Yorkville CUSD #115
Overview
Yorkville Community Unit School District 115 has one opening for 1.0 FTE School Psychologist to provide student services support for Yorkville Early Childhood Center and Elementary starting the 2025-2026 school year. Purpose
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 services related to individuals, subgroups, and whole school populations, utilizing knowledge in psychology, school psychology, and learning. Reports to:
Building Principal Essential Functions
Delivery of service and practice Collaborative relationships Professional conduct, leadership and growth Other functions Professional knowledge and application: Demonstrates 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 data collection for academic skill development Collaborates with team on effective home-school continuity for academic and social-emotional functioning Uses understanding of mental health diagnoses, treatment, and intervention effective for adolescent and child populations Collaborates with building administration on prevention strategies for social-emotional and academic difficulties Implements appropriate legal practices related to RTI, evaluation process, student discipline, diversity of student needs, and student advocacy Demonstrates understanding of learning theory, research practice, and contemporary findings influencing social-emotional, familial, academic, and instructional practices Utilizes knowledge of psychological instrumentation, conclusions, and data systems Develops effective interventions for school-wide, sub-groups, and individuals Collaborates with school administration to develop interventions and services for prevention and promotion of learning and development Assesses the effectiveness of interventions and programs continuously within the school-wide system Demonstrates ability to apply research-related skills to academic and social-emotional interventions Provides analysis and interpretation of psychological, sociological, and academic assessment for individuals and school-wide systems Provides direct intervention for family-school continuity Provides direct intervention for students in alignment with school psychology and related mental health fields Assesses skills, abilities, and attitudes to guide meaningful intervention Demonstrates collaboration with families from diverse backgrounds and engages families in the school process Provides feedback to teachers and maintains communication with parents Seeks support to augment support outside of direct service for parents, families, and students Supports buildings with professional development related to social-emotional and academic outcomes Maintains appropriate confidentiality limits for students and families Provides leadership through the IEP process, including facilitating IEP meetings, note-taking, and acting as LEA of the IEP process Works with administration to create professional development for data gathering, interpretation, intervention steps, and monitoring of effectiveness Performs other related duties as assigned for the efficient functioning of the work unit 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 Starting salary is
$60,386 MS+0
on the extended salary matrix
#J-18808-Ljbffr
Yorkville Community Unit School District 115 has one opening for 1.0 FTE School Psychologist to provide student services support for Yorkville Early Childhood Center and Elementary starting the 2025-2026 school year. Purpose
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 services related to individuals, subgroups, and whole school populations, utilizing knowledge in psychology, school psychology, and learning. Reports to:
Building Principal Essential Functions
Delivery of service and practice Collaborative relationships Professional conduct, leadership and growth Other functions Professional knowledge and application: Demonstrates 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 data collection for academic skill development Collaborates with team on effective home-school continuity for academic and social-emotional functioning Uses understanding of mental health diagnoses, treatment, and intervention effective for adolescent and child populations Collaborates with building administration on prevention strategies for social-emotional and academic difficulties Implements appropriate legal practices related to RTI, evaluation process, student discipline, diversity of student needs, and student advocacy Demonstrates understanding of learning theory, research practice, and contemporary findings influencing social-emotional, familial, academic, and instructional practices Utilizes knowledge of psychological instrumentation, conclusions, and data systems Develops effective interventions for school-wide, sub-groups, and individuals Collaborates with school administration to develop interventions and services for prevention and promotion of learning and development Assesses the effectiveness of interventions and programs continuously within the school-wide system Demonstrates ability to apply research-related skills to academic and social-emotional interventions Provides analysis and interpretation of psychological, sociological, and academic assessment for individuals and school-wide systems Provides direct intervention for family-school continuity Provides direct intervention for students in alignment with school psychology and related mental health fields Assesses skills, abilities, and attitudes to guide meaningful intervention Demonstrates collaboration with families from diverse backgrounds and engages families in the school process Provides feedback to teachers and maintains communication with parents Seeks support to augment support outside of direct service for parents, families, and students Supports buildings with professional development related to social-emotional and academic outcomes Maintains appropriate confidentiality limits for students and families Provides leadership through the IEP process, including facilitating IEP meetings, note-taking, and acting as LEA of the IEP process Works with administration to create professional development for data gathering, interpretation, intervention steps, and monitoring of effectiveness Performs other related duties as assigned for the efficient functioning of the work unit 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 Starting salary is
$60,386 MS+0
on the extended salary matrix
#J-18808-Ljbffr