Secondary School Psychologist (Grades 6-12)

Euphemia L Haynes Public Charter School; Washington (District of Columbia); On-site; USD 99,854 - 110,267; Full time

Job summary

Euphemia L Haynes Public Charter School is seeking a full-time School Psychologist in Washington, DC. The role involves conducting psycho-educational evaluations, developing individualized education plans, and providing intervention services to students.

Candidates should have a Doctorate or Master's degree in psychology, ideally with three years of experience in diverse environments. Collaboration with teachers and parents, along with managing student confidentiality, are key components of this role.

Qualifications

• Doctorate or Master's degree in psychology or school psychology required.
• Three years of experience in diverse school settings preferred.
• Proven ability to develop intervention plans from evaluations.

Responsibilities

• Conduct psycho-educational evaluations and write comprehensive reports.
• Participate in multidisciplinary meetings for IEP development.
• Manage a caseload of students and provide counseling services.

Skills

Developmental assessment

Behavioral intervention plans

Collaborative teamwork

Confidentiality management

Cognitive testing

Education

Doctorate or Master's degree in psychology

Tools

Standardized assessments

Job description

Job Details

Job Location: WASHINGTON, DC 20010
Position Type: Full Time
Education Level: Graduate Degree
Salary Range: $99,854.00 - $110,267.00 Salary/year

Description

The School Psychologist will work with students, parents, and teachers to help our scholars achieve the highest degree of academic, emotional, and behavioral success. The School Psychologist is a 12-month, full-time position. This position will consist of conducting psycho-educational evaluations, including cognitive and academic achievement testing, and writing reports, while identifying the developmental, learning, and behavioral needs of a diverse student population.

Duties and Responsibilities

• Conduct psycho-educational evaluations, including cognitive and academic achievement testing.
• Synthesize evaluation results and formulate hypotheses and conclusions into a comprehensive written report which reflects strengths and barriers to student participation in the educational environment. This will include recommendations for individualized instructional strategies for student success, including guidance for program development and evidence-based intervention.
• Participate in multidisciplinary meetings to review evaluation results, integrate findings with other disciplines, offer recommendations, and develop individual education plans and intervention plans to achieve IEP goals.
• Collaborate with teachers and administrators to ensure team understanding of student strengths and needs through evaluation, educational program planning, and service delivery.
• Complete Functional Behavior Assessments (FBAs) and work with the team to develop and implement Behavior Intervention Plans (BIP)
• Work with our special education classrooms to develop behavioral and programmatic supports
• Manage a caseload of students to provide intervention services and counseling services
• Consult with teachers and parents to connect them with other internal or external resources as required by individual student needs.
• Ensure that evaluations are completed in a timely and thorough manner in order to meet state and school mandated deadlines.
• Provide staff development training for teachers and school administrators/staff and conduct educational presentations for parents/guardians.
• Foster and develop an awareness of community issues that affect the school environment and intervene when appropriate.
• Additional duties as required.

Qualifications

• Doctorate or Masters degree in psychology or school psychology with appropriate certification/ license or license for DC, including the areas of psychology (Ph.D., Psy.D.) and school psychology (CAS, NCSP).
• Proven ability to develop recommendations for academic and/or behavioral intervention plans based on student needs and evaluation results.
• Familiarity with a wide range of tools for assessing a student’s cognitive, academic, and social/emotional/behavioral patterns through skilled observations, checklists, histories, interviews, and a variety of functional, behavioral, and standardized assessments.
• Ability to manage confidential and sensitive student information.
• A commitment to equity and closing the achievement gap.
• Three years of experience at a school with diverse student populations (preferred).