School Psychologist K-8

New Summit Charter Academy

SUMMARY

School psychologists are uniquely qualified members of school teams that support students' ability to learn and teachers' ability to teach all students. They apply expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. School psychologists partner with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community.

School psychologists provide direct support and interventions to students, consult with teachers, families, and other school-employed mental health professionals (i.e., school counselors, and school social workers) to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services. They help schools successfully:

Improve Academic Achievement

Promote student motivation and engagement
Conduct psychological and academic assessments
Individualize instruction and interventions
Manage student and classroom behavior
Monitor student progress
Collect and interpret student and classroom data
Reduce inappropriate referrals to special education

Support Diverse Learners

Assess diverse learning needs
Provide culturally responsive services to students and families from diverse backgrounds
Plan appropriate Individualized Education Programs for students with disabilities
Modify and adapt curricula and instruction
Adjust classroom facilities and routines to improve student engagement and learning
Monitor and effectively communicate with parents about student progress

Promote Positive Behavior and Mental Health

Improve students’ communication and social skills
Promote positive peer relationships and social problem solving
Promote problem-solving, anger management, and conflict resolution
Make referrals to and help coordinate community services provided in schools
Assess student emotional and behavioral needs
Provide individual and group counseling
Reinforce positive coping skills and resilience

Create Safe, Positive School Climates

Prevent bullying and other forms of violence
Support social-emotional learning
Assess school climate and improve school connectedness
Implement and promote positive discipline and restorative justice
Implement school-wide positive behavioral supports
Identify at-risk students and school vulnerabilities
Provide crisis prevention and intervention services

Strengthen Family-School Partnerships

Help families understand their child's learning and mental health needs
Assist in navigating special education processes
Connect families with community service providers when necessary
Help effectively engage families with teachers and other school staff
Enhance staff understanding and responsiveness to diverse cultures and backgrounds
Help students transition between school and community learning environments, such as residential treatment or juvenile justice programs

Improve School-Wide Assessment and Accountability Monitor

Individual Student Progress in Academics and Behavior
Generate and interpret useful student and school outcome data
Collect and analyze data on risk and protective factors related to student outcomes
Plan services at the district, building, classroom, and individual levels

ESSENTIAL DUTIES AND RESPONSIBILITIES

The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. NSCA reserves the right to modify or change the duties or the essential functions of this job at any time.

Consistently shows up for work as scheduled
Performs other duties as assigned
Attains proficient or higher evaluations on established Performance Standards
Demonstrates mastery of and expertise in school psychology
Provides services aligned with state and federal laws, local policies and procedures, Colorado Academic Standards, the organized plan of instruction, and the individual needs of students
Demonstrates knowledge of effective services that reduce barriers to and support learning
Demonstrates knowledge of school psychology and integrates evidence-based practices and research findings into services for students
Supports and establishes safe, inclusive, and respectful learning environments for a diverse population of students
Fosters a safe, accessible, and predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers
Understands and responds to diversity within the home, school, and community
Engages students as individuals with diverse needs and interests across a range of ability levels by adapting services for the benefit of students
Works collaboratively with the families and/or significant adults for the benefit of students
Plans and delivers effective services in an environment that facilitates learning for students through IEP development as well as MTSS
Applies knowledge of the ways in which learning takes place, including the appropriate levels of intellectual, physical, social, and emotional development of their students
Utilizes formal and informal assessments to inform planning and service delivery
Integrates and utilizes appropriate available technology to engage students in authentic learning experiences
Establishes and communicates high expectations and uses strategies to support the development of critical thinking, problem-solving skills, and self-advocacy
Develops and implements services related to student needs, learning, and progress toward goals
Models and promotes effective communication
Demonstrates professionalism through ethical conduct, reflection, and leadership
Demonstrates high standards for professional conduct
Links professional growth to professional goals
Responds to a complex, dynamic environment
Demonstrates leadership in the school, the community, and the teaching profession
Instructs, assesses, and differentiates for all students' academic, social, emotional, and health needs
Complies with applicable state and federal laws, district administrative policies, procedures, and practices, and location requirements
Ensures that students are supervised at all times
Follows established policies and procedures regarding the health, safety, welfare, and education of students
Maintains accurate records
Manages materials and supplies
Models appropriate conduct at all times
Performs duties as directed by supervisors and administrators

Performs non-instructional duties as directed

Responds as directed and as necessary in safety and/or crisis situations
Supervises volunteers and paraprofessionals where applicable
Uses and integrates technology to support professional responsibilities, instruction, data interpretation, and student learning
Uses effective conflict resolution
Uses feedback and reflects on professional practice to improve teaching and learning

QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. 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 essential functions.

Certificates, Licenses, and Registrations

Meets subject, grade level, and/or content area qualifications consistent with Colorado Department of Education, Special Services Provider License: Initial - Colorado Department of Education, Special Services Provider License: Professional - Colorado Department of Education

Skills, Knowledge, and Abilities

Ability to communicate effectively verbally and in writing
Ability to create, access, input, retrieve, and manipulate information in various software systems
Ability to establish and maintain effective working relationships with individuals from many diverse backgrounds and professions, including supervisors, administrators, coworkers, staff, students, parents, and the general public
Ability to follow oral and written instructions
Ability to greet and interact with the public in a courteous and professional manner
Ability to maintain confidentiality
Ability to manage simultaneous demands and set clear priorities
Ability to use technology to improve instruction and learning, and to interpret test data
Ability to work days, hours, locations, and assignments as directed by the supervisor within the position’s responsibilities
Ability to work independently without direct supervision
Commitment to the education of students as a primary responsibility
Communicates effectively with students and adults in a wide variety of settings
Computer proficiency, including office productivity applications
Demonstrates citizenship, compassion, courage, discernment, excellence, honesty, hope, integrity, patience, perseverance, reliability, respect, responsibility, and trustworthiness
Demonstrates effective organizational and time management skills
Detail-oriented
Energetic, creative, innovative, flexible
Excellent cooperative, collaborative, and problem-solving skills
Grade level, content/subject area, and inquiry-based skills
Knowledge of and experience with how technology integration supports learning
Knowledge of Colorado Academic Standards, curriculum, standards-based instruction, assessment, and differentiation
Knowledge of effective classroom and positive behavior management
Knowledge of Special Education, other educational programming, and associated legal requirements as related to the needs of the students assigned to the SSP
Knowledge of the academic, emotional, physical, and social development of students
Promotes a positive climate, culture, and community
Strong organizational, interpersonal, written, listening, and verbal communication skills
Student-centered and relationship-focused
Understanding of data privacy laws and their implications for the educational community
Willingness to participate in ongoing training as required

OTHER WORK FACTORS

The physical demands, work environment factors, and mental functions described below 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.

Physical Demands

The following are some of the physical demands commonly associated with this position. They are included for informational purposes and are not all-inclusive. All physical demands, if listed, are considered essential functions.

Sits, stands, walks, stoops, kneels, and crouches/squats while performing duties
Has oral and auditory capacity enabling interaction interpersonally and/or through communication devices
Uses eyes, hands, and finger coordination, enabling the use of equipment and writing utensils
The job is very active and regularly requires periods of standing, walking, bending, kneeling, stooping, crouching, crawling, and climbing while on duty. While performing the duties of this job, the SSP is regularly required to talk and hear
Typical demands require staff to lift and carry up to 20 pounds and may be higher for some assignments depending on position and student need; climb stairs, ladders, and/or stools; reach, hold, grasp, and turn objects; use fingers to operate computer keyboards; feel the shape, size, and temperature of objects; and physically restrain students when necessary
The incumbent frequently is required to use hands and fingers, handle or feel, and reach with hands and arms
The position requires the ability to speak and be understood, use normal or aided vision and hearing, and detect odors

Work Environment

The work environment characteristics described here are representative of those a staff member typically encounters while performing the essential functions of this job. They are included for informational purposes and are not all-inclusive.

The noise level in the work environment may alternate between quiet, moderate, and loud.
The incumbent is frequently required to interact in person and through communication methods with the students, public, and/or other staff.
The incumbent is required to work scheduled school/work hours and/or days.
The incumbent may be required to work extended school/work hours and/or days as directed.
The incumbent operates primarily independently and frequently with others in a professional school environment indoors regularly and outdoors occasionally.
The incumbent routinely uses standard classroom and office equipment.
The incumbent is directly responsible for providing for the health, safety, welfare, and education of students, ensuring students are always under supervision.

Cognitive Functions

The following are some of the cognitive functions commonly associated with this position. They are included for informational purposes and are not all-inclusive. The staff member may be required to analyze, communicate, compare, compile, compute, coordinate, copy, evaluate, instruct, negotiate, synthesize, reason, and use interpersonal skills.

New Summit Charter Academy is an equal opportunity employer. All aspects of employment including the decision to hire, promote, discipline, or discharge, will be based on merit, competence, performance, and business needs. We do not discriminate on the basis of race, color, religion, marital status, age, national origin, ancestry, physical or mental disability, medical condition, pregnancy, genetic information, gender, sexual orientation, gender identity or expression, veteran status, or any other status protected under federal, state, or local law.

How to apply

To apply, please email a resume and a completed digital application to [email protected]. To find the digital application, please visit our website at www.newsummitcharter.org/careers.

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