school psychologist

The Morris Center

The Morris Center in Ocala, Florida is hiring a part-time independent contractor (1099) for a FLORIDA licensed or licensed eligible clinical psychologist, school psychologist, or neuropsychologist (doctorate level psychologist is preferred).Applicants must be licensed to practice in the state of Florida; FL license eligible candidates should also apply.If you thrive on the unique challenges of collaborating with Speech Language Pathologists (SLP's), Occupational Therapists (OT's), educators, and a published Neuropsychology Researcher with over 30 years of expertise assessing and treating Neurodevelopmental Disorders across the lifespan, and enjoy contributing to a team of dedicated professionals making significant and lasting functional changes in the lives of children, teenagers, and adults, we have the perfect opportunity for you to join our team. An employer/clinical environment that is solely focused on the quality of services provided and not billable hours and not limited by insurance reimbursements.Ideal Candidate Must:<ul><li>Hold a PhD or PsyD and have successfully completed APA-approved doctoral training and pre-doctoral internship training; exceptional MA level FL Licensed School Psychologists will be considered too.</li><li>Be licensed as a clinical psychologists or school psychologist (or be in the process of becoming licensed) in the state of Florida.</li></ul>The ideal candidate is mainly experienced and skilled in providing services to children and adolescents (our primary patient age range) and college students, but can also collaborate with the TMC OCALA transdisciplinary team in assessing and treating patients who are young adults, adults and at times even an older adult (70+) will seek services from TMC OCALA to empower their learning, language, literacy, sensory motor or other cognitive skills and abilities too; to date TMC's oldest in person client was 74 years old, but the primary age range of TMC patients are ages 4 to 24 years old.Primary Responsibilities:<ul><li>Outpatient Assessments: Conduct outpatient psychoeducational and/or neuropsychological assessments as part of a comprehensive transdisciplinary team assessment. Collaborate with the TMC team that includes SLPs, OTs, neuropsychologists, educators and other professionals.</li><li>Solo Assessments: Provide solo outpatient psychoeducational or neuropsychological assessments.</li><li>Team Collaboration: Manage and facilitate transdisciplinary team collaborations, ensuring effective communication and coordination among all team members, ie the one aspect of the psychologist's role is the communication, collaboration and effective &quot;can do&quot; work culture among all disciplines on the transdisciplinary team.</li><li>Behavioral Management: Handle behavioral management of patients in a high-intensity treatment program (6 hours per day, 5 days per week, for 2 - 8 months) or in low-intensity outpatient services (1 hour per day of remedial services, Speech-Language services or Occupational Therapy services).</li><li>Psychotherapy: Offer individual, supportive, growth mindset and/or trauma recovery psychotherapy to children, teenagers, and adults; note all patients with a history of chronic learning disabilities have experienced a degree of educational trauma due to failure to be provided the skills and abilities necessary for academic success.</li><li>Parent Training: Provide parent behavior management training to support the overall treatment process and to include parents as part of the transdisciplinary team model within TMC's aim for continuity of care between home and clinical environments.</li><li>Program Facilitation: Carry out other essential functions that facilitate the positive outcomes of a dynamic, evidence-based transdisciplinary assessment and treatment team and its programs.</li></ul>Our Patients present with a variety of neurological and psychiatric conditions such as Dyslexia, Dysgraphia, Dyscalculia, Aphantasia, Autism, ADHD, learning disabilities, Autism, concussion, behavioral disorders, medical/genetic disorders like Neurofibromatosis I, and traumatic brain injury; TMC clinics in whole are Neurodevelopmental Disorders assessment and empowering treatment centers.For over 35 years, the thriving TMC clinics schedule patients 2, 4, 6, 8 or 10+ months of transdisciplinary team assessment and empowering treatment services; common gains for TMC patients are 1 to 2 standard deviations (ie 15 to 30 standard score points) of improvement in language, sensory, motor, attention/focus, memory, executive functions and academic skills.The unique services of The Morris Center Clinic offer:<ul><li>Highly effective programs</li><li>Proprietary Transdisciplinary team Assessment and Treatment services; 38 years of expertise in serving patients from around the globe, ie USA, Canada, South America, Malaysia, India, UK, Caribbean, Singapore, South Africa and other countries.</li><li>The CEO/owner of the three TMC clinics is a co-author of NICHD &amp; VA RR&amp;D Randomized Controlled Trials (RCTs) that guide the evidence-based and research-based services offered at TMC clinics. These RCTs that uniquely empower TMC treatment services include 5 year RCTs on early intervention &amp; remediation of Specific Learning Disorders, as well as neurorehabilitation and neuroimaging of Aphasia, Phonological Alexia and Phonological Agraphia.</li></ul>Clinical and Corporate guidance of TMC clinics is provided by a Neuropsychology, Neurorehabilitation, Neuroimaging, Neurodevelopmental Disorders clinical researcher CEO with over 30 years of expertise working with The Morris Center clinics, Tim Conway, PhD: see LinkedIn profile: https://www.linkedin.com/in/timconwayphdthemorriscenter/ Coordination of clinical services across all TMC clinics is expertly guided by Dr. Robin Edge, CCC/SLP who also has over 30 years of expertise in clinical services to patients with Neurodevelopmental Disorders, academia as a full professor and research too.The hourly rate is commensurate with years of experience, training, skills and abilities.For more information about The Morris Center clinics see:www.TheMorrisCenter.comFor patients' report of TMC clinics' evidence-based outcomes see:https://www.youtube.com/channel/UCvyvy5NOMwFr-Nk5gaz1ntA/videosFor access to the peer-reviewed RCT's and other empirical studies supporting the treatment programs at The Morris Center see:https://timconway.academia.edu/Dr. Conway and colleagues have published 20+ years of randomized controlled trials and other empirical studies on early intervention and remediation of Neurodevelopmental Disorders, as well as 20+ years of RCT's and empirical studies on neurorehabilitation of post-stroke aphasia, alexia and agraphia.The Morris Center, Inc; The Morris Center Jacksonville, LLCThe Morris Center clinics are equal opportunity employers.Medical Specialties:* Neurology* PediatricsJob Types: Full-time, Part-time, ContractPay: $45.00 - $55.00 per hourBenefits:<ul><li>Dental insurance</li><li>Flexible schedule</li><li>Health insurance</li><li>Vision insurance</li></ul>Work Location: In person

School/Child Psychologist or Neuropsychologist

Volusia County Schools

<ul><li>For questions or assistance with your application, contact applicants@volusia.k12.fl.us.</li>
<li>For more information on employment opportunities, contact the Recruitment Team at vcscareers@volusia.k12.fl.us or visit the Careers page of our website https://www.vcsedu.org/directory/departments/human-resources/employment.</li></ul>
 Job Description
 <div><div><div>Position Description 
 
SCHOOL PSYCHOLOGIST
(EXCEPTIO NAL STUDENT EDUCATION AND STUDENT SERVICES) 
 
 
REQUIRED QUALIFICATIO NS
 
&bull; A Specialist&rsquo;s or higher degr ee in School Psychology, or appropriate credentials based on Florida Department of
Education requirements for School Psychologists 
 
<ul><li>Hold or eligible to hold professional certification as a School Psychologist through Florida Department of Education
</li></ul><ul><li>Possess a valid Florida Driv er&rsquo;s License; if a holder of any other valid US state-issued Driver&rsquo;s License, agree to acquire a
</li></ul>Florida Driver&rsquo;s License with in thirty (30) days of employment, except in a case where accommodation is required
REQUIRED SKILLS
<ul><li>Strong written and verbal communication skills, including presentation skills
</li></ul><ul><li>Strong skills in planning, organization, task completion and decision-making
</li></ul><ul><li>Demonstrateds ability to collaborate with school-based and district staff, students and parents on professional, technical
</li></ul>and general areas of School Psychology
<ul><li>Demonstrates competence in the techniques to analyze the needs and potential of individuals
</li></ul><ul><li>Ability to work harmoniously and effectively with professionals, school community, parents, and service agency
</li></ul>personnel to accomplish the required tasks
<ul><li>Ability to exercise sound judgment in handling problem situations with competence in human and interpersonal relations
</li></ul>skills
<ul><li>Demonstrates knowledge within the area of specialization to a degree consistent with the educator&rsquo;s professional
</li></ul>preparation
<ul><li>Strong working knowledge of federal and state laws and policies related to Exceptional Student Education(ESE) and
</li></ul>assessment issues
<ul><li>Ability to exercise sound judgment in handling sensitive and confidential information
</li></ul><ul><li>Ability to exhibit appropriate control of emotions
</li></ul><ul><li>Ability to effectively and efficiently use the tools of technology 
</li></ul>REPORTS TO Coordinator, School Psychological Services 
 
SUPERVISES Not Applicable 
 
POSITION GOAL 
 
To provide comprehensive and exemplary School Psychological Services to students, educators, and parents.
 
The Mental Health Response and Intervention School Psychologist will provide on-site evidence-based mental
health/behavioral intervention to children, adolescents, and family members to include screenings, evaluations,
 
treatment plan development, and intervention. This therapeutic intervention will remove/reduce emotional
 
barriers and enhance students&rsquo; social and emotional skills thereby improving home and school functioning
which will ultimately improve academic, behavioral, and social-emotional student outcomes. 
 
PERFORMANCE RESPONSIBILITIES 
 
General Responsibilities
 
1. *Complete comprehensive psychological evaluations and re-evaluations as required by the Individuals with Disabilities Education
Act (IDEA) and State Board Rules in a timely manner.
 
2. *Complete written psychological reports in a timely manner and communicate results to stakeholders to inform instruction and to
assist in determining appropriate educational programming.
 
3. *Effectively communicate critical components of Problem Solving/Response to intervention (RtI) and Functional Behavioral
Assessment (FBA) processes to educators and parents.
 
4. *Actively participate on schools&rsquo; Problem Solving Teams (PST).
 
5. *Assist in the collection, graphing, and analysis of academic and behavioral data used for problem analysis and progress
monitoring necessary to inform instruction.
 
6. *Assist and coach teachers and intervention providers in the identification of research-based school-wide, class-wide and
individual academic and behavioral interventions to improve outcomes and fidelity.
 
7. *Support school teams in the Functional Behavioral Assessment (FBA)/Behavioral Intervention Plan (BIP) process. 
</div></div><div><div>
 
Position Description 
 
 
PAGE TWO, SCHOOL PSYCHOLOGIST 
 
(EXCEPT IONAL STUDENT EDUCATION AND STUDENT SERVICES) 
 
8. *Provide professional development/training to educators, parents, and community members when requested. 
 
9. *Provide individual and/or group behavioral and mental health supports to students, including social skills training and
 
counseling.
10. *Provide Counseling as a Related Service to eligible students in ESE programs. 
 
11. *Assist with school reform efforts through involvement with School Improvement Teams and data analysis meetings.
 
12. *Attend meetings to suppo rt school and district needs including PST meetings, staffings, re-evaluation meetings and staff
meetings. 
 
13. *Support schools in identifying students eligible for educational accommodations under Section 504 of the Vocational
 
Rehabilitation Act.
14. *Participate on crisis intervention teams and threat response teams.
 
15. *Refer students and families to outside agencies as appropriate.
 
16. *Analyze data, when requested to determine program effectiveness.
 
17. *Support the implementation of Coordinated Early Intervening Services (CEIS).
 
18. *Remain knowledgeable of district, state and federal laws and policies affecting the practices of School Psychologists and the
students that they serve in order to appropriately consult with school faculty, parents and the community.
 
19. *Participate in professional development and maintain knowledge of federal, state and district policies, guidelines, and best
practices related to ESE, data analysis, problem solving/RtI, mental health and other relevant areas.
 
20. Provide all activities appropriate for School Psychologists in a professional, ethical manner consistent with best practices as
dictated by the Florida Association of School Psychologists and the National Association of School Psychologists.
 
21. *Maintain accurate records, statistics, and reports for effective communication, documentation, accountability and program
evaluations.
 
22. Follow all district policies and procedures, including those identified in the Equity Plan.
 
23. Perform other duties as assigned by the Coordinator, School Psychological Services. 
 
Mental Health Response and Intervention Responsibilities
 
24. Conduct mental health screening and threat assessment on referred students.
 
25. Develop mental health treatment plans and recovery services for students and their families.
 
26. Perform ongoing and regular case review of case treatment to ensure implementation intervention and progress towards
treatment goals and objectives.
 
27. *Provide Youth Mental Health First Aid training and other relevant professional development/training to educators, parents, and
community members when requested.
 
28. *Provide individual and/or group behavioral and mental health supports to students and families, including social skills training
and counseling.
 
29. *Provide crisis prevention and intervention when needed.
 
30. Coordinate Plans of Care (POC) with all appropriate stakeholders ensuring reintegration and transition of services for students
<div>going to or coming from alternative settings or outside agencies.
 
31. *Refer students and families to community agencies as appropriate.
 
32. *Provide consultation as well as in-service trainings to educators, parents, or community partners as requested. 
 
 
 
 
 
 
 
 
<ul><li>Denotes essential job function/ADA
</li></ul></div>POSITION DATA 
 
BOARD TERMS OF SALARY POSITION ADA FLSA DOC
 
APPROVAL EMPLOYMENT CODES CODES STATUS
 
7/8/86 Months: 11 District Schedule Bargaining Unit: 3 2-Light Work Exempt Teacher-VTO
 
Days: 216 Level: VTO Title: 37703 3-A, F, K, L-Q, S-V
 
Hours: 7.5 DOE: 61420 4-Indoors
 
Tenure: Yes Instructional specialist ERT
 
EEO-5 Line: 40</div></div></div>

EDEP GROUP LEADER

US Department of Veterans Affairs

Staff Psychologist

Boston Public Schools

<div>Boston Public Schools seeks an exceptional Clinical Coordinator who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as an education professional. 
The Clinical Coordinator will be responsible for the therapeutic environment including individual, group, and family therapy, and when needed, crisis intervention. In addition, acting as liaison for family, school, and medical personnel. He/she will also be responsible for the Individual Educational Plan (IEP) State and Federal requirements and identifying measurable goals and intervention plans. 
Reports to: Principal/Head of School 
Responsibilities<ul><li>
Provides therapeutic, individual, small group, and family counseling.</li><li>
Assists the Special Education Director, in carrying out Chapter 766 responsibilities required for the social/ emotional well-being of students referred for services in the Emotional Impairment Strand.</li><li>
Facilitates of the Emotional Impairment Strand Team meetings and is responsible for follow-through plans and any subsequent actions.</li><li>
Evaluates the performance of individual student behavioral plans and the subsequent performance of professional staff regarding their implementation of behavioral plans.</li><li>
Oversees the development and coordination of goals and objectives and distribution of instructional materials regarding the therapeutic environment.</li><li>
Ensures the maintenance of timely and accurate student records.</li><li>
Maintains responsive lines of communication between students/parents, and students/staff involved in the Emotional Impairment Strand.</li><li>
Collaborates with other departments and service providers within the school to ensure the appropriate therapeutic setting for the Emotional Impairment Strand.</li><li>
Performs other related duties as requested by the Head of School and Special Education Director.</li></ul>
Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate.<ul><li>
Accountability for Student Achievement</li></ul>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)<ul><li>
Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.</li><li>
Consistently defines high expectations for student learning goals and behavior.</li><li>
Assesses student learning regularly using a variety of assessments to measure growth, and understanding.</li><li>
Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.</li><li>
Communicating Professional Knowledge</li></ul>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)<ul><li>
Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.</li><li>
Demonstrates knowledge of students&rsquo; developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.</li><li>
Equitable &amp; Effective Instruction</li></ul>
(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)<ul><li>
Builds a productive learning environment where every student participates and is valued as part of the class community.</li><li>
Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.</li><li>
Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.</li><li>
Cultural Proficiency</li></ul>
(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)<ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected.</li><li>
Parent/Family Engagement</li></ul>
(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)<ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning.</li><li>
Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.</li><li>
Professional Reflection &amp; Collaboration</li></ul>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)<ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.</li><li>
Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.</li><li>
Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.</li></ul> 
Qualifications Required<ul><li>
Current MA Board of Registration Social Worker license (LSW, LCSW, or LICSW) OR Psychologist license OR Mental Health Clinician license (LMHC)</li><li>
Active and valid MA DESE School Social Worker/School Adjustment Counselor (All Levels), School Guidance Counselor (at the appropriate level), or School Psychologist (All Levels).</li><li>
Master's Degree in Clinical Psychology, Social Work, Counseling, or a related field</li><li>
Minimum of three (3) years of professional experience working with at-risk youth
</li><li>Ability to meet the BPS Standards of Effective Practice as outlined above</li><li>
Strong interpersonal skills to work with schools, students, parents, and community-based agencies
</li><li>Clinical therapy working with adolescents</li><li>
Strong interpersonal skills and personal characteristics necessary for working effectively with students, teachers, administrators, and parents</li><li>
Ability to establish a multicultural atmosphere that enhances individual growth and promotes a positive self-image</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment</li></ul>
Qualification-Preferred<ul><li>
Commitment to working with parents and students as partners in education.</li><li>
Belief that all students can learn and become socially responsible.</li><li>
Respect for all children and their families.</li><li>
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, &amp; Somali.</li></ul>
Terms: BTU, Group I, Plus 10% for the 11th month 
Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. 
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement. 
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals&rsquo; dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.</div>

Clinical Coordinator (SY26-27)

Clinical Coordinator (SY25-26)

Farming and Activity Centre

Require Nurse for a CBSE School.Should process experience as Nurse in Schools or hospitalsQualification : B.Sc NursingJob Type: Full-timePay: ₹20,000.00 - ₹22,000.00 per monthWork Location: In person

School Nurse

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10000 school psychologist jobs Near Me

School/Child Psychologist or Neuropsychologist

EDEP GROUP LEADER

Staff Psychologist

Staff Psychologist

Clinical Coordinator (SY26-27)

Clinical Coordinator (SY25-26)

School Nurse