• Demonstrates an awareness of adolescent and child development related to emotional functioning and academic achievement as it relates to school-wide practice through the school improvement process, building review of discipline, and social-emotional intervention
• Works to develop school team norms related to sound and contemporary views of school-wide data collection related to academic skill development
• Collaborates with team on effective home-school continuity and practice for both academic and social-emotional functioning
• Utilizes an understanding of mental health diagnoses, treatment, and intervention effective for adolescent and child populations
• Collaborates with building administration regarding effective practice related to the prevention strategies for social-emotional and academic difficulties
• Implements appropriate legal practice in accordance with guidelines for related to response to intervention, the evaluation process, student discipline, diversity of student needs and student advocacy
• Demonstrates an understanding of learning theory, research practice, and contemporary research findings that influence social-emotional, familial, academic, and instructional practices in line with school psychology or psychology in general
• Utilizes knowledge related to the effective implementation of psychological instrumentation, conclusions, and data systems

• Develops effective interventions for school-wide, sub-groups and individuals within a school setting
• Collaboratively works with school administration in developing interventions and service so as to focus on prevention of social-emotional and academic difficulties so as to promote learning and social/personal development for all students
• Utilizes skills necessary for assessing the effectiveness of interventions and programs continuously and through the school-wide system
• Demonstrates the effective utilization of research related skills tied to scientific inquiry related academic and social-emotional interventions
• Provides analysis and interpretation of psychological, sociological, and academic assessment for individuals and school-wide systems through problem-solving teams (RtI, special education teams, and parents)
• Provides direct intervention for family-school continuity
• Provides direct intervention for students in keeping with appropriate research related to the fields of school psychology, child and adolescent psychology and other relevant mental health fields
• Utilizes effective assessment of skills, abilities, and attitudes for students, staff, and parents regarding meaningful intervention

• Demonstrate collaborative relationships with families from diverse backgrounds and make concerted efforts to engage families into the school process
• Provides meaningful follow-up and consultation with teachers throughout the collaboration process
• Collaborates with school administration related to climate related factors and issues for students, families, and staff members
• Develops resources and working relationships with organizations and private practitioners available and applicable for students and families outside of school
• Leads initiatives with the problem-solving team related to suicide prevention, behavioral management, crisis intervention, attendance, mental health needs, diversity, and communicates role and responsibilities to staff members related abuse and neglect and the role and/or limitations of confidentiality

• Provides information related to the school community for the purposes of individual and group-based data posed for intervention
• Lead data interpretation, in utilization of data, reporting, and whole-school determinations is a vital element of the role
• Demonstrates and communicates a clear understanding of ethical aspects of practice in accordance with APA Division 16 and NASP
• Demonstrates leadership and ethical practice related to the role of reporting suspected abuse/neglect of children
• Provides meaningful feedback to parents regarding school functioning as it relates to areas of service by the psychologist
• Maintains a communication system with parents and families
• Seeks support to augment support outside of direct service for parents, families, and students
• Provides for buildings and seeks for meaningful professional development related to improved student social-emotional and academic outcomes
• Maintains and demonstrates appropriate limitations of confidentiality for students and families
• Provides leadership through the IEP process including but not limited to: facilitating IEP meetings, note-taking during the IEP meetings, and acting as the LEA of the IEP process
• Works with school administration to effectively create professional development for the school building related to the understanding of data gathering, utilization, interpretation, steps towards intervention, and monitoring of effectiveness

• Must hold a current Professional Educator License (PEL).
• School Psychology Endorsement, NCSP preferred

For more information about the contract, visit: Yorkville CBA 2022-2026 (PDF)