Anne Arundel County Public Schools
School Psychologist:12 Month
Anne Arundel County Public Schools, Annapolis, Maryland, United States, 21403
JOB SUMMARY
Provides psychological services to assist students, professional staff, and families regarding a broad range of educational and adjustment problems.
ESSENTIAL DUTIES/RESPONSIBILITIES
Consults with teachers, principals, and administrators concerning classroom management, student learning, behavior and emotional problems, and principles of human interaction as applied to individuals and groups, parents as well as staff, and the improvement of educational climate in school, home, and community situation; collaborates with school staff in planning and developing programs to address or prevent behavior and instructional problems; follows up to monitor effectiveness and adjust recommendations as necessary.
Conducts psychological assessments, including cognitive, social-emotional, and behavioral functioning, and analyzes the results in conjunction with educational performance, classroom observations, medical histories, sociological data, and special education programs; interprets the information analyzed and its instructional and behavioral implications for teachers, principals, administrators, and parents; formulates diagnosis and recommends appropriate remedial or therapeutic measures based on modern research, evidence and theory.
Provides necessary counseling and other related services to students with disabilities according to their Individualized Education Programs (IEPs), provides counseling and consultation for other students as necessary.
Plans and conducts professional development trainings and individual consultations for teachers in‑classroom management, curriculum planning and instructional techniques, the handling of behavior and other problems, and issues related to special education, child abuse, sexual harassment, and crisis prevention and intervention.
Prepares reports analyzing student learning and behavior, providing diagnostic assessment, and recommending intervention techniques, such as behavior intervention plans, curriculum and/or environmental modifications, class placements, behavior modification programs, or referral to outside medical and social service agencies and private providers.
Attends and participates in school‑based team conferences, Section 504 multidisciplinary meetings, and IEP team meetings where appropriate and within required timelines; serves as a witness in special education mediations and hearings as requested.
Completes required documentation within timelines, including case notes, IEP/504 documentation, and assessment reports.
Participates in crisis intervention services, including individual and school‑wide prevention, intervention and postvention activities, conducts threat determinations as needed.
Adheres to school, department and district policies, rules and practices, and professional ethics.
Enrolls in and maintains appropriate credentials for Medicaid billing (e.g., NPI number, e‑Prep), completes Medicaid billing within department timelines.
Performs other related duties as assigned within the same classification or lower.
MINIMUM QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
Education
Master's Degree in related field of education from a regionally accredited college or university required.
Experience
None
Knowledge, Skills, Abilities and Other Characteristics
Knowledge of the principles and practices of psychological assessment and determination of educational disabilities, learning theory, child development, and counseling techniques as applied to children and adolescents in the school environment.
Knowledge of school system organization and operation.
Ability to communicate effectively with and to gain the confidence and cooperation of students, parents, the school staff, and community representatives.
Job requires direct in‑person provision of service, therefore punctual, regular and predictable attendance is essential.
Demonstrates ability to effectively work and communicate with diverse populations.
Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Office Suite – Word, Excel, Outlook, and/or PowerPoint preferred).
Licenses and Certifications
Hold or be eligible for School Psychologist certificate/license issued by Maryland State Department of Education (MSDE) required.
Hold or be eligible for Driver's License (DL) Class C Non‑Commercial issued by Maryland or State of Legal Residence (MVA/DMV) required; and
Daily access to reliable transportation.
Driving Requirements
Driving is required to conduct bona fide Board business that is within the scope of employment in this position.
Personal Vehicle
PHYSICAL DEMANDS/WORKING CONDITIONS
Standing: under 1/3 percent of the time
Walking: under 1/3 percent of the time
Sitting: between 1/3 and 2/3 percent of the time
Keyboarding: between 1/3 and 2/3 percent of the time
Talking: between 1/3 and 2/3 percent of the time
Hearing: between 1/3 and 2/3 percent of the time
Driving: under 1/3 percent of the time
As required by the duties and responsibilities of the position.
Vision
No special vision requirements
Work Environment
Office, school or similar indoor environment: over 2/3 percent of the time
Noise Level
Moderate: between 1/3 and 2/3 percent of the time
Weight & Force
None:
Travel Requirements
10% day travel within the county to school‑based team conferences, Section 504 multidisciplinary meetings, and IEP team meetings.
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ESSENTIAL DUTIES/RESPONSIBILITIES
Consults with teachers, principals, and administrators concerning classroom management, student learning, behavior and emotional problems, and principles of human interaction as applied to individuals and groups, parents as well as staff, and the improvement of educational climate in school, home, and community situation; collaborates with school staff in planning and developing programs to address or prevent behavior and instructional problems; follows up to monitor effectiveness and adjust recommendations as necessary.
Conducts psychological assessments, including cognitive, social-emotional, and behavioral functioning, and analyzes the results in conjunction with educational performance, classroom observations, medical histories, sociological data, and special education programs; interprets the information analyzed and its instructional and behavioral implications for teachers, principals, administrators, and parents; formulates diagnosis and recommends appropriate remedial or therapeutic measures based on modern research, evidence and theory.
Provides necessary counseling and other related services to students with disabilities according to their Individualized Education Programs (IEPs), provides counseling and consultation for other students as necessary.
Plans and conducts professional development trainings and individual consultations for teachers in‑classroom management, curriculum planning and instructional techniques, the handling of behavior and other problems, and issues related to special education, child abuse, sexual harassment, and crisis prevention and intervention.
Prepares reports analyzing student learning and behavior, providing diagnostic assessment, and recommending intervention techniques, such as behavior intervention plans, curriculum and/or environmental modifications, class placements, behavior modification programs, or referral to outside medical and social service agencies and private providers.
Attends and participates in school‑based team conferences, Section 504 multidisciplinary meetings, and IEP team meetings where appropriate and within required timelines; serves as a witness in special education mediations and hearings as requested.
Completes required documentation within timelines, including case notes, IEP/504 documentation, and assessment reports.
Participates in crisis intervention services, including individual and school‑wide prevention, intervention and postvention activities, conducts threat determinations as needed.
Adheres to school, department and district policies, rules and practices, and professional ethics.
Enrolls in and maintains appropriate credentials for Medicaid billing (e.g., NPI number, e‑Prep), completes Medicaid billing within department timelines.
Performs other related duties as assigned within the same classification or lower.
MINIMUM QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
Education
Master's Degree in related field of education from a regionally accredited college or university required.
Experience
None
Knowledge, Skills, Abilities and Other Characteristics
Knowledge of the principles and practices of psychological assessment and determination of educational disabilities, learning theory, child development, and counseling techniques as applied to children and adolescents in the school environment.
Knowledge of school system organization and operation.
Ability to communicate effectively with and to gain the confidence and cooperation of students, parents, the school staff, and community representatives.
Job requires direct in‑person provision of service, therefore punctual, regular and predictable attendance is essential.
Demonstrates ability to effectively work and communicate with diverse populations.
Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Office Suite – Word, Excel, Outlook, and/or PowerPoint preferred).
Licenses and Certifications
Hold or be eligible for School Psychologist certificate/license issued by Maryland State Department of Education (MSDE) required.
Hold or be eligible for Driver's License (DL) Class C Non‑Commercial issued by Maryland or State of Legal Residence (MVA/DMV) required; and
Daily access to reliable transportation.
Driving Requirements
Driving is required to conduct bona fide Board business that is within the scope of employment in this position.
Personal Vehicle
PHYSICAL DEMANDS/WORKING CONDITIONS
Standing: under 1/3 percent of the time
Walking: under 1/3 percent of the time
Sitting: between 1/3 and 2/3 percent of the time
Keyboarding: between 1/3 and 2/3 percent of the time
Talking: between 1/3 and 2/3 percent of the time
Hearing: between 1/3 and 2/3 percent of the time
Driving: under 1/3 percent of the time
As required by the duties and responsibilities of the position.
Vision
No special vision requirements
Work Environment
Office, school or similar indoor environment: over 2/3 percent of the time
Noise Level
Moderate: between 1/3 and 2/3 percent of the time
Weight & Force
None:
Travel Requirements
10% day travel within the county to school‑based team conferences, Section 504 multidisciplinary meetings, and IEP team meetings.
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