School Psychologist

District Wide; City of Utica (NY); On-site; USD 42,000 - 95,000; Full time

Job summary

Utica City School District is seeking a School Psychologist to support student achievement and well-being across its schools in Utica, NY. The position emphasizes collaboration with educators, families, and specialists to foster safe and effective learning environments.

Responsibilities include assessment, counseling, and data-driven interventions within a district-wide framework, with opportunities for professional growth and competitive compensation within the Utica Teachers’ Association

Qualifications

• N.Y.S. Teaching Certification required.
• Master's degree preferred for advanced salary placement.
• Experience in school psychology or related field preferred.

Responsibilities

• Consultation with CSE/IST meetings to interpret results and implement recommendations.
• Collaborate with teachers, parents, and administrators to address learning and behavior issues.
• Provide psychological counseling to support student adjustment and learning.
• Assist in evaluating environments and data to guide educational programs.
• Work with multidisciplinary teams to implement interventions and monitor progress.

Education

Master's degree preferred

N.Y.S. Teaching Certification

Job description

School Psychologist

Utica City School District District Wide - Utica, New York Open in Google Maps

Job Details

Job ID: 4819035

Application Deadline: Posted until filled

Re-Posted: Oct 04, 2024 12:00 AM (UTC)

Starting Date: Immediately

Job Description

The Utica City School District’s mission is to ensure that all students succeed and are well-rounded, with knowledge, skills, and character to be productive members of society.

The District’s vision is that students can reach their goals and find academic success through a variety of pathways and with different levels of support.

About the Utica City School District:

The Utica City School District serves a community of approximately 64,500 city residents in an urban and multi- cultural environment with a current enrollment of roughly 9,644 students in its 13 schools __ Proctor High School, Donovan Middle School, JFK Middle School and 10 elementary schools. The District’s greatest asset is its diversity, with more than 50 languages spoken and 16% of students being English language learners.

Elementary - The District’s elementary schools integrate a vibrant curriculum across all grade levels and subject areas, aligning with the New York State Learning Standards. The District is also investing in the realignment of math goals, instruction and curriculum to focus on research-based best practices in mathematics that are proven to increase student performance outcomes. In all subject areas, there is an understanding that developing foundational skills will support students in bridging gaps in learning. Students are provided with a well-rounded curriculum focused on fostering academic and social/emotional competencies that will carry them through their academic career.

Middle School - The focus at the District’s middle schools is to ensure that students are provided with equitable opportunities to successfully transition from elementary to high school. Both middle schools offer opportunities for students to succeed at every learning level, with dedicated classes for English Language Learners and students with disabilities, as well as honors/advanced studies. The Family and Career Sciences and Technology programs have incorporated science, technology, engineering and math topics into each curriculum to help prepare students for the Career and Technical Education opportunities available at the high school.

High School - Proctor High School provides numerous avenues for students to achieve the District’s vision. This is accomplished through supportive and adaptive special education and English language learner programming, a robust honors and Advanced Placement curriculum, and partnerships with post-secondary institutions including Mohawk Valley Community College and Syracuse University’s Project Advance. The District most recently embarked upon a groundbreaking initiative working with community and business parents to create innovative Career and Technical Education programming for its high school students. Proctor’s Naval Junior Reserve Officers Training Corp (NJROTC), music, art and drama programs, along with numerous extracurricular activities and athletics, offer additional avenues to showcase students’ talents and interests and support them throughout their school experience.

Basic Function :

School psychologists help children and youth succeed academically, socially , and emotionally . They collaborate with educators , parents , and other professionals to create safe , healthy , and supportive learning environments for all students that strengthen connections between home and school .

School psychologists work to find the best solution for each student and situation ; they use various strategies to address student needs and to improve school and district - wide support systems .

Scope of Activity:

The School Psychologist is responsible for the implement ation of psychological services under the supervision of the Director of Special Education . School psychologists are professionals specializing in both mental health and education . They are trained to identify and address a wide range of barriers to school and community success , including learning differences , cognitive deficits , behavioral difficulties and emotional stressors . They are school - based mental health professionals trained in child psychology , learning and development as well as school systems and classroom environments . Furthermore , school psychologists are trained to work with multi - disciplinary teams and families using research and evidence - based strategies . The school psychologist's extensive knowledge of legal and ethical standards promotes best practices in education .

Responsibilities:

School psychologists may provide the following services :

• Consultation
• Participate in CSE and IST meetings and / or case conferences to interpret the results and implement recommendations of all psychological tests and data regarding individual children .
• Collaborate with teachers , parents , and administrators to find effective solutions to learning and behavior problems .
• Help others understand child development and how it affects learning and behavior .
• Strengthen working relationships between teachers , parents , and service providers in the community .

Evaluation:

Evaluate learning environments through baseline data and progress monitoring . Assess strengths and needs of individual students through review of cumulative record , student observations and interview , consultation with staff , and administration of appropriate individual psycho - educational tests . Prepare psychological reports which contain the results of individual diagnostic evaluations and recommendations for educational programs . Provide recommendations to CSE regarding student diagnosis and educational programming .

Intervention:

Provide psychological counseling to help resolve interpersonal or family problems that interfere with school performance .

Work directly with children and their families to help resolve problems in adjustment and learning . Provide training and assisting in the implementation of research - based academic and behavioral interventions , including progress monitoring of student outcomes . Help families and schools manage crises such as death , illness , or community trauma .

Prevention:

Assist in the design of programs for children at risk of failing at school as part of a multidisciplinary team . Promote tolerance , understanding , and appreciation of diversity within the school community . Work collaboratively with others to implement programs to make schools safer and more effective learning environments . Collaborate with school staff and community agencies to provide services directed at improving psychological and physical health . Aid in the training of newly adopted district - wide initiatives .

Research and Data Management:

Use evidence - based research to select and / or recommend effective interventions . Evaluate the effectiveness of academic and behavior improvement plans. Identify and implement building and district - wide programs and strategies to improve schools .

Qualifications: Appropriate N.Y.S. Teaching Certification

Salary Range: $42,086-95,002, as per U.T.A. Contract

The starting salary ranges from $42,086 (without a master's degree) to $45,011 (with master's degree). Consideration of additional compensation may be given for graduate credit hours beyond the bachelor's or master's degree and for years of certified experience. The current Utica Teachers’ Association contract salary range, depending on years of teaching and level of education, reaches a maximum salary of $110,490 for the 2024-2025 school year. Additionally, teachers are afforded the opportunity to earn above base salary if they choose to participate in

• extended learning time programs
• additional class coverages
• summer programming opportunities
• act as club advisors and/or coaches.

The Utica City School District offers a comprehensive benefits package.

The Utica City School District is a longstanding recipient of the Teachers of Tomorrow Grant, which provides financial incentive for new hires.

We are an Equal Opportunity Employer which fully and actively supports equal access for all regardless of Race, Color, Weight, National Origin, Ethnic Group, Religion, Religious Practice, Disability, Sexual Orientation, Gender, Age, Veteran Status or Genetic Information.

Position Type: Full-Time

Salary: $42,086 to $95,002 Per Year

Job Categories: Student Services > Psychologist

Job Requirements

• Master degree preferred.
• Citizenship, residency or work visa required

Contact Information

• Sara Klimek , Chief HR Office
• Administration Office
• Phone: [phone]
• Email: [e-mail]