides services to children, parents, teachers, administrators, paraprofessional staff; community agencies and the school system through a variety of special and unique methods. These services may include: 1. Assisting with data-based decision making at various levels of need. This may encompass system-level or team-level problem-solving wherein different strengths and needs are identified, addressed, an evaluated using-appropriate and consistent research based methods and/or data. 2. Consultation, which is a cooperative problem-solving process in which the psychologist, upon request, works with parents and other professionals to gather information about and define a problem, develop and implement a solution, and evaluate its effectiveness. The process encompasses: A. Working with parents to assist in understanding the learning and adjustment processes of children and referral to community and school resources as appropriate. May serve as liaison between the school, the family, and the selected community resource where therapeutic and/or academic services are provided. B. Collaborating with teachers in the development and implementation of classroom strategies and interventions designed to facilitate student learning and to overcome learning and behavior disorders. Planning with school administrators regarding appropriate learning objectives for children, developmental and remedial programs for students in regular and special school programs, and the development of educational interventions. C. Participation in Evaluation Report Team Meetings as mandated by law, and at other individual and team conferences, including Student Assistance Teams, as appropriate. 3. Collaboration with school administrators and teachers regarding school climate and classroom environment in relation to the impact of that environment on student learning and behavior. 4. Psycho-educational assessment to identify specific learning, developmental, emotional and behavioral problems. This generally includes case study evaluation, recommendations for educational strategies or placement, and periodic re-evaluations. 5. Completing Functional Behavioral Assessments as needed. 6. Psychological Counseling and other therapeutic techniques with children including the development of behavioral interventions in collaboration with other team members. 7. Participation in the developments of in-service training to district staff. 8. Participation in the design of research projects which may include: A. Defining the program needs of children in the local school district. B. Ascertaining the validity and usefulness of psycho-educational tool and procedures. C. Ascertaining the degree of behavioral change brought about through the provision of various types of psychological and educational services. 9. Documentation and record keeping required to fulfill above functions. 10. Related duties as assigned. Knowledge Skills Abilities • Skill in classroom instruction. • Skill in adhering to safety practices. • Skill in operating equipment used in a classroom setting, including a computer, planning and managing projects. • Skill in preparing and maintaining accurate records and using pertinent software applications. • Knowledge to perform math, read technical information, compose a variety of documents, and/or facilitate group discussions • Knowledge to analyze situations to define issues and draw conclusions. • Knowledge of safety practices and procedures. • Knowledge of stages of child development. • Ability to schedule activities, meetings, and/or events, gather, collate, and/or classify data and use job-related equipment. • Ability to be flexible to work with others in a wide variety of circumstances, work with data utilizing defined but different processes, and operate equipment using standardized methods. • Ability to work with a diversity of individuals and/or groups, work with a variety of data and utilize specific, job-related equipment. • Ability to problem solve to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines and problem solving with equipment is moderate. • Ability to manage time and responsibilities, adapt to changing work priorities, communicate with diverse groups, maintaining confidentiality, meet deadlines and schedules. • Ability to set priorities, work as part of a team and work with and manage frequent interruptions. • Ability to maintain confidentiality of student matters. • Ability to effectively communicate with students, parents, and staff. • Ability to manage students with disciplinary problems. • Ability to perform duties with awareness of all District requirements and Board policies. Minimum Qualifications: 1) An earned Master’s Degree in school psychology. 2) A current State Class V or VI Certification in Psychology or other School Psychologist endorsement as recognized by State certification standards. Physical and Mental Demands and Work Hazards • Performs routine classroom related work. • Regularly works inside. • Minimal temperature variations. • Generally hazard free environment. • Carrying, pushing, and/or pulling; some climbing and balancing; frequent stooping, kneeling, crouching, and/or crawling. • Significant fine finger dexterity • Ability to meet deadlines with severe time constraints. • The noise level in the work environment is usually moderate. • Frequently required to sit, walk and stand. • Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus. • Required to be able to hear conversations in loud and quiet environments. • May be required to lift or carry up to 25 pounds with or without an accommodation. • The employee frequently works within time constraints and must maintain attentiveness intensity. • Frequently involved in interactions which require oral and written communications. • Exercises flexibility and the ability to shift from one task to another. • Occasional travel/mobility between schools, or between schools and the Administration office, may be required. • Effective hearing and speech abilities. • Work area is generally a hazard free environment. The duties, physical demands, work-environment characteristics, and mental/motor demands described within this vacancy announcement are representative of those that must be met by an employee to successfully perform the essential functions of this job with compliance with the American with Disabilities Act Amendment Act (ADAAA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

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