Psychologist Therapist

School Psychologist

Primary Purpose: To support student learning, behavior, and emotional development by applying principles of psychology and education. This includes conducting assessments, providing mental health services, and collaborating with educators, families, and administrators to create safe, supportive, and effective learning environments.

Position Details:

• Location: Augusta, GA
• Pay: Starting at $54/hr
• Hours: May vary based on location
• Schedule: May vary based on location

Qualifications:

• Master's degree or beyond in school psychology; an Educational Specialist (Ed.S) degree is often preferred.
• Certification by the Georgia Professional Standards Commission (GaPSC) as a school psychologist.

Skills & Experience:

• Experience in conducting psychological assessments and providing consultation services in an educational setting.
• Strong communication and interpersonal skills to effectively collaborate with students, families, and school staff

Responsibilities:

• Serve as a consultant on RTI/SST committees, providing intervention strategies (school and home), data collection methods, and assisting with evaluating the effectiveness of the interventions implemented.
• Provide direct support to teachers by assisting in universal screeners, benchmarks, baseline data, CBA/CBM results, state mandated assessments, and other measures to determine individual needs of students as well as assist in monitoring schools’ attainment of AYP objectives.
• Conduct screenings and comprehensive psycho-educational evaluations to determine ability levels, academic achievement, social-emotional/behavioral issues, learning styles, adaptive behavior, visual-motor development, etc. to assist in designing interventions for the classroom/home and/or special education.
• Provide timely crisis intervention support to students, faculty and administrators.
• Conduct classroom observations to assist in monitoring interventions, collecting/analyzing data to assist in determining effectiveness and/or need for higher levels of interventions (Pyramid of Interventions).
• Collaborate with Special Education by participating in eligibility/staffing meetings and redetermination meetings to present findings of psycho-educational evaluations, assist in determining needs, assist in developing academic/behavioral/emotional interventions.
•  Serve as a liaison/referral source for students to community agencies that provide assistance to children and families, with the consent of the child’s family.
• Serve on departmental, school and system-wide steering committees as needed 9. Participate in organizing, planning, and implementing professional learning activities for teachers and other school personnel/parents that will improve learning, social skills and personal adjustment in all children and adolescents attending
• Update knowledge and skills and continue to grow professionally through reading relevant research, local and/or national service/professional learning activities, etc. conferences, participating in.
• Become familiar with and stay abreast of the laws regarding special education and the Georgia Rules and Regulations, etc.
• Provide individual and/or group counseling in conjunction with the guidance counselors, teacher request, and parents
• Design and consult on individualized instructional interventions using diagnostic teaching to determine the need for more intensive support.
• Provide leadership and assistance to facilitate differentiated instruction and insure that interventions are delivered with integrity at the appropriate level of intensity, and of adequate duration.
• Orchestrate progress monitoring, data plotting, and evaluation effectiveness of interventions; design modifications to ineffective interventions; utilize targeted diagnostic assessment tools for the purpose of aiding in intervention development and improving educational outcomes.
• Provide instructional and behavioral consultation for smaller groups of students who are falling below their peers.
• Develop and evaluate targeted interventions for students not achieving at benchmark levels; orchestrate progress monitoring, data plotting, and evaluation of effectiveness of interventions; design modifications to ineffective interventions’ utilize targeted diagnostic assessment tools for the purpose of aiding in intervention development
• The employee shall carry out such other and further duties, whether specifically listed above or not, as are assigned or required by such employee’s supervisor, other appropriate school personnel, law, board policy, administrative regulation, department handbook, as are reasonably necessary to efficient operation of the school system and its mission.