Position Summary

The school psychologist delivers school-based psycho‑educational services that improve student performance, enhance educational success, and promote the mental health of children and youth. The psychologist typically works at two or more school sites, providing services to both general and special education students. Primary services include consultation and collaboration with students, parents and staff; conducting non‑biased special education assessments and evaluations; analyzing and interpreting evaluation results; providing support for team‑based interventions; supporting school teams in data‑informed decisions; and guiding staff and parents regarding the educational, emotional, behavioral and developmental needs of students. The psychologist is expected to adhere to federal and state laws such as FERPA, IDEA, Pennsylvania School Code, Section 504, and district policies. This position reports to the Director of Special Education and Student Services.

Minimum Qualifications

Master’s Degree from an accredited college or university.
Professional certification from the Pennsylvania Department of Education in school psychology.
A valid driver’s license that allows the applicant to legally operate an insured motor vehicle in Pennsylvania.

Experience

Demonstrated sensitivity and understanding of interpersonal relations with diverse students, parents and community members.
Professional and personal characteristics that enable effective collaboration with students, parents, school personnel and community stakeholders.
High moral standards and integrity.
Desirable leadership and management skills.

Knowledge, Skills and Abilities

Cultivates and models a respectful working and learning environment.
Works collaboratively with diverse student, staff and community populations.
Strives for professional competence through ongoing learning and professional development.
Active learner, willing to adopt new methods and practices.
Follows up appropriately on all referrals for assessment services.
Uses a wide variety of assessment techniques to evaluate students’ academic skills, learning aptitudes, personality, emotional development, adaptive behavior and social skills.
Integrates assessment data into concise, organized, and educationally relevant evaluation reports.
Coordinates special education evaluations and re‑evaluations for all students at assigned levels.
Attends data team meetings, IEP meetings and meetings of school psychologists.
Responds to parent questions regarding evaluation processes and district procedures.
Maintains accurate, complete, and confidential records per law, district policy and administrative regulations.
Maintains compliance with state and federal rules for establishing special education eligibility and completing evaluations.
Communicates effectively with students, parents and staff—both orally and in writing.
Actively contributes as a team member on school teams, regional teams, district teams and Student Services Department groups to solve problems and create opportunities.
Operates computers and software programs related to job responsibilities.
Maintains knowledge of laws, policies and procedures regarding student safety, security, confidentiality and ethical practice.
Able to travel to more than one work location during a typical workday.

Performance Responsibilities (Essential Functions)

Demonstrate regular and consistent attendance and punctuality.
Use consultation and collaborative problem solving with school personnel and parents to address student learning, behavior, mental health, and social issues.
Assist parents with referring students to appropriate community agencies, when needed.
Work directly with students, educators, and parents in a systematic process of intervention assistance and short‑term support services focused on academic or behavioral interventions, learning strategies, counseling services, social skills instruction, and other targeted support of instruction.
Assist with the development of individualized intervention plans for at‑risk students and support implementation of curriculum‑based measurement practices for universal screening and progress monitoring.
Conduct assessments and evaluations in conjunction with teachers, parents and other related services personnel regarding student academic performance, progress, learning aptitude, social/emotional development, adaptive functioning and other relevant domains.
Apply eligibility standards (IDEA, Section 504) and district procedures, and a variety of assessment techniques to assist the support team in determining student eligibility for special education services or need for reasonable accommodations.
Write comprehensive evaluation reports following district standards.
Assist the IEP team, as needed, in developing appropriate services for identified special education students.
Assist the support team, as needed, in developing reasonable accommodations for identified Section 504 students, general education students and special education students.
Promote and advance mental health issues relevant to students and families.
Actively support the functioning of the school‑based crisis team, including training and support for the Suicide Intervention Protocol, transition supports for students returning from hospitalization, and mental health screenings, as needed.
Serve in additional capacities, such as conducting professional development activities for staff regarding best practices and supporting school improvement activities.
Actively develop, promote and support initiatives associated with the district’s School Wide Positive Behavioral Intervention and Support program.
Provide crisis counseling to students and families in need.
Actively participate as a member of Suicide Prevention, Drug and Alcohol Abuse Prevention, and Smoking Cessation programs or activities.
Actively participate as a member of Student Assistance Programs, Child Study Teams, Multidisciplinary Teams, Intervention Teams, IEP teams, Chapter 14 and 15 review and evaluation teams; provide information to these teams as required.
Maintain a high level of ethical behavior and confidentiality regarding students.
Perform related duties consistent with the job description and assignment, and other duties as assigned.

Essential Requirements

Physical Demands: Frequently stand, walk, sit, talk or hear. Occasionally lift or move up to 20 pounds. Required vision includes close and distance vision. Minimal exposure to injuries is expected in an office environment.

Work Environment: Occasionally exposed to outdoor conditions. May travel between district facilities using personal transportation. Non‑traditional hours may be required based on district needs.

Mental Functions: Communicate and use interpersonal skills; compare, copy, coordinate, instruct and negotiate; evaluate, analyze, compute, compile and synthesize.

Cognitive Ability: Effectively communicate with all stakeholders; organize and prioritize multiple tasks; exercise good judgment and make decisions.

Evaluation

Performance will be evaluated in accordance with school board policy and administrative regulations on evaluation of licensed personnel.

Documents Required At Time of Application

Pennsylvania Standard Teaching Application.
Applicable degree from an accredited college or university.
School Psychologist’s license issued by the Pennsylvania Department of Education.

Equal Opportunity Employer

Hamburg Area School District employees and job applicants are protected from discrimination based on race, color, religion, sex, parental status, national origin, age, disability, genetic information, political affiliation, military service, or other non‑merit‑based factors. These protections apply to all employment decisions: recruitment, hiring, performance evaluations, promotions, training and career development.

Additionally, the district provides reasonable accommodation for disabilities; pregnancy, childbirth or related medical conditions; and religious beliefs, observances and practices.

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