About this opportunity
Grundy/Kendall HR Consortium lists this School Psychologist ($5,000 Sign On Bonus) opportunity in bristol township, Illinois. Review the employer’s description below for duties, qualifications and application requirements.
Job description
School Psychologist ($5,000 Sign On Bonus) JobID: 9087
BRIEF DESCRIPTION
Yorkville Community Unit School District 115 has one opening for 1.0 FTE School Psychologist to provide student services support for Bristol Bay Elementary School starting the school year.
Purpose Statement
The role of the school psychologist is to provide psychological services for the betterment of academic and social development for students in the Yorkville Community Unit School District 115 system. In order to have improved emotional/mental health and academic outcomes, the school psychologist will need to develop effective evaluation, consultation, and intervention as services related to individuals, subgroups and whole school populations utilizing research skill and knowledge in the fields of psychology, school psychology and learning.
Reports to
Building Principal
Essential Functions
1. Professional knowledge and application
Demonstrates an awareness of adolescent and child development related to emotional functioning and academic achievement as it relates to school-wide practice through the school improvement process, building review of discipline, and social-emotional intervention
Works to develop school team norms related to sound and contemporary views of school-wide data collection related to academic skill development
Collaborates with team on effective home-school continuity and practice for both academic and social-emotional functioning
Utilizes an understanding of mental health diagnoses, treatment, and intervention effective for adolescent and child populations
Collaborates with building administration regarding effective practice related to the prevention strategies for social-emotional and academic difficulties
Implements appropriate legal practice in accordance with guidelines for related to response to intervention, the evaluation process, student discipline, diversity of student needs and student advocacy
Demonstrates an understanding of learning theory, research practice, and contemporary research findings that influence social-emotional, familial, academic, and instructional practices in line with school psychology or psychology in general
Utilizes knowledge related to the effective implementation of psychological instrumentation, conclusions, and data systems
2. Delivery of service and practice
Develops effective interventions for school-wide, sub-groups and individuals within a school setting
Collaboratively works with school administration in developing interventions and service so as to focus on prevention of social-emotional and academic difficulties so as to promote learning and social/personal development for all students
Utilizes skills necessary for assessing the effectiveness of interventions and programs continuously and through the school-wide system
Demonstrates the effective utilization of research related skills tied to scientific inquiry related academic and social-emotional interventions
Provides analysis and interpretation of psychological, sociological, and academic assessment for individuals and school-wide systems through problem‑solving teams (RtI, special education teams, and parents)
Provides direct intervention for family-school continuity
Provides direct intervention for students in keeping with appropriate research related to the fields of school psychology, child and adolescent psychology and other relevant mental health fields
Utilizes effective assessment of skills, abilities, and attitudes for students, staff, and parents regarding meaningful intervention
3. Collaborative relationships
Demonstrate collaborative relationships with families from diverse backgrounds and make concerted efforts to engage families into the school process
Provides meaningful follow-up and consultation with teachers throughout the collaboration process
Collaborates with school administration related to climate related factors and issues for students, families, and staff members
Develops resources and working relationships with organizations and private practitioners available and applicable for students and families outside of school
Leads initiatives with the problem‑solving team related to suicide prevention, behavioral management, crisis intervention, attendance, mental health needs, diversity, and communicates role and responsibilities to staff members related abuse and neglect and the role and/or limitations of confidentiality
4. Professional conduct, leadership and growth
Provides information related to the school community for the purposes of individual and group‑based data posed for intervention
Lead data interpretation, in utilization of data, reporting, and whole‑school determinations is a vital element of the role
Demonstrates and communicates a clear understanding of ethical aspects of practice in accordance with APA Division 16 and NASP
Demonstrates leadership and ethical practice related to the role of reporting suspected abuse/neglect of children
Provides meaningful feedback to parents regarding school functioning as it relates to areas of service by the psychologist
Maintains a communication system with parents and families
Seeks support to augment support outside of direct service for parents, families, and students
Provides for buildings and seeks for meaningful professional development related to improved student social‑emotional and academic outcomes
Maintains and demonstrates appropriate limitations of confidentiality for students and families
Provides leadership through the IEP process including but not limited to: facilitating IEP meetings, note‑taking during the IEP meetings, and acting as the LEA of the IEP process
Works with school administration to effectively create professional development for the school building related to the understanding of data gathering, utilization, interpretation, steps towards intervention, and monitoring of effectiveness
Other Functions
Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. 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 the essential functions.
SUPERVISION/TECHNICAL RESPONSIBILITY
All special services administrators, teachers and related service personnel employed or contracted by the district in cooperation with building principals.
CERTIFICATES, LICENSES, & REGISTRATIONS
Must hold a current Professional Educator License (PEL).
School Psychology Endorsement, NCSP preferred
Salary
Starting salary is $60,386 MS+0 on the extended salary matrix. $5,000.00 sign on bonus!
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Who can apply
Review the original listing for work authorization, qualifications and employer requirements.