Crete Public Schools School Psychologist

Crete Public Schools is seeking qualified applicants for the position of School Psychologist for the 2023-2024 school year. Benefits include paid health insurance, long term disability insurance, and personal and sick leave. This position provides comprehensive school psychological services consistent with the National Association of School Psychologists 2020 Practice Model including data based decision making, consultation and collaboration, academic interventions and instructional supports, and mental and behavioral health services and interventions.

Essential Requirements: 

  • Graduate degree (Education Specialist (Ed.S.) or Doctorate (Ph.D., Psy.D. or Ed.D.)) from an accredited school psychology program and an internship in the field for direct experience as required by NDE Rule 24. 
  • Must possess, at all times during employment, either: (1) a Nebraska Department of Education Special Services Certificate with an endorsement in School Psychology or (2) or a license to practice psychology in Nebraska issued by the Nebraska Department of Health and Human Services with completion of the academic requirements and field experience including supervised internship as required by NDE Rule 24, in additional to all other required or assigned certification and training.
  • Nationally Certified School Psychologist (NCSP) credential preferred

 

Required Job Tasks (NASP 2020 Practice Model):

Conduct assessments to determine students’ need for services, including eligibility for special education, and to provide information relevant to the development of individual service plans. 

Collect and analyze data from multiple sources (e.g., parents/guardians, teachers, students) and levels (i.e., individual, group, system) to understand students’ needs and to select and implement evidence-based instructional and mental and behavioral health interventions and supports.

Use data to monitor academic, social, emotional, and behavioral progress; to measure student response; to evaluate the effectiveness of interventions; and to determine when to modify or change an intervention. 

Provide support for classroom teachers, school staff, and other stakeholders in collecting, analyzing, and interpreting universal screening and progress monitoring data to inform decision making about the instructional, behavioral, and social–emotional needs of students.

Use a consultative problem-solving process as a vehicle for planning, implementing, and evaluating academic and mental and behavioral health services. 

Effectively communicate information verbally and in writing for diverse audiences, such as parents, teachers, school personnel, policy makers, community leaders, and others. 

Facilitate communication and collaboration among all stakeholders by demonstrating effective and appropriate interpersonal communication techniques. 

Participate on a variety of school- and district-based leadership teams to promote positive outcomes for individual students, school staff, and school systems. 

Apply psychological and educational principles necessary to enhance collaboration and achieve effectiveness in provision of services.

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 levels.

 

Use culturally responsive and developmentally appropriate assessment techniques to identify and diagnose disabilities that affect development and learning. 

Integrate behavioral supports and mental health services with academic and learning goals for children. Using data, identify students who may require individualized support and provide a continuum of developmentally appropriate and culturally responsive mental and behavioral health services, including individual and group counseling, behavioral coaching, classroom and school-wide social–emotional learning programs, positive behavioral supports, and parent education and support.

Understand the impact of trauma on social, emotional, and behavioral functioning and, in collaboration with others, work to implement practices to reduce the effects of trauma on learning and behavior. 

Demonstrate skills related to behavior analysis and use systematic decision making to consider the antecedents, consequences, functions, and potential causes of behavioral difficulties that may impede learning or socialization. Recognize that behavioral difficulties may stem from specific skill and/ or performance deficits that can be remedied through instruction and/or reinforcement strategies.

Develop and implement positive behavioral supports at the individual, group, classroom, school, and district levels that demonstrate the use of appropriate ecological and behavioral approaches (e.g., positive reinforcement, social skills training, restorative justice practices, and positive psychology) to promote effective student discipline practices and classroom management strategies. 

Provide professional development, training, and ongoing coaching on a range of topics that help staff and parents/guardians to better understand the developmental needs of children and youth in schools and that promote the use of effective instructional strategies, positive classroom management practices, and the cultivation of supportive working relationships.

 

Use knowledge of organizational development and systems theory to assist in promoting both a respectful, supportive atmosphere for decision making and collaboration and a commitment to quality instruction and services. Help staff members, students, and parents/guardians to resolve conflicts peacefully and respectfully.

Work collaboratively with other school personnel to create and maintain a multitiered system of services to support each student’s attainment of academic, social–emotional, and behavioral goals. 

Participate in school crisis response teams and use data-based decision-making methods, problem-solving strategies, consultation, collaboration, and direct services in the context of crisis prevention, protection, mitigation, response, and recovery.

In collaboration with other professionals, engage in crisis intervention, conduct comprehensive suicide and/or threat assessments for students who are identified as at risk, and design interventions to address mental and behavioral health needs.

Help create linkages among schools, families, and community providers, and they help coordinate services when programming for children involves multiple agencies.

Use inclusive language and provide culturally responsive and equitable practices in all domains of service delivery for diverse individuals, families, schools, and communities.

Possess advanced knowledge about special education and related services, and use that knowledge to promote specialized instructional and support practices within special education that meet the diverse needs of children with disabilities.

Employ a strengths-based approach to address the learning needs of English learners.

Practice in ways that are consistent with ethical, professional, and legal standards and regulations.

Access, evaluate, and use information sources and technology in ways that safeguard and enhance the quality of services, security of confidential information, and responsible record keeping.

Engage in ongoing learning and formulate personal plans for professional growth.

Zone 5

Grades

Pre-K–12

Additional Information

Position Title: School Psychologist

Job ID#: 502

Reports to: Student Services Coordinator and Building Principal

Date Available: August 1, 2023

Work Year: 191 days

Contact Information

Crete Public Schools
930 Main Avenue
Crete, Nebraska 68333
https://www.creteschools.org/

Jenny Beck
(p) (402) 826-5855

How to Apply

Apply online at www.creteschools.org.