JOB TITLE: School Psychology Apprentice

 

DEPARTMENT: Special Education

 

REPORTS TO:  Special Education Director

 

Salary: $25 per hour 

 

Hours: 13-30 hours

 

Education Requirement: Must have a bachelor's degree and be enrolled in a school psychologist program that leads to certification as a school psychologist in Michigan. 

 

SUMMARY: 

The School Psychologist Apprentice (SPA) is a skilled staff member who provides assistance to the School Psychologists in the performance of their duties. The SPA shall receive instruction from a School Psychologist in how to perform the taskings required to perform his or her duties and responsibilities.  In addition, when needed, the SPA will assist in the  classroom programs. The SPA will be supervised by a certified school psychologist. 

 

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.

Presence on the job is an employee’s fundamental obligation.  Regular, reliable and punctual

attendance is required.

 

The School Psychologist Apprentice supports the ESA School Psychologists, Evaluation Teams, and teaching staff 

by performing the following taskings:

  1. Score and enter rating scale results (those electronically and those requiring hand scoring) into the Multidisciplinary Team report. 
  2. Upload to REEDs, Physician Statements, Extensions, MET Reports, and other data as assigned to Illuminate.
  3. Organize and file protocols and other evaluation documents created by the School Psychologists.  
  4. Electronically re-format (revised) evaluation guidelines, teacher report forms, and other documents as assigned.  
  5. Perform systematic observations for evaluations.
  6. Perform updates on Family/Developmental histories for student reevaluations  
  7. Performing CA-60 (student record) reviews for Student Assistant Teams (Child Study).
  8. Attend School Psychologist department meetings.
  9. Assist School Psychologists in the compilation of the Multidisciplinary Team (MET) report by adding in tables and graphs and other data as prescribed by the School Psychologist from Illuminate/Powerschool into the report.
  10. Assist School Psychologists in the Multi-Tiered System of Support (MTSS) efforts in the local school districts.
    1. Attend MTSS trainings
    2. Assist with systems level coaching with School Leadership Team
    3. Support MTSS data collection and data analysis for all three tiers
    4. Support the development of materials for trainings and coaching
  11. Inventory and organize School Psychologist tools (protocols, kits, materials, etc) 
  12. Participate in data review for Teacher Assistant Team meetings 
  13. Acts as a guest teacher and/or paraprofessional as needed to support the ESA programs 

QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

 

EDUCATION and/or EXPERIENCE: 

Possess a Bachelor’s Degree (or its equivalent) in education or related discipline.

Have a plan to become a School Psychologist and be enrolled in a school psychology program that leads to certification as a school psychologist in MI.

 

CERTIFICATES, LICENSES, REGISTRATIONS: 

Current and valid teacher’s certificate from the Michigan Department of Education preferred; Valid Drivers’ License required.  

 

KNOWLEDGE, SKILLS and ABILITIES:

Ability to establish and maintain effective working relationships with professionals, students, peers, parents and community. 

Ability to speak clearly and concisely in written or oral communication.

Demonstrated proficiency in the use of technology and computer skills. 

Must carry out all responsibilities with awareness of all requirements, standards and policies established by the Board of Education.

Ability to desire to work with students with special challenges and severe disabilities.  Ability to prioritize and manage   multiple tasks efficiently; possess strong organizational skills.  Ability to make decisions and problem solve within a team of service providers.      

Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable.

 

LANGUAGE SKILLS:

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations.  Ability to compose reports, business correspondence, and procedure manuals.  Ability to effectively present information and respond to questions from various groups including administrators, staff, local school districts, and the general public.

 

MATHEMATICAL SKILLS:

Ability to work with mathematical concepts such as fractions, percentages, ratios and proportions to practical situations.  Ability to extrapolate needed statistical data from given information. 

 

REASONING ABILITY: 

Ability to frame and solve a practical problem logically and rationally.  Ability to apply common sense understanding, to interpret and carry out instructions furnished in written, oral, diagram or schedule form.  Ability to define problems, collect data, establish facts, and draw valid conclusions.

 

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

While performing the duties of this job, the employee will occasionally sit and walk and sometimes stand. Specific vision abilities required by this job include close vision such as typed material. Hearing abilities used while performing this job are hearing conversation in a quiet or noisy environment. The employee will frequently interact with the public and other staff, and will occasionally work extended hours. The employee must be able to lift/push/pull up to 40 pounds individually. The employee must be able to lift/push/pull up to 40 pounds individually.

 

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

The noise level in the work environment is usually quiet. Work is generally performed indoors. When performing the duties in classroom(s) the employee is directly responsible for the safety, well-being and work output of students.