IN PERSON School Psychologist Evaluation, 1 eval – McDonough, GA 30253

• Education and Experience: Specialist Degree in School Psychology
• Certification/Licensing: Valid Georgia teacher's certificate
• Constant and consistent ability to supervise students required

• The school psychologist is a system-wide position who has frequent contact with teachers, special education leads, special education director, school administration, school counselors, family advocates, student support team members, academic specialists, and parents
• The school psychologist is often consulted to provide research based interventions, aid with behavior intervention plans, and be a part of school planning teams with Response to Intervention and Student Support Teams
• The school psychologist conducts and interprets comprehensive educational evaluations for students being considered for special educational services, re-evaluations and 504s
• Data-based Decision Making and Accountability
• use a problem-solving framework as the basis for all professional activities
• systematically collect data from multiple sources as a foundation for decision-making and consider ecological factors (e.g., classroom, family, community characteristics) as a context for assessment and intervention in general and special education settings
• collect and use assessment data to understand students' problems and to select and implement evidence-based instructional and mental health services
• aid teams by conducting assessments to help identify students' eligibility for special education and other educational services
• Research and Program Evaluation
• incorporate techniques for data collection, analyses, and accountability in evaluation of services at the individual, group, and system levels
• in collaboration with others, collect, analyze, and interpret program evaluation data in applied settings
• provide support for classroom teachers in collecting and analyzing progress monitoring data
• apply knowledge of evidence based interventions and programs in designing, implementing, and evaluating the fidelity and effectiveness of school-based intervention plans
• effectively communicate information for diverse audiences, such as parents, teachers and other school personnel, policy makers, community leaders, and others
• consult and collaborate at the individual, family, group, and systems levels
• function as change agents, using skills in communication, collaboration, and consultation to promote necessary change at the individual student, classroom, building, and district, state, and federal levels
• Family-School Collaboration Services
• use evidence-based strategies to design, implement, and evaluate effective policies and practices that promote family, school, and community partnerships to enhance learning and mental health outcomes for students
• identify diverse cultural issues, contexts, and other factors that have an impact onfamily-school partnerships and interactions with community providers, and address these factors when developing and providing services for families
• advocate for families and support parents in their involvement in school activities, for both addressing individual students' needs and participating in classroom and school events
• apply current empirically based research on learning and cognition to the development of effective instructional strategies to promote student learning at the individual, group, and systems level
• work with other school personnel to develop, implement, and evaluate effective interventions for increasing the amount of time students are engaged in learning
• incorporate all available assessment information in developing instructional strategies to meet the individual learning needs of children
• address intervention acceptability and fidelity during development, implementation, and evaluation of instructional interventions

• In collaboration with others, address individual differences, strengths, backgrounds, talents, and needs in the design, implementation, and evaluation of services in order to improve learning and mental health outcomes for all children in family, school, and community contexts
• provide culturally competent and effective practices in all areas of school psychology service delivery and in the contexts of diverse individual, family, school, and community characteristics
• utilize a problem solving framework for addressing the needs of English language learners
• engage in effective, collaborative, and ethical professional relationships
• access, evaluate, and utilize information sources and technology in ways that safeguard and enhance the quality of services and responsible record keeping
• engage in lifelong learning and formulate personal plans for ongoing professional growth

RCM Health Care Services