School City of Mishawaka - Exceptional Learners

Mishawaka, Indiana

School Psychologist

POSITION SUMMARY

The School City of Mishawaka (SCM) School Psychologist for the Department of Exceptional Learners partners 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. They help schools successfully improve academic achievement, promote positive behavior and mental health, and improve school-wide assessment and accountability in monitoring individual student progress in academics and behavior.

Essential Functions

Diagnostic Responsibilities 

• Conduct multi-factored psychoeducational assessments of students using a variety of assessment techniques to evaluate/identify potential learning difficulties, using the most current and reliable test instruments in a professional standardized manner highlighting the degree of confidence that can be placed upon test results
• Participate as a member of multi-disciplinary teams, consisting of parents, teachers, and other specialists.
• Prepare qualitative, comprehensive evaluation reports that identify strengths and weaknesses of students and present the information and recommendations in language that is easily understood by parents and educators.
• Highlight the degree of confidence that can be placed upon test results.
• Participate in case conference committee meetings, as needed, in a manner that ensures that all team members have an opportunity to share in decision-making. Attempts to focus the conference on the questions of how to best meet the student’s needs within the educational environment.
• Facilitate the accurate completion of required documents and general case conference compliance with relevant school corporation and Article 7 related policies and procedures.

Professional Responsibilities

• Consult with general education teachers regarding individual student learning, achievement, social/emotional development, and behavior.
• Establish and maintain relationships with other professionals and advocates who provide services to families; collaborates with professionals in prevention, assessment, and intervention efforts.
• Collaborate with advocates who represent students and their families.
• Build relationships with the staff in each building and develop an understanding of the organizational structure, building resources, and general curriculum goals of each building to which they are assigned, thereby enabling him/her to participate as an effective team member.
• Participate in corporation based committees as appropriate.
• Provide professional development activities to school personnel, parents, and others in the community regarding issues of human behavior, learning, and development.
• Perform duties in an accountable manner by keeping records of activities/efforts, evaluating effectiveness, and modifying practices and/or expanding services as needed.
• Pursue opportunities to advance knowledge of the field, through further education, attendance at professional conferences and in-services, and involvement in professional organizations.
• Readily seek additional consultation with supervisors, peers, or colleagues regarding particularly complex or difficult cases.
• Attend regular scheduled staff meetings.
• Support efforts to include all children with disabilities and assists building staff in the implementation of inclusive efforts.

Organizational Responsibilities

• Complete psychoeducational evaluations and convene case conferences of students in assigned schools within the state mandated fifty (50)/twenty (20) day time limit.
• Adhere to state/federal/corporation guidelines regarding the referral process, and eligibility determination.
• Submit a detailed weekly schedule to the Director of Exceptional Learners or designee and Administrative Assistant.
• Perform such other duties as may be assigned by the Director of Exceptional Learners or designee.

Minimum Qualifications

• Educational Specialist (master's degree plus thirty (30) graduate hours) or higher in school psychology required
• Successful completion of a supervised internship program required.
• Current Indiana school psychologist licensure required.
• Relevant prior employment experience with a school corporation or school related organization preferred.

To learn more, click here. 

APPLY: Go to Mishawakaschools.com and go to the Employment Link

          Questions:  Human Resources - (574) 254-4500

Park Tudor is an independent school in Indianapolis, Indiana that takes pride in upholding a tradition of academic excellence that began in 1902. As a college preparatory school for children ages 3 through grade 12, we provide an exceptional learning environment where children are encouraged to explore opportunities, exceed expectations, and expand possibilities.  Small class sizes, a safe and caring atmosphere, and numerous extracurricular activities that include the arts and athletics, ensure that each child at Park Tudor receives a unique educational experience catered to his or her individual passions.

Mission Statement

To create an inspiring college-preparatory learning environment, with exceptional educators and extraordinary opportunities, that prepares and motivates students to become balanced, confident, and resourceful lifelong learners.

  Core Values:

Integrity         Intellectual Engagement          Resourcefulness          Respect            Responsibility

Job Description:

Park Tudor is currently seeking an experienced, dynamic, and collaborative School Psychologist for the 2021-22 school year. The School Psychologist provides comprehensive school psychological services and intervention support, with a particular focus on early intervention and supporting teacher differentiation strategies. The School Psychologist has shared responsibility for programmatic recommendations and decision making regarding students' educational, social, emotional, and behavioral needs. This position will serve both the Middle School and Upper School divisions.

Essential Responsibilities:

Essential functions include the following.

●        Serves and collaborates with students in grades 6 through 12, parents, faculty, staff and administration.

●        Provides guidance and leadership to the faculty as they work with students who have specific learning needs and works directly with students to help them understand their learning strengths and weaknesses.

●        Consults on interventions and supports the subsequent steps that must be taken to implement.

●        Communicates with parents and outside clinicians as needed to facilitate success in school.

●        Provides expertise in the areas of student and teacher support, learning differences and differentiation, learning accommodations, mental health, testing (both student evaluation and school-wide testing), and other related areas within the division.

●        Serves as initial contact for referrals regarding educational evaluation and interventions designed to support student learning and student success (e.g., tutoring, academic coaching, etc.).

●        Conducts and completes school (neuro) psychological evaluations in a prompt and professional manner.

●        Conducts and completes observations of students displaying academic or behavioral difficulties and helps assess their learning strengths and challenges.

●        Coordinates the development and writing of learning plans, including student accommodations, with long-term goals and specific objectives.

●        Ensures timely communication with parents on issues concerning students’ learning, social, and emotional needs.

●        Participates in classroom instruction designed to assist students in the development of effective executive functioning skills by providing tools to foster self-management. 

●        Maintains confidential student records and keeps accurate documentation of sessions, meetings, and assessments.

●        Ensures there are regular written student-progress reports to the school and parents with assessment results and recommendations of diagnostic testing and remedial programs for learning-related issues.

●        Provides formal and informal training for staff and parents, and psychoeducational programming in the classroom directly with students.

●        Oversees and coordinates Upper School tutors (faculty and non-faculty) and peer tutoring for the campus.

●        Participates in regularly-scheduled Upper School Department meetings and Student LearningServices meetings.

●        Facilitates and attends regularly scheduled Student Strategies meetings with each grade level teaching team.

●        Serves as a member of the Crisis Intervention Team.

●        Manages and facilitates testing accommodations for the Upper School (exams, College Board or other standardized testing platforms).

●        Attends teacher meetings, training sessions, professional development and faculty meetings.

●        Engages in continuing professional development in order to stay informed of current legal requirements, procedures, research, and techniques in the field.

●        Complies with school rules and regulations.

●        Performs other duties as assigned by the Director of Student Learning Services and/or Upper School Director.

Qualification Requirements:

Education: An advanced degree and Indiana State License are required; a background in neuropsychology is preferred.

Experience: Experience working in a school setting with students in grades 6-12. Independent school experience preferred but not required.           

Required Qualifications: 

●        Experience working in a school setting with students in grades 6-12

●        Student-centered

●        Highly collaborative

●        Outstanding communication and interpersonal skills

●        Proficient in core technological competencies

●        Adapt quickly to new technologies adopted by the school

●        Ability to assess situations accurately

●        Sound decision-making

●        Professionalism with and amongst all constituencies

●        Growth mindset and a commitment to professional development

• ●        Willingness to engage in all aspects of the Park Tudor community while promoting and supporting the School’s mission, vision, and values

Park Tudor School offers excellent pay and a comprehensive benefit package. Our professional development focuses on Mind, Brain, and Education research and application, Equity and Inclusion, and Community Engaged Learning. Professional development opportunities are also available for participation in conferences, workshops, and membership in professional organizations. Park Tudor is an Equal Opportunity Employer. Those who would add to the diversity of our staff are strongly encouraged to apply.

Interested candidates should send their cover letter and resume to hr@parktudor.org and complete the online job application. Please ensure you provide the names and phone numbers of three references who can speak to your abilities for this position.

For more information regarding Park Tudor School, consult the Park Tudor web site at www.parktudor.org.

School Psychologist
2021-2022 School Year

Position Purpose            
Collaborate with school professionals and family members to promote a safe, supportive and effective learning environment for all students. Under the general supervision of the building administrator(s), School Psychologist Supervisor, Director of Special Education and Assistant Director of Special Education, the school psychologist will work to support the success of students academically, socially, behaviorally, and emotionally. The specific school assignment/populations will be determined based on the selected candidate and other factors.

Essential Functions

• Participate in data collection and interpretation, prevention, intervention, and progress monitoring activities as appropriate within schools.
• Serve as the leader of the multi-disciplinary evaluation team.
• Conduct comprehensive educational evaluations, write reports and participate in case conferences for public school students ages 3-22 as assigned according to federal/state laws and local procedures and deadlines.
• Remain knowledgeable about theory, best practices, procedures, and new developments as they relate to the practice of school psychology.
• Establish and maintain positive relationships with school professionals, students and families.

Equipment
Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.
 
Travel Requirements
Travels to school district buildings and professional meetings as required.

Pay Rates
PEA certified position.

Work Schedule
Standard teacher work schedule as set forth in the Teacher's Contract.

Knowledge, Skills and Abilities

• Knowledge of child psychology principles, assessments, methods, behavior modification, etc., and current developments in child psychology.
• Knowledge of differentiated instruction based upon student learning styles.
• Knowledge of data information systems, data analysis and the formulation of action plans.
• Knowledge of applicable federal and state laws regarding education and students.
• Ability to use computer network system and software applications as needed.
• Ability to organize and coordinate work.
• Ability to communicate effectively with students and parents.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

Physical and Mental Demands, Work Hazards 

Seldom = Less than 25% Occasional = 26 to 50% Often = 51 to 75% Very Frequent = Greater than 75%
                 

Physical Requirement	Percentage of Time
Ability to stand for extended periods of time.	Very Frequent
Ability to lift 25 pounds.	Seldom
Ability to carry 25 pounds.	Occasional
Ability to work at a desk, conference table or in meetings of various configurations.	Very Frequent
Ability to see for the purpose of reading laws and codes, rules and policies and other printed matter.	Very Frequent
Ability to communicate so others will be able to clearly understand a normal conversation.	Very Frequent
Ability to operate job-related equipment.	Very Frequent
Ability to reach in all directions.	Very Frequent

License/ Registration/ Certification

• Valid Indiana License as a School Psychologist

Education

• Bachelors from an accredited college or university in education and/or psychology.
• Educational Specialist/Post-Master's Degree or Ph.D. in School Psychology.

Experience

• Experience with selecting and administering a variety of cognitive, achievement, social/emotional, and adaptive assessment measures. Experience working with students with disabilities.

FLSA Status:       Exempt

Interested applicants can apply at here. 
Questions? Contact Deondra Billingsley at dbillingsley@perryschools.org or 317.789.3788.