School Psychologist

Glendale Unified School District; Glendale (CA); On-site; USD 117,000 - 135,000; Full time

Job summary

Glendale Unified School District is seeking a School Psychologist to provide psycho-educational evaluations, consultation, and counseling services across multiple sites in the district.

The role involves collaborating with teachers, administrators, and family members to develop and implement interventions, monitor student progress, and support special education programs. Strong communication and teamwork are essential.

Qualifications

• Master’s degree required, including all courses needed to meet credential requirement.
• Valid California Pupil Personnel Services credential authorizing service as a school psychologist.
• Counseling experience is desirable.

Responsibilities

• Assist with development and implementation of the District’s LCAP related to evaluations, consultation, and counseling.
• Conduct psycho-educational evaluations and recommend interventions and placements.
• Support administration with threat assessments and referrals for follow-up services.
• Collaborate with teachers to implement classroom methods for learning and behavior support.
• Aid parent conferences, pupil evaluation sessions, and profiling of learning strengths/weaknesses.
• Advise principals, counselors, and teachers on actions regarding pupil progression and behavior.
• Plan developmental and intervention programs for students in general and special education.
• Serve on Student Study Team and develop instructional materials for special needs.
• Coordinate with families and community agencies for services and referrals.

Skills

Plan & organize

Time management

Observation of student activity

Multitasking

Travel to campuses

Computer literacy

Written & oral communication

Education

Master’s degree

Credential in Pupil Personnel Services

Job description

SCHOOL PSYCHOLOGIST

DESCRIPTION

The school psychologist provides services to students, parents, teachers, administrators, paraprofessional staff, and community agencies through a variety of special and unique services, including psycho- educational evaluations, consultation, and counseling.

QUALIFICATIONS

Education

Master’s degree required, including all courses needed to meet credential requirement.

Credential

Valid California Pupil Personnel Services credential authorizing service as a school psychologist.

Experience

Counseling experiences is desirable.

WORK YEAR

Current work year is 205 work days, to be worked between July 1 and June 30. Work year will begin immediately after appointment.

SALARY SCHEDULE

Placement on the Certificated Management Salary Schedule depending on education and experience. The current seven-step salary range (which includes longevity) is $116,803.33 to $134,755.93

ESSENTIAL FUNCTIONS

1. Assists with development and implementation of the District’s Local Control Accountability Plan (LCAP) as related to psycho-educational evaluations, consultation, and counseling.
2. Conducts psycho-educational evaluations, and makes recommendations for interventions and placement in special programs.
3. Supports and assists administration with threat assessments to determine if/when a student is a threat to self or others. Makes appropriate referrals for follow-up support and services.
4. Consults with teachers in the development and implementation of classroom methods and procedures designed to facilitate pupil learning to support learning and behavior disorders
5. Aids teachers in parent conferences, pupil evaluation sessions, and subsequent pupil profiling of learning strengths and weaknesses.
6. Consults with school administrators regarding appropriate learning objectives for children.
7. Plans developmental and intervention programs for students in general education and special education programs.
8. Serves as a core member of the Student Study Team in assigned schools.
9. In collaboration with other members of the Student Study Team, plans, devises, and recommends instructional materials and learning programs for pupils with special needs.
10. Consults with parents to assist in understanding the learning and adjustment processes of children.
11. Advises principals, counselors, and teachers on proper action in cases of pupil exemption, non- promotion, and acceleration and behavior problems.
12. Participates in in-service training offered to District staff.
13. May provide consultation with regards to referral to the Gifted and Academically Talented Education (GATE) Program.
14. Represents the District as liaison between the schools and community mental health and juvenile agencies.
15. Provides referral and consultation services to and with community agencies. Serves as liaison between the school, the family, and the selected community resource when therapeutic, academic, and/or social services are provided.
16. Advises secondary counselors on the need for pupil program changes.
17. Makes referrals to, and works closely with, Regional Center for the Developmentally Disabled; University Affiliated Projects; Children’s Hospital; California Children’s Services; State Department of Health; speech therapists; physicians; psychologists; and psychiatrists.
18. Reevaluates pupils enrolled in special education as required by law.
19. Makes visitations to special education non-public schools to determine appropriateness of educational programs for special education pupils.
20. May assist site administrator with confidential employee matters and investigations.
21. Performs other related duties as assigned.

KNOWLEDGE, ABILITIES, AND PERSONAL CHARACTERISTICS

1. Ability to plan, organize, prioritize, and manage time.
2. Maintains a positive attitude towards students, learning, and teaching.
3. Ability to observe and evaluate student activities.
4. Ability to cope with multiple tasks.
5. Ability to drive to sites to communicate and meet with staff and students.
6. Knowledge of, and ability to use, computer-based programs.
7. Ability to listen without bias and provide appropriate feedback.
8. Knowledge of methods for effective collaboration and the ability to work collaboratively with all stakeholders.
9. Ability to work effectively with all racial, ethnic, linguistic, economic, and disability groups.
10. Demonstrate understanding, patience, and approachability toward students, parents, and colleagues.
11. Ability to demonstrate proficiency in written and oral English.
12. Excellent interpersonal, oral, and written communication and problem-solving skills
13. Oral and written proficiency in a second language preferred.

SUPERVISION

Under the direction of the Executive Director, Special Education, with indirect supervision by the site administrator if assigned to a school site.