Under general supervision, perform a variety of specialized secretarial, administration, and clerical tasks to support the day-to-day operations of a school or department. Maintain clerical records, prepare correspondence, and create reports from such records. May be required to indirectly supervise other lower level clerical positions.
The Dayton Way
- Support and maintain the District’s core principles in the areas of professionalism, curriculum, instruction, culture, and customer service. Demonstrate courage, compassion, patience, and a passion for teaching in daily activities.
- Meet the challenges of delivering education in an urban school setting. Use instructional methods to help struggling learners reach grade level.
- Navigate competing instructional initiatives and find ways to apply them to the classroom effectively.
- Build confidence in students, parents, and guardians that academic achievement is attainable through high expectations and sustained effort.
- Collaborate and engage effectively with teachers and administrators to implement instructional strategies that promote student success in content areas.
- Build positive rapport and trust with families and community partners to facilitate their engagement in education efforts.
- Participate in district-organized professional development activities and seek out opportunities for self-development to improve instruction design and delivery skills.
CORE DUTIES AND RESPONSIBILITIES
- Providing a comprehensive program of psychological services to assigned buildings
- Providing intensive psych-educational evaluation of children identified as or thought to be handicapped (e.g. conduct assessments of students’ cognitive abilities, academic achievement, socio-emotional and adaptive functioning using a variety of instruments and techniques that are appropriate for the individual student
- Collaborating with educational staff as part of a team to develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs and develop interventions to achieve these goals
- Assisting educational staff in implementing or modifying instructional strategies, classroom management procedures, intervention strategies and follow-up activities
- Providing direct services to individuals or groups of students (e.g. counseling, academic interventions, crisis interventions, mentoring, and individual safety plans when appropriate) to address the social and affective needs of students
- Consulting and conferring with teachers, staff, and families about strategies to facilitate the social and affective adjustment of students
- Working with educational staff and community agencies as necessary by participating in planning and/or implementation of positive behavioral supports or system level crisis response for students
- Providing support with universal screenings in the areas of early reading and math literacy and participate in designing prevention and intervention methods to address programs that influence student learning
- Providing leadership in developing and implementing early intervention and prevention programs for all students
- Collecting, managing, and interpreting various types of individual and group data and apply sound principles of data-based decision making to all aspects of practice (e.g., designing interventions, monitoring student progress, consulting with school administrators, and disseminating intervention research findings within the school setting)
- Using technology such as data management, report writing, spreadsheets, data analysis, spreadsheets or other software programs to organize and graphically display data when appropriate for use at the system, building, and individual student level to monitor progress
- Adhering to the school district’s written policies and procedures concerning the identification, evaluation, placement and periodic review processes as they relate to handicapped children
- Following all appropriate ethical, professional, legal standards, and understands and applies federal, state, and local policies and regulations in the delivery of school psychological services
- Assisting with in-services training programs as directed by the Director of Psychological Services
- Performing other duties as may be assigned by the Director of Psychological Services
CORE BEHAVIORS & COMPETENCIES
- Coping with Stress = think critically and solve problems in difficult situations; capable of handling interruptions effectively
- Interpersonal Skills = successfully interact and engage with students, families, colleagues, administrators, and others; enjoy working with children
- Presentation Skills = creatively share information verbally and in writing to build interest and engage student learners; organize and present information in meaningful, easy-to-understand ways
- Adaptability and Flexibility = willingness to change methods and approaches as appropriate
- Must be a U.S. citizen or have the legal right to work in the U.S.
- Current and valid State of Ohio School Psychologist License
- Must pass Federal and Ohio Bureau of Criminal Identification and Investigation background check in accordance with Ohio Administrative Code Section 3301-83-06
Knowledge & Experience
- Master’s degree or higher in School Psychology
- Experience in cognitive, achievement, and behavioral assessments.
- Must possess knowledge of Ohio Education Code, Ohio Code of Regulations and Office of Education schools’ policies, rules, and regulations regarding programs and pupils.
- Must have demonstrated ability to work effectively with professional personal in carrying out effective instructional or remediation program.
- Must have working knowledge of modern office technology, equipment and procedures.
- Experience in compliance monitoring of state and federal regulations regarding special education including facilitation IEP meetings
- Effective time management skills
- Frequently required to sit, stand, walk, hear, see, read, speak, reach, stretch with hands and arms, crouch, kneel, stoop, and climb stairs
- Occasionally lift and/or move lightweight items up to 40 lbs.
- Work is performed in a general school setting
- Occasional exposure to blood, bodily fluids, and tissue
- Work may be subject to frequent interruptions
- Some assignments are subject to completion within strict timelines
- Periodic travel for meetings, professional development activities, and work assignments