Reports to: Executive Director of Special Services Location: Special Services (itinerant)
Bargaining Unit: CEA FLSA Status: Exempt
Job Summary:
This position helps students with the psycho-educational development, their abilities and potentials, and their social-emotional needs. Additionally, it helps students adjust to cultural and environment factors which influence learning and the adjustment process.
Required Qualifications:
● Washington State ESA certification as a School Psychologist
● Demonstrated successful leadership and managing qualities
● Working knowledge of rules, regulations, and laws dealing with special education
● Willingness to learn curriculum, education codes, and district policies
● Competency in assessment, data gathering, and interpreting techniques
● Successful experience establishing and carrying out behavior interventions systems
● Current knowledge of federal and state laws, rules, and regulation governing the education of children qualified for special education
● Working knowledge of Multi-Tiered Systems of Support (MTSS) and Social Emotional Learning (SEL) best practices
● Knowledge of the identification process of special education students
● Ability to communicate effectively, possess awareness (for self and others), listen actively, be patient, incorporate humor/lightheartedness into work, be empathic, possess a growth mindset, and be customer-service oriented
● Ability to support the District’s vision, mission, goals, and Culture Code including the belief that all students can succeed
● Ability to maintain a positive attitude
● Ability to team teach
● Familiarity with racial equity and inclusion frameworks
● Successful experience working with self-direction and a high degree of collaboration
● Possession of organizational skills and flexibility to respond to changing student needs
● Ability to function in a calm, efficient, courteous manner under stress and to exercise careful judgment, confidentiality and tact in the performance of duties
● Ability to act in an ethical and confidential manner in all aspects of employment
● Ability to perform the essential functions of the position with or without reasonable accommodations
Preferred (Not Required) Qualifications:
● At least five years of successful special education teaching experience
● Ability to speak Spanish
● School counseling or Board-Certified Behavior Analyst certification
● Actively participates in activities at the state and federal levels
● Experience working with individuals from diverse backgrounds
● Training in crisis management and/or threat assessment
Essential Functions:
● Assesses, motivates, redirects, and interacts with students in a productive manner
● Provides training/in-service on strategies for working with students with behavior problems
● Manages the day-to-day activities of paraprofessionals assigned to work with students
● Observes students experiencing behavioral issues and collaboratively designs and implements intervention strategies
● Coordinates and collaborates with district and building staff and outside agencies
● Evaluates, creates, and implements FBAs (functional behavior assessments), PBIPs (positive behavior intervention plans), and ERPs (emergency response protocols) for students
● Participates in or facilitates school based Multi-disciplinary Team/Group of Qualified Professionals meetings
● Recognizes individual student learning needs and develop strategies to address those needs
● Keeps current on special education pedagogy and applies this research to special education programs
● Articulates special education visions and goals to general education and special education staff
● Assists in developing and implementing Childfind activities
● Coordinates psychological and educational testing activities conducted for the purpose of special education eligibility determination as well as provides information supporting the development of appropriate educational programs
● Provides classroom support and intervention for students experiencing behavioral, social, and/or emotional behaviors that impact their education
● Provides direct services and intervention for special needs students as required for their success including proactive strategies such as social skills education, individual student interventions, behavioral contracts
● Directly assists classroom teachers with the ongoing management of special needs students
● Assists teachers with the design and implementation of solutions to classroom concerns focused upon the special need’s students’ population
● Serves as a member of the Student Support management team, IEP Teams, etc. as pertinent to the job
● Assists with the development of instructional and/or behavioral goals and objectives
● Conducts family and/or family-student conferences set up to interpret student assessment results
● Participates in curriculum development and implementation of special education services
● Works to ensure that the appropriate menu of services is identified and implemented for identified K-12 students
● Uses collaborative and evidenced‐based approaches to assist in the creation of IEP’s to ensure that students receive skills targeted to their areas of identified need
● Develops staff capacity and family participation in data‐based decision making
● Confers, counsels, trains and assists site administrators and school staff regarding specialized procedures and requirements
● Responds to inquiries from a variety of sources (e.g. other teachers, parents, administrators, etc.) around aspects of special education services
● Stays current on policies and laws related to special education
● Completes all documentation as required by law or prescribed by the Executive Director of Special Services, including but not limited to IEPs, assessment documents, and progress reporting
● Attends staff and other professional meetings as appropriate or directed
● Uses and integrates technology for communication and instruction
● Conducts testing, interpret results, and leads the multi-disciplinary team in the identification of special education students
● Other duties as assigned
Salary: $62,169.45 - $124,490.10, depending on experience and qualifications
Work schedule: 1.0 FTE (180 days per school year)
Benefits: 12 Sick leave and 3 personal leave days; health benefits including medical, dental, vision, life insurance, and long-term disability insurance through SEBB; State retirement through DRS; other fringe benefits as allowed under the Centralia Education Association Collective Bargaining Agreement.
Application Procedures: Anyone interested in this position should apply through EdJobsNW with a letter of interest, a resume, and three professional references AND submit the letter of interest to Tammie Jensen-Tabor, Executive Director of Special Services at [email protected]. Current employees of Centralia School District need only to send a letter of interest to Tammie Jensen-Tabor.
--- From PDF Description ---
Centralia School District
Job Description
School Psychologist
Reports to: Executive Director of Special Services Location: Special Services (itinerant)
Bargaining Unit: CEA FLSA Status: Exempt
Job Summary:
This position helps students with the psycho-educational development, their abilities and potentials, and
their social-emotional needs. Additionally, it helps students adjust to cultural and environment factors
which influence learning and the adjustment process.
Required Qualifications:
● Washington State ESA certification as a School Psychologist
● Demonstrated successful leadership and managing qualities
● Working knowledge of rules, regulations, and laws dealing with special education
● Willingness to learn curriculum, education codes, and district policies
● Competency in assessment, data gathering, and interpreting techniques
● Successful experience establishing and carrying out behavior interventions systems
● Current knowledge of federal and state laws, rules, and regulation governing the education of
children qualified for special education
● Working knowledge of Multi-Tiered Systems of Support (MTSS) and Social Emotional Learning
(SEL) best practices
● Knowledge of the identification process of special education students
● Ability to communicate effectively, possess awareness (for self and others), listen actively, be
patient, incorporate humor/lightheartedness into work, be empathic, possess a growth mindset,
and be customer-service oriented
● Ability to support the District’s vision, mission, goals, and Culture Code including the belief that
all students can succeed
● Ability to maintain a positive attitude
● Ability to team teach
● Familiarity with racial equity and inclusion frameworks
● Successful experience working with self-direction and a high degree of collaboration
● Possession of organizational skills and flexibility to respond to changing student needs
● Ability to function in a calm, efficient, courteous manner under stress and to exercise careful
judgment, confidentiality and tact in the performance of duties
● Ability to act in an ethical and confidential manner in all aspects of employment
● Ability to perform the essential functions of the position with or without reasonable
accommodations
Preferred (Not Required) Qualifications:
● At least five years of successful special education teaching experience
● Ability to speak Spanish
● School counseling or Board-Certified Behavior Analyst certification
● Actively participates in activities at the state and federal levels
● Experience working with individuals from diverse backgrounds
● Training in crisis management and/or threat assessment
Essential Functions:
-- 1 of 4 --
● Assesses, motivates, redirects, and interacts with students in a productive manner
● Provides training/in-service on strategies for working with students with behavior problems
● Manages the day-to-day activities of paraprofessionals assigned to work with students
● Observes students experiencing behavioral issues and collaboratively designs and implements
intervention strategies
● Coordinates and collaborates with district and building staff and outside agencies
● Evaluates, creates, and implements FBAs (functional behavior assessments), PBIPs (positive
behavior intervention plans), and ERPs (emergency response protocols) for students
● Participates in or facilitates school based Multi-disciplinary Team/Group of Qualified Professionals
meetings
● Recognizes individual student learning needs and develop strategies to address those needs
● Keeps current on special education pedagogy and applies this research to special education
programs
● Articulates special education visions and goals to general education and special education staff
● Assists in developing and implementing Childfind activities
● Coordinates psychological and educational testing activities conducted for the purpose of special
education eligibility determination as well as provides information supporting the development of
appropriate educational programs
● Provides classroom support and intervention for students experiencing behavioral, social, and/or
emotional behaviors that impact their education
● Provides direct services and intervention for special needs students as required for their success
including proactive strategies such as social skills education, individual student interventions,
behavioral contracts
● Directly assists classroom teachers with the ongoing management of special needs students
● Assists teachers with the design and implementation of solutions to classroom concerns focused
upon the special need’s students’ population
● Serves as a member of the Student Support management team, IEP Teams, etc. as pertinent to the
job
● Assists with the development of instructional and/or behavioral goals and objectives
● Conducts family and/or family-student conferences set up to interpret student assessment results
● Participates in curriculum development and implementation of special education services
● Works to ensure that the appropriate menu of services is identified and implemented for
identified K-12 students
● Uses collaborative and evidenced‐based approaches to assist in the creation of IEP’s to ensure
that students receive skills targeted to their areas of identified need
● Develops staff capacity and family participation in data‐based decision making
● Confers, counsels, trains and assists site administrators and school staff regarding specialized
procedures and requirements
● Responds to inquiries from a variety of sources (e.g. other teachers, parents, administrators,
etc.) around aspects of special education services
● Stays current on policies and laws related to special education
● Completes all documentation as required by law or prescribed by the Executive Director of
Special Services, including but not limited to IEPs, assessment documents, and progress
reporting
● Attends staff and other professional meetings as appropriate or directed
● Uses and integrates technology for communication and instruction
● Conducts testing, interpret results, and leads the multi-disciplinary team in the identification of
special education students
● Other duties as assigned
Salary: $62,169.45 - $124,490.10, depending on experience and qualifications
-- 2 of 4 --
Work schedule: 1.0 FTE (180 days per school year)
Benefits: 12 Sick leave and 3 personal leave days; health benefits including medical, dental, vision, life
insurance, and long-term disability insurance through SEBB; State retirement through DRS; other fringe
benefits as allowed under the Centralia Education Association Collective Bargaining Agreement.
Application Procedures: Anyone interested in this position should apply through EdJobsNW with a
letter of interest, a resume, and three professional references AND submit the letter of interest to
Tammie Jensen-Tabor, Executive Director of Special Services at [email protected].
Current employees of Centralia School District need only to send a letter of interest to Tammie Jensen-
Tabor.
-- 3 of 4 --
Working Condition and Physical Effort Requirements
Seldom
or Never Monthly Weekly Daily Hourly
Lift/push/pull/carry objects up to 10 lbs. x
Lift/push/pull/carry objects 11-20 lbs. x
Lift/push/pull/carry objects 21+ lbs. x
Standing up to one hour at a time x
Standing up to two hours at a time x
Standing for more than two hours at a time x
Stooping and bending x
Ability to reach and grasp objects x
Manual dexterity or fine motor skills x
Ability to communicate orally x
Ability to hear x
Proofreading and checking documents for accuracy x
Using a computer and computer software x
Using various technology tools x
Working in a normal office environment with few
physical discomforts x
Working in an area that is somewhat uncomfortable
due to drafts, noise, temperature variations, or other
conditions
x
Working in an area that is very uncomfortable due to
extreme temperatures, noise levels, or other conditions x
Working with equipment or performing procedures
where carelessness would probably result in minor
cuts, bruises, or muscle pulls
x
Operating automobile, vehicle or van x
-- 4 of 4 --