POSITION PURPOSE:  

Collaborates, problem solves, intervenes, and evaluates to support the whole child within a Multi-Tiered System  of Support. Uses evidence and/or research-based interventions to overcome barriers to student success. Evaluates  and analyzes data to support student growth across the tiers.  

MINIMUM QUALIFICATION: 

KNOWLEDGE, SKILLS, AND ABILITIES:  

? Working knowledge of the National Association of School Psychologists’ Model for Comprehensive and  Integrated School Psychological Services and the NC Professional School Psychology Standards;  ? Knowledge of Multi-Tiered System of Supports (MTSS) framework for service delivery including: universal  screening, progress monitoring, problem solving process, and Implementation Science;  

? Understanding of state and federal policies and regulations related to special education; ? Expertise with a variety of formal and informal student assessment measures when considering all areas of  suspected disabilities; 

? Knowledge of school environments, child development and curriculum and instruction; ? Ability to reflect on practice and engage in continuous improvement;  

? Effective consultation skills;  

? Effective oral and written communication skills; 

? Effective critical thinking and problem solving skills; 

? Ability to establish and maintain effective working relationships with school system staff, students, parents, mental health professionals, external agencies; 

? Ability to use current technology applications related to: word processing, email, internet, presentation,  document sharing, collaboration and data collection programs. 

EDUCATION, TRAINING, AND EXPERIENCE:  

? Advanced sixth-year level degree in School Psychology. 

CERTIFICATION AND LICENSE REQUIREMENTS:  

? Must hold or be eligible for a North Carolina professional educator’s license in School Psychology. 

PREFERRED QUALIFICATIONS:  

? Experience that incorporates comprehensive and integrated school psychological services; ? Experience working within a Multi-Tiered System of Supports (MTSS) framework for service delivery  including: universal screening, progress monitoring, problem solving process and implementation science;

Experience providing crisis and suicide prevention and intervention; 

? Demonstrated skills to design and deliver professional development; 

? Understanding Section 504/Americans with Disabilities Act (ADA) policies;  

ESSENTIAL DUTIES AND RESPONSIBILITIES:  

1. Collaborate with district and school level staff to deliver a Multi-tiered System of Supports that provides high  quality instruction and intervention matched to student needs across tiers. 
2. Provide services to schools including direct and indirect support of universal screenings, use of data-based  problem-solving, data-based decision making, development of academic and behavioral interventions,  progress monitoring, and interpretation of data to various stakeholders.  
3. Consult with school system staff, families, community members, private agencies and others individually or  through team meetings regarding cognitive, academic, social and behavioral performance/needs of individuals  and groups of students.  
4. Administer relevant assessments as needed to provide additional data and understanding regarding a student’s  response to intervention.  
5. Administers and provides written reports of comprehensive psychoeducational assessments to address areas of  suspected disability when required, including review of records, interviews with stakeholders, observations of  students, and direct testing.  
6. Take initiative to promote a respectful environment for diverse populations, use knowledge of school  environments, child development, curriculum, and instruction to improve student achievement.  7. Address and promote student safety through intervention and crisis response to schools, suicide screenings and threat assessments.  
7. Provide mental health and social-emotional learning within an MTSS.  
8. Provide professional development to stakeholders on pertinent topics. 
9. Participate in professional learning activities. 
10. Engage in professional growth that is linked to professional goals and district/school improvement plans and  strategic plans. 
11. Perform other related duties as assigned. 

WORKING CONDITIONS: 

PHYSICAL ENVIRONMENT 

Must be able to use a variety of office equipment such as computers, copiers, and scanners. Be able to frequently lift,  carry, push, pull or otherwise move objects up to twenty-five pounds. The work frequently requires driving  automotive equipment. Due to the amount of time spent standing and/or walking, physical requirements are consistent  with those for sedentary work. 

WORK ENVIRONMENT  

Must be able to work in an office and school environment, and come into direct contact with school system staff,  students, parents, mental health professionals, and external agencies. Travel is required within Wake County.  

DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to  this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties,  responsibilities, and skills that may be required of the employees assigned to this position. This description may be  revised by the supervisor, with HR review and approval, at any time.