Probationary Position: School Psychologist – Grades 4/5
The Irvington Union Free School District seeks a compassionate, proactive, and collaborative School Psychologist to join our Grade 4/5 team at Main Street School.
The successful candidate will be committed to supporting students’ academic, social, emotional, and behavioral growth while serving as a leader in fostering a positive, inclusive, and supportive school community.
Responsibilities Include:
- Serving as a valued member of a collaborative, student-centered educational team committed to the success and well-being of all students.
- Partnering with administrators, teachers, counselor, social worker, families, and related service providers to support student growth and achievement.
- Playing an integral role in the school’s Social-Emotional Learning (SEL) initiatives and contributing to a positive, inclusive, and supportive school climate.
- Providing counseling services and social-emotional support to individual students and small groups as part of a mandated caseload.
- Participating as an active member of the Multi-Tiered System of Supports (MTSS) team, utilizing data to identify student needs and develop targeted interventions.
- Conducting psychoeducational evaluations, including classroom observations, and preparing comprehensive written reports in accordance with state and federal regulations.
- Interpreting and presenting evaluation results to families and educational teams to support eligibility determinations and educational planning.
- Serving as a case manager for students with disabilities, facilitating annual reviews, reevaluations, and ongoing communication with families and staff.
- Collaborating with teachers and support staff to develop, implement, and monitor effective academic, behavioral, and social-emotional interventions.
- Assisting in the development of Individualized Education Programs (IEPs), including meaningful goals and recommendations aligned with student needs.
- Coordinating and participating in Functional Behavioral Assessments (FBAs), Behavioral Intervention Plans (BIPs), and other behavioral support planning processes.
- Responding to student crises and providing crisis intervention, risk assessments, and follow-up support as needed.
- Consulting with staff and families regarding student learning, behavior, mental health, and social-emotional development.
- Supporting families in understanding the special education process and available supports and services.
- Participating in student transition planning, including articulation between grade levels, schools, and programs.
- Participating in new student meetings and supporting the successful integration of students into the school community.
- Providing professional learning and consultation to staff on topics related to child development, mental health, learning differences, and effective behavioral supports.
- Serving as a strong advocate for students while fostering collaborative partnerships among home, school, and community stakeholders.
- Contributing to building-wide initiatives that promote student resilience, belonging, engagement, and overall well-being.
- Ensuring compliance with all applicable special education regulations, district procedures, and ethical standards of practice.
- Participating in professional learning opportunities and contributing to a culture of continuous improvement.
Qualifications:
- New York State Certification as a School Psychologist.
- Strong knowledge of special education regulations, psychoeducational assessment practices, and MTSS frameworks.
- Experience providing counseling, consultation, and crisis intervention services in a school setting.
- Experience facilitating CSE processes and managing special education case responsibilities preferred.
- Knowledge of Functional Behavioral Assessments (FBAs), Behavioral Intervention Plans (BIPs), and evidence-based behavioral interventions.
- Strong interpersonal, communication, and collaboration skills.
- Ability to work effectively as part of a multidisciplinary team.
- Commitment to fostering inclusive practices and supporting the diverse needs of all learners.
- Demonstrated flexibility, problem-solving skills, and a student-centered approach to decision-making.
- Commitment to ethical practice, confidentiality, and continuous professional growth.