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Psychologist: Provo City School District |
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| Requirements | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Skills, Knowledge and Abilities SKILLS are required to perform multiple, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: analyzing data; classifying data and/or information; facilitating meetings; preparing and maintaining accurate records; fluent in writing, reading, and communication in English language; Spanish language abilities preferred; provide age-appropriate mental health counseling; effective therapy techniques. KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: age appropriate activities/behaviors; cultural differences of student population; keyboarding; knowledge of community resources; practicing cultural competency while working collaboratively with diverse groups and individuals; stages of child development; special education laws and guidelines; current research/ best practices for social emotional student needs, including students with disabilities; formal and informal cognitive, emotional, and behavioral assessments; medicaid funding procedures. Responsibility Responsibilities include: working under limited supervision following standardized practices and/or methods; providing information and/or advising others; operating within a defined budget. Utilization of resources from other work units may be required to perform the job's functions. There is a continual opportunity to have some impact on the organization’s services. Work Environment The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and some fine finger dexterity. Generally the job requires 0% sitting, 0% walking, and 0% standing. This job is performed in a generally clean and healthy environment. Experience: Job related experience with increasing levels of responsibilty is desired. Equivalency: Required Testing: Continuing Educ. / Training: Maintains Certificates and/or Licenses FLSA Status Exempt Certificates and Licenses State of Utah Teaching License Clearances Criminal Background Clearance Appropriate work visa or US Citizenship |
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Psychologist The job of a Psychologist is done for the purpose/s of providing comprehensive services for students with disabilities, or students at risk of IDEA-identifiable disabilities; educates and supports students, families, and education professionals to provide effective services and management of students with disabilities; ensuring compliance with applicable laws and regulations, administering appropriate diagnostic assessments and progress monitoring tools; collaboration to develop and monitor effective IEP services for identified students. This job is distinguished from similar jobs by the following characteristics: Provides direct services to students receiving Special Education services and works closely with District Psychologists and other service providers to meet student needs. This job reports to Director of Special Education or designee Essential Functions Assesses student and family needs (e.g. financial, medical, behavioral, mental, physical, etc.) for the purpose of developing and implementing individualized plans of services to support educational objectives. Attends requires training for the purpose of following current regulations, best practices, and developing required skills. Collaborates with special education teams to conduct appropriate assessments; review and analyze data; obtain parental consent for assessments; communicate procedural safeguards and parent rights for the purpose of developing highly effective IEP meetings to promote student success. Consults with parents, teachers, and other school personnel for the purpose of determining causes of and solutions for student problems. Counsels students for the purpose of assisting with intervention and support with behavior, school progress, and/or mental or physical handicaps. Develops and implements Behavior Intervention Plans with student IEP teams; utilizes effective behavior interventions for the purpose of promoting student success and achievement. Documents student progress and record of services; compiles communication logs with parents and IEP team; manages and reports on Medicaid services and data for the purpose of maintaining accurate records of services and communication. Documents services and student progress in student's special education files for the purpose of complying with federal, state, and district policies and procedures. Identifies present levels of student performance (e.g. strengths, weaknesses, academic and social progress, etc.) for the purpose of contributing to the development and evaluation of IEP services. Lead group or individual counseling sessions as assigned for the purpose of enhancing social development of individual members. Maintains a variety of electronic and print case records for the purpose of documenting activities and complying with mandated requirements. Participates in meetings, workshops and seminars as assigned for the purpose of conveying and/or gathering information required to perform functions. Provides approved IEP and intervention services for the purpose of ensuring FAPE for identified students. Responds to requests for intervention in situations that could negatively impact the student's education plan for the purpose of addressing student needs and changing unproductive behavior. Responds to inquiries for the purpose of providing information on district support services and/or educational programs. Serves as a consultant to school personnel for the purpose of mediating and resolving issues not referred to outside agencies. Supervises other support personnel, university practicum students, and school psychology interns for the purpose of evaluating employee effectiveness and mentoring pre-service education students. |
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