Position Summary:
The School Psychologist assigned to the Department of Special Education works within the school system, utilizing their specialized knowledge in education law, instruction, cognitive and social-emotional functioning and working with educators, parents and other mental health professionals to ensure that every child learns in a safe, healthy, and supportive environment. The services provided by school psychologists assure positive interaction between the student and their peers and students and staff. School Psychologists tailor their services to the particular needs of each child and situation.
Duties and Responsibilities:
- Identifies and assesses services to address students’ needs through observation of factors impinging on student adjustment and behavior including factors in the school, home and community;
- Provides direct behavioral support by conducting frequent and ongoing appropriate group and/or individual counseling designed to increase student attendance, positive student behaviors and social interactions;
- Provides individual and small group counseling sessions;
- Assists in the development and implementation of Functional Behavioral Assessments (FBAs) and Behavior Intervention plans (BIPs);
- Administers adaptive and social-emotional/behavioral assessment to assist the school-based team in determining if students continue to qualify for a 504 Plan, as well as writing psychological reports summarizing assessment results;
- Provides suicide intervention and crisis support for schools;
- Participates as a member of the Student Instructional Team (SIT), Student Support Team (SST) and other school-based teams to make recommendations and develop interventions that promote students’ social-emotional development;
- Submits documentation and required reports as required by the Office of Psychological Services and Department of Special Education confirming the implementation of intervention services and other required outcomes;
- Collaborates with all stakeholder groups including central office, school administrators, school staff, parents and outside agencies to bring programs into the schools to assist with promoting positive behavior supports and interventions;
- Collaborates with crisis intervention resource teachers, school counselors, school psychologists, clinical social workers and other appropriate personnel to present parent and school-team trainings on broad areas of mental health, social-emotional development, and how they impact student academic achievements;
- Acts as a liaison with community agencies that provide services to children;
- Attends departmental meetings and continues professional development programs;
- Serves on office, departmental and/or system committees;
- Provides consultation to teachers, parents, school staff and community agencies;
- Attends Office of Psychological Services and Coordinated Early Intervening Services meetings;
- Enrolls in and maintains appropriate credentials for Medicaid billing; completes Medicaid billing within department timelines; and
- Performs other duties as assigned.
Qualifications:
- Knowledge of Prince George’s County Public Schools and the local, state and national agencies and organizations providing services to youth and families;
- Knowledge of Prince George’s County Public Schools procedures, especially crisis response, suicide intervention and behavior threat assessment;
- Knowledge of state laws pertaining to suicide intervention and behavior threat assessment;
- Skills in working with students experiencing significant social, emotional and behavioral issues;
- Excellent human relations, problem solving, as well as oral and written communication skills;
- Ability to use computer technology in an administrative and educational setting to manage meetings and all aspects of work assignments; and
- Ability to work in multi-disciplinary teams and to function effectively in multiple environments.
Education and/or Experience Requirements:
Master’s degree (or higher) from an accredited college or university in school psychology.
Certification:
Holds or is eligible for a Maryland School Psychologist’s License.
Supervisory Responsibilities:
No direct supervisory responsibilities.
Physical Demands:
The physical demands 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 stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.
Working Environment:
The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.
Additional Information:
None.
