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Job Title: SPECIAL EDUCATION TEACHER

JOB SUMMARY: Under the direction of the Building Principal, the Licensed Special Education Teacher develops and provides specialized instruction to meet the unique needs of students with disabilities; Evaluates and assesses student progress against instructional objectives; follows State mandated due process procedures and functions as IEP Manager to assigned students. Essential functions of the job may include but are not limited to the following:

• Provides research-based specialized instruction to address the instructional goals and objectives contained within each student’s IEP.
• Assesses student progress and determines the need for additional reinforcement or adjustments to instructional techniques.
• Employs various teaching techniques, methods and principles of learning to enable students to meet their IEP goals.
• Develops and implements annual Individualized Educational Program (IEP) plans for students to include: present levels of educational performance, special education needs, instructional goals and objectives, and the special education and related services required to meet those goals.
• Schedules team meetings and works cooperatively with child study team members and others in developing instructional goals and strategies.
• Coordinates the delivery of special education services in each student’s IEP.
• Creates a positive learning experience with emphasis in individualized instruction using appropriate sources including the integration of technology.
• Serves as primary contact for the parent.
• Provides direction, supervision and evaluation of educational assistants as directed.Completes all district and state reporting requirements.
• Completes all district and state reporting requirements.

Other functions of the job include but are not limited to the following:

• Establishes and maintains student control and discipline in the classroom, school premises or during school activities.
• Employs and implements a classroom structure and consistency to encourage student responsibility, cooperation and mutual respect consistent with district policies and procedures.
• Collaborates and consults with educational professionals and community service providers (i.e., social services, public health, medical providers, etc.) regarding the needs of students.
• Provides consultation to classroom teachers regarding classroom adaptations, instructional modifications, adaptive equipment, behavior modification plans and other similar instructional interventions to meet the needs of students with disabilities.
• Performs other comparable duties of a like or similar nature apparent or as assigned.

Knowledge Skills and Ability Required:

• Minimum B.A/B.S degree in teaching from an accredited institution in the appropriate special education area.
• Current Pennsylvania teaching license in required content area.
• Thorough knowledge of the principles, practices and procedures of special education and specialty content areas.
• Thorough knowledge of the principles and methodology of effective teaching of students with disabilities.
• Thorough knowledge of school rules, regulations and procedures; ability to establish and maintain standards of behavior.
• Ability to deliver and articulate oral presentations and written reports.
• Ability to effectively analyze needs and problems objectively.
• Ability to establish and maintain effective working relationships with children, students, parents, staff, administration and the general public.
• Perform all other related work delegated or required to accomplish the objectives of the total school program.
• Knowledge of relevant technology including the use of technology such as i-pads to individualize instruction.
• Meet professional teacher education requirements of school and state.
• Knowledge and skills in working with children with ADD and behavior and emotional disabilities.
• Must have the ability and proven ability to report to work on a regular and punctual basis.

Physical Requirements

• Regularly required to sit, stand, walk, talk, hear, operate a computer and other office equipment, reach with hands and arms, and must occasionally lift, move and/or support up to 50 pounds (and/or up to adult size body weight with two-to-three person lift). Position can require some degree of physical interaction with students who have difficulty controlling physical behavior.

Position Title: Personal Care Assistant / Special Education

Department: Support Staff (Support Services)
Reports To: Building Principal

POSITION PURPOSE

The Personal Care Assistant is assigned specifically to a student who regularly needs one on one assistance to maintain appropriate and equitable participation in the school setting. The PCA directly supports the students at the direction of the teacher and is under the general supervision of the program supervisor of special education.

ESSENTIAL FUNCTIONS:

• Help prepare, collect and set-up materials for student participation, following teacher direction;
• Provide instructional, behavioral, or physical assistance to student individually or in small groups at the direction of the teacher to reinforce and follow up instruction;
• Guide independent study, enrichment work, and remedial work as per the student’s individual education plan;
• Maintain appropriate documentation, daily logs, and/or reports for your assigned student;
• Communicate on a regular basis with the classroom teachers regarding your student;
• Serve as the chief source of information for your assigned student to help to any substitute teacher assigned in the absence of the regular teacher;
• Maintain the same high level of ethical behavior and confidentiality of information about students as is expected of fully licensed teachers;
• Operate and or assist in the use of student mobility devices such as, but not limited to, walker, wheelchair, braces, canes, etc;
• Implement and maintain student specific behavior, medical, emergency, or crisis plans;
• Assist in the implementation of behavioral strategies in accordance with established policy and procedures;
• Adapt to the student’s mode of communication as necessary for instructional purposes;
• Assist student in self-care as assigned by teacher;
• Assist in the implementation of therapy programs developed by speech and language pathologists, occupational therapists, physical therapists, and other support staff;
• Participate in staff development training programs as assigned;
• Perform other duties that may be assigned by a Special Education Teacher.

KNOWLEDGE & SKILL REQUIREMENT

Education: Bachelor’s Degree or equivalent work experience in addition to any pre-requisite requirements as defined by state or national regulations.
Language Skills: Ability to read and comprehend simple instructions, short (simple) correspondence, memos, and routine reports.

Ability to follow directions.

Mathematical Skills: Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.

Reasoning Skills: Ability to apply common sense understanding to carry out written and oral instructions. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Ability to use sound judgment and make decisions in the absence of a supervisor and work independently.

Other Skills & Abilities: Ability to deal courteously and tactfully with all school personnel, students, parents/guardians, and the public. Ability to develop effective working relationships with students, staff, and the school community. Ability to communicate clearly and concisely, both orally and in writing. Ability to perform duties with awareness of all school requirements.

PHYSICAL REQUIREMENT

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 is regularly required to stand and talk and hear. The employee is occasionally required to sit, walk, climb or balance, stoop, kneel, crouch, or crawl. The employee frequently bends or twists at the neck and trunk. The employee must occasionally lift and/or move up to 50 pounds, reach forward and above the head. The employee must be able to push items of 50 pounds, such as pushing children on a bike or moving/ rearranging furniture. Specific vision abilities required by this job include close vision, distance vision, and peripheral vision.

Job Title: Special Education Instructional Coordinator

Purpose: The job of the Special Education Instructional Coordinator was established for the purpose(s) of working with individual and/or small groups of students under the supervision of a certificated teacher in the supervision and instruction of students; assisting students by modeling the necessary skills to perform assignments; following educational and specific behavioral plans; modeling appropriate behaviors and interactions with students and staff; Employees in this classification will receive a variety of assignments including classroom support, lunchroom, outdoor areas, etc.

Essential Functions:

• Adapts classroom activities, assignments and/or materials under the direction of the classroom teacher for the purpose of supporting and reinforcing classroom objectives.
• Communicates with teachers and other district personnel for the purpose of assisting in evaluating progress and/or implementing IEP objectives.
• Implements under the supervision of assigned teacher, instructional programs and lesson plans (e.g. reading, math, language comprehension, writing, computer, etc.) for the purpose of presenting and/or reinforcing learning concepts.
• Maintains classroom equipment and work area for the purpose of ensuring availability of a safe learning environment and/or meeting mandated requirements.
• Monitors individual and/or groups of students in a variety of settings (e.g. rest rooms, playgrounds, hallways, bus loading zones, cafeteria, assemblies, field trips, etc.) for the purpose of maintaining a safe and positive learning environment.
• Promotes good study habits and student independence for the purpose of improving the quality of student outcomes.
• Provides, under the supervision of assigned teacher, instruction to students in a variety of individual and group activities (e.g. self-esteem, behavioral skills, daily living skills, etc.) for the purpose of implementing goals for remediation of student deficiencies and ensuring student’s success.
• Documents student’s daily activities (e.g. behavior, completed assignments, on/off task times, etc.) for the purpose of completing daily logs and student’s hourly activities.
• Implements under the supervision of assigned teacher, behavioral plans designed by IEP team for students with behavior disorders or other special conditions for the purpose of presenting and/or reinforcing learning concepts.
• Models conversation, manners, clean up activities, listening, and everyday interactions for the purpose of demonstrating appropriate social behavior in a culturally sensitive manner.
• Monitors student’s daily schedule and behavior plan (e.g. class schedule, toileting, medication, appetite, etc.) for the purpose of maintaining a safe and positive learning environment.
• Responds to emergency situations (e.g. injured students, fights, etc.) for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.

Other Functions:

• Administers tests, homework assignments, make-up work, etc. for the purpose of supporting teachers in the classroom.
• Attends meetings and in-service presentations as assigned for the purpose of acquiring and/or conveying information relative to job functions.
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Performance Responsibilities:

• Assists the assigned staff member(s) in all aspects of daily programming including, but not necessarily limited to: social, academic, behavioral and self-help growth and development
• Assists in the direct supervision of children in the assigned program as directed by the teacher or administrator (e.g. bus loading, classroom assignments, lunch, recess, etc.)
• Demonstrates understanding of students’ disabilities; keeps firm hand and is courteous and fair
• Participates in physical activities which are part of the students’ basic program
• Demonstrates flexibility in schedule and activities throughout the day
• Demonstrates cooperation, openness for growth and willingness to contribute in a team approach
• Communicates, collaborates, and cooperates with colleagues, supervisors, and students
• Maintain confidentiality regarding all aspects of his/her work with special education children and other staff
• Participates in all meetings, training programs, and in-service sessions as assigned by the building or district administrator
• Performs such other duties as may be directed by the building or district administrator

Education and/or Experience:

• Bachelor’s degree in Special Education or Psychology
• Ability to operate a computer and related software such as Microsoft Word, Excel, PowerPoint.
• Use of computers, PC and Mac.

Job Title: DIRECTOR OF SCHOOL

GENERAL RESPONSIBILITIES

Position is responsible for managing the Department of School Leadership including the supervision of the division’s schools and school leaders. The Director of School’s (CSO) primary responsibility will be to ensure significant student achievement gains at the school level as measured by school improvement data. Another important function of this job is analyzing and using multiple sources of data to guide the continuous improvement of all schools. This position reports directly to the CEO and serves as a member of the senior staff.

ESSENTIAL TASKS

These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.

• Lead a rigorous Plan for Continuous Improvement (PCI) process that results in improved student achievement.
• Ensure the alignment between the division’s strategic plan and schools.
• Provide leadership in the areas of school improvement planning, principal professional development, and evaluation.
• Work with school leaders to monitor school improvement and make adjustments accordingly.
• Drive the successful integration of evidence-based strategies to ensure the growth and success of all schools.
• Create a shared understanding of challenges at the school level and identify opportunities for improved student achievement.
• Support Principals to ensure high quality implementation of each school’s educational design, including school culture, standards, assessments, and instructional guidelines.
• Ensure the effective management, coaching, and mentorship of school leaders in ways that drive significant student achievement gains.
• Support the differentiated professional development of administrative staff to ensure they have the skills to select, develop and evaluate principals.
• Allocate and monitor the effectiveness of mentoring and coaching resources assigned to provide differentiated support to schools as needed.
• Monitor and evaluate the effectiveness of DOSL leadership, ensuring strategies are student-focused and aligned with each school’s mission, core values, academic standards, and goals.
• Develop and lead DOSL administrators in their roles as instructional leaders.
• Assist DOSL staff in developing annual strategic goals as well as plans to meet those goals.
• Oversee DOSL departmental budget(s); review all personnel requests from principals.
• Partner with Human Resources to provide support in recruiting, identifying, and promoting excellent teachers and school-based administrators.
• Create collaborative and effective communication channels between central office staff and school administrators.
• Collaborate with central office staff to evaluate existing programs, services, and practices.
• Establish and maintain clear, consistent interactions with parents, families and community partners to receive input and feedback on the effectiveness of our schools, and to resolve concerns.
• Be personally informed and keep direct reports informed of current educational trends, practices, and proposed legislation impacting the schools.
• Perform other duties as assigned.

KNOWLEDGE, SKILLS AND ABILITIES

Comprehensive knowledge of the principles, practices, and procedures of school administration; comprehensive knowledge of school division objectives, procedures, and organization; comprehensive knowledge of school personnel and administrative practices, procedures and methods; excellent oral and written communication skills; ability to establish and maintain effective working relationships with School Board members, school administrators, teachers, staff, and all support staff; ability to conceptualize, initiate, monitor, and evaluate new and/or current programs

EDUCATION AND EXPERIENCE

Doctorate Degree in education and five years of experience with a record of effective school leadership preferred, with proven success managing and coaching large teams of professionals to ambitious goals. A comparable amount of training and experience may be substituted for the minimum qualifications.

JOB TITLE: Behavior Interventionist

Job Purpose/Statement(s): The job of “Behavior Interventionist” is done for the purpose/s of providing support, monitoring, and training using behavior management techniques, intervention strategies, coping skills, and problem solving for students with behavioral challenges.

Essential Job Functions:

• Participate in Applied Behavior Analysis training in-services.
• Administers one-to-one Applied Behavior Analysis to students in a school and/or home setting.
• Confers with instructional personnel and provides input regarding student progress.
• Collects data and records anecdotal student progress notes, maintains and organizes program notebooks, and implements program modifications.
• Administers drills, reviews data with supervisor, and reports concerns.
• Assists instructional personnel and parents with behavior management of students.
• Assists instructional personnel with the development of learning materials and reinforcement strategies according to the student’s Individual Education Plan (IEP).
• Monitors students, classroom and/or playground activities.

Other Job Functions:

• Participates in various activities (e.g. meetings, training, etc.) for the purpose of receiving and/or conveying information.
• Maintains confidentiality of sensitive and privileged information.
• Perform related duties as assigned.

Performance Requirements – Qualifications

• Experience Required: Prior job-related experience with Applied Behavior Analysis working with children with social, emotional, and behavioral needs.
• Skills, Knowledge and/or Abilities Required:
• Knowledge of general needs and behavior of children diagnosed with emotional disturbance; principles of child development and instructional processes; basic instructional methods and techniques; motivational techniques; correct English usage, grammar, spelling, punctuation and vocabulary; safe and sanitary practices in classroom and playground activities; classroom procedures and appropriate student conduct; problems and concerns of students with special needs. Abilities to administer First Aid/CPR; apply assessment instructions, curriculum and relevant policies; maintain confidentiality of student records; communicate effectively both orally and in writing; establish and maintain cooperative and effective working relationships.
• Other Licenses and Certifications: BCBA preferred, but not required; completion of Crisis Prevention Intervention (CPI) training within 6 months from date of hire; completion of Applied Behavior Analysis training within 6 months from date of hire.

Senior Executive Administrative Assistant

Department: Support Staff (Support Services)
Reports To: CEO/Director of School

Job Summary
This position provides administrative support to the CEO/Director of School using a variety of computer software systems. Must be able to perform multiple tasks in an environment with high volume and strict confidentiality. Must be able to complete assignments within a limited period of time in an environment with constant interruptions.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Appropriately maintain and secure confidential records and inquiries for all staff and students
• Track, maintain and report on school budget including processing and purchasing supply requests in compliance with school policy and procedure, and maintain inventory of supplies, track balances and provide reports.
• Answer and direct phone calls
• Organize and schedule meetings and appointments
• Organize and schedule all safety drill and facility standards
• Invoice clients and assist in collection of invoices
• Responsible for A/P
• Work with Jet Pay to produce bi-monthly payroll
• Produce and distribute correspondence memos, letters, faxes and forms
• Assist in the preparation of regularly scheduled reports
• Develop and maintain a filing system
• Order office supplies
• Book travel arrangements
• Process expenses using Quick Books.
• Maintain appropriate staff certifications and training hours as required.
• Other duties as required

QUALIFICATIONS:

• Previous senior administrative assistant
• Knowledge of office management systems and procedures
• Excellent time management skills and ability to multitask and prioritize work
• Attention to detail and problem-solving skills
• Excellent written and verbal communication skills
• Strong organizational and planning skills
• Proficiency in MS Office
• Proficiency in Quickbooks for Invoicing and maintaining expense

Education and/or Experience: High school diploma or General Education Diploma (GED) and at least one-year related experience in typing, general clerical and/or training or equivalent combination of education and experience. Ability to rapidly and accurately enter and retrieve computerized data. Prior successful experience working in a school setting strongly preferred.

Interpersonal Skills: Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to successfully work with small children and the public.

Language Skills: Ability to communicate fluently verbally and in writing in English. Ability to respond to common inquiries or complaints from students, parents, staff or members of the community. Ability to read and interpret documents such as safety rules, operating and maintenance instructions and procedure manuals.

Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.

Computer Skills: Proficiency in the usage of database software, internet software, e-mail and word processing software. Ability to proficiently use the following programs strongly preferred:, MS Word, Excel, and QuickBooks. Ability to type accurately and proficiently.

Other Skills and Abilities: Ability to appropriately communicate with students, teachers, parents, members of the community and others including vendors, law enforcement and other agencies. Ability to exercise good judgment and work in an environment with constant interruptions.

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 is regularly required to talk or hear. The employee is frequently required to walk; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal.
• The employee is frequently required to stand and stoop, kneel, crouch or crawl and climb stairs. The employee must regularly lift and/or move up to 15 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include close vision.

Job Title: SCHOOL PRINCIPAL

Classification: Administration
Location: Assigned School Reports to: Director of School
Status: Exempt

This is a standard position description to be used for certificated administrative positions with similar duties and responsibilities. Administrators assigned to the position description may or may not be assigned all of the duties identified herein.This job description does not constitute an employment agreement between the employer and employee and is subject to change by the employer as the needs of the employer and requirements of the job change.

Position Summary: As principal, serves as the school and educational leader responsible for development, implementation, supervision, and evaluation of a comprehensive program of educational and student services. Administers the program in accordance with school policies, statutory requirements, administrative rules and regulations, and consistent with PA state code of conduct. Serves as an advocate for the staff, school, and school community as appropriate.

Supervision and Controls over the Work:

Works under the general supervision of the Director of School or Director of School, Designee, who is responsible for carrying out the guidance and direction of the Chief Executive Officer. Utilizes school goals and policies to guide both personal leadership and the work of the school staff. Annual evaluation will be based upon this job description, goals and objectives specific to the school or the position, student achievement data, and the performance of the Principal.

Major Duties and Responsibilities:

• Creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff: Develops and sustains focus on a shared mission and clear vision for improvement of learning and teaching. Engages stakeholders in the essential conversations for ongoing improvement. Facilitates collaborative processes with stakeholders leading toward continuous improvement. Creates opportunities for shared leadership within the school.
• Providing for school safety: Effectively engages the entire community to develop a more nuanced/expanded understanding of what it means to be safe. Provides for the physical, intellectual, and emotional safety for effective teaching and learning to take place.
• Leads the development, implementation and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements: Recognizes and seeks out multiple data sources. Analyzes and interprets multiple data sources to inform school-level improvement efforts. Implements a data driven plan for improved teaching and learning. Assists staff in using data to guide, modify and improve classroom teaching and learning.
• Assisting instructional staff with alignment of curriculum, instruction and assessment with state, school, and individual student learning goals: Provides leadership that ensures fidelity to the prescribed curricula that is in alignment to state, school, and individual student learning goals. Ensures alignment and implementation of best instructional practices to state, school, and individual student learning goals. Provides that assessment practices are aligned with both curriculum and instruction.
• Monitoring, assisting, and evaluating effective instruction and assessment practices: An effective leader is knowledgeable about and deeply involved in the design and implementation of the instructional program; prioritizes effective teaching by visiting classrooms regularly and working with teachers on instructional issues. Develops a working knowledge and ability to lead school initiatives. Participates in professional development regarding school initiatives. Assists staff in developing required student growth plans and identifying valid, reliable sources of evidence to effectiveness. Assists staff in implementing effective instruction and assessment practices. Reliably and validly evaluates staff in effective instruction and assessment practices.
• Managing both staff and fiscal resources to support student achievement and legal responsibilities: Manages human and fiscal resources in transparent ways such that the capacity of the school community to make complicated decisions grows. The management of hiring, assignments, evaluations, ongoing professional development and the fulfillment of legal responsibilities is required. Decisions are made about resources that result in improved teaching and learning.
• Partnering with the school community to promote student learning: Understands the greater community and works to establish a genuine partnership model between home and school. Aligns school and community efforts and values as a work in progress that must be nurtured, sustained, and monitored, and is able to influence others to adopt the same understanding. Community engagement decisions are made that result in improved teaching and learning.
• Demonstrating commitment to closing the achievement gap: Uses evidence to support student improvement. Identifies barriers to achievement and knows how to close resulting gaps. Demonstrates a commitment to close the achievement gap. Provides evidence of growth in student learning.
• Leadership and Governance:
  • Consistently demonstrates high moral, ethical, and professional standards of performance and personal integrity, which includes addressing problems and issues in an open, honest, and timely manner. Ensures proper conduct which goes beyond the practice of avoiding what is wrong and instead focusing on choosing to do what is right. Serves as a champion for the school, avoiding actual or perceived behavior personally or among the staff which may cast a negative impression on the school.
  • Models and promotes trust, enthusiasm, rapport, respect and openness among faculty, staff, students, and members of the community. Celebrates successes and recognizes the achievements of others.
  • Creates a professional environment by ensuring that personal and staff interactions with others in the school, community, and board are conducted with utmost respect and professionalism.
  • Honors the ideas of others even when in disagreement with those ideas. Works collaboratively to resolve disagreements and seek mutually respectful solutions.
  • Actively participates in meetings, workshops and conferences that involve decisions affecting the school. Advocates for the school needs by providing input to the decision making process of the school. Respects, supports, and implements decisions once made, and acts to ensure that staff are equally supportive.
  • Participates in school academic, co-curricular activities, and ESY to supervise and advocate for the school.
  • Performs other duties as assigned.

Minimum Qualifications:

• Valid Pennsylvania State Secondary School Administrative credentials.
• Five (5) successful years of teaching experience.
• Prior experience as secondary administrator.
• Ability to create a safe, orderly, positive school climate for students and staff.
• Ability to foster growth, creativity, and flexibility using a variety of techniques.
• Ability to facilitate resolution of complex interpersonal issues.
• Demonstrate successful experience in shared decision making, program development, staff supervision and evaluation.
• Knowledge and skill in fiscal management, staff development, and human relations.
• Ability to work with School initiative around PA Core State Standards and the State assessments.
• Ability to evaluate teachers using the Danielson Framework for Teaching or other school approved evaluation.
• Knowledge and demonstrative skills in the use of technology for teaching and learning.
• Managerial skill in planning, organizing, delegating, and listening.
• Ability to gain and demonstrate knowledge of School policy and State laws that govern budget procedures and expenditures.
• Knowledge about laws, rules and regulations governing the operation of private academic schools, including school reform legislation.
• Knowledge of innovations in education; alternative instructional strategies, alternative assessment methods; digital instructional support; in-class support for special needs students, instruction based on student performance, data-informed decision making, authentic learning experiences, project-based learning and social/emotional instruction.
• Ability to react in emergency situations to include intervening and, as necessary, consistent with School policy, using Ukeru strategies for disruptive students.

Physical and Environmental Requirements of the Position:

The physical demands and work environment 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.

• The employee must lift and/or move 25 to 50 pounds, and may assist, move, or restrain students with greater weight when required to intervene in student safety issues.
• While performing the duties of this job, the employee is frequently required to sit, lift, carry, move about, hear and speak.
• Employees may be required to perform extensive work at a computer display terminal. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
• While performing the duties of this job, the employee occasionally works in outside weather conditions. The employee is occasionally exposed to wet and/or humid conditions, fumes or airborne particles, toxic or caustic chemicals.
• It may be expected that the individual could be exposed to blood or other potentially infectious materials during the course of their duties.
• The noise level in the work environment is usually moderate but can be loud on occasion.

Job Title: CLINICAL SUPERVISOR/SCHOOL PSYCHOLOGIST

Reports to: Administrator Responsible for Special Services
Status: Exempt

Position Summary:

A school psychologist works to support the success of students academically, socially, behaviorally, and emotionally. Collaborates with educators, parents, and other professionals to create a safe, healthy, and supportive learning environment.

Supervision and Controls Over the Work:

The employee works with a high level of independence and professional discretion under the general supervision of the CEO. The employee’s work is governed, controlled, and evaluated by acceptable professional practice, school policies and regulations. The Employee supervises and evaluates all clinical staff; i.e. Social workers, counselors, school psychologist, contracted psychiatrist, and nurse(s).

Major Duties and Responsibilities

listed may include, but are not limited to the following:

• Provide counseling, instruction, and mentoring for those struggling with social,emotional, and behavioral problems.
• Increase achievement by assessing barriers to learning and determining the best instructional strategies to improve learning.
• Promote wellness and resilience through the facilitation of group counseling encompassing topics such as:i.communication and social skills, \ii.problem solving,iii.anger management,iv.self-regulation,v.self-determination, and optimism.vi.Self-esteem ii.Impulse control viii.Substance abuse prevention
• Work With Students and Their Families to:a.Identify and address learning and behavior problems that interfere with school success
• Evaluate eligibility for special education services
• Support students’ social, emotional, and behavioral health
• Provide crisis intervention services
• Work with teachers to:
  • Identify and resolve academic barriers to learning
  • Design and implement student progress monitoring systems
  • Design and implement academic and behavioral interventions
  • Support effective individualized instruction
  • Create positive classroom environments
  • Motivate all students to engage in learning
• Work With Administrators to:
  • Collect and analyze data related to school improvement, student outcomes, and accountability requirements School Psychologist
  • Implement school-wide prevention programs that help maintain positive school climate conducive to learning
  • Promote school policies and practices that ensure the safety of all students by reducing school violence, bullying, and harassment
  • Respond to crises by providing leadership, direct services, and coordination with needed community services
  • Design, implement, and garner support for comprehensive school mental health programming
• Work With Community Providers to:
  • Coordinate the delivery of services to students and their families in and outside of school
  • Help students transition to and from school and community learning environments, such as residential treatment or juvenile justice programs
  • Participates as a crisis team member and provides crisis intervention for students and staff in the advent of sudden illness or injury.
  • Makes appropriate assessments and referrals for suspected abuse/neglect as a mandated reporter.
  • Maintains communication with administrators, teachers, other school personnel,and parents/guardians to enhance cooperative action, which will meet the health and safety needs of students.
  • Initiates contact with and acts as a liaison between the home, school, community health agencies and the private medical sector to enhance the health and wellness of the school community.
  • Maintains confidentiality regarding all school and health-related issues.
  • Participates as a member of the multidisciplinary team in the identification,evaluation, and placement of students into special education programs.
  • Writes the health component of the Individual Education Plan as indicated.
  • Recommends modifications of the school program for students who require accommodations.
• In performing the above duties, works collaboratively in a professional learning community with other teachers, support staff, and others as appropriate, in addressing the needs of students, developing effective practices, and developing and implementing best practices.
• Actively participates in faculty and grade level or department meetings, assists building efforts to plan, budget, implement, and evaluate the school’s program and to do related work as required. In carrying out these responsibilities, follows school policy and procedures, standard practices, and approved curriculum, and will actively and positively support the organization’s vision.
• Assists in the supervision of students at school activities and events. Remains vigilant of students throughout the school day and the school location, taking the initiative to engage students when students are acting inappropriately or in inappropriate locations for the time of day.
• Establishes a professional growth plan and annually reviews the plan and progress with the CEO.
• Performs other duties as assigned.

Minimum Qualifications:

• Incumbents must have successful experience in working with culturally diverse families and communities, or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population.
• PA School Psychologist certificate
• Master’s degree in school psychology from an accredited school of psychology
• Ability to understand procedures and function in a school system with regard to how special education play in the overall education of the student
• Prior experience in public school is desirable
• Ability to work cooperatively with students and their parents, district staff, and community members who are culturally, racially, and linguistically diverse
• Ability to effectively communicate with parents, students, and staff verbally and in writing.
• Commitment to collaboration and teaming and effectiveness in working within a professional learning community.
• Evidence of continuous professional learning and a commitment to participate in professional growth opportunities and self reflection on professional practice.

Desired Qualifications:

• Bilingual skills
• Successful experience working in a diverse student environment.
• Successful experience in a team environment.

Physical and Environmental Requirements of the Position:

The physical demands and work environment 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.

• The employee must lift and/or move 25 to 50 pounds, and may assist, move,or restrain students with greater weight when required to intervene in student safety issues.
• While performing the duties of this job, the employee is frequently required to sit, lift, carry,move about, hear and speak.
• Specific vision abilities required by this job include close vision,distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
• The noise level in the work environment is usually moderate, or consistent with the subject being taught, but can be abnormally loud on occasion.
• While performing the duties of this job, the employee may occasionally work in outside weather conditions and be exposed to wet and/or humid conditions, temperature fluctuations, fumes or airborne particles, toxic or caustic chemicals commonly used in instruction and/or cleaning.
• It may be expected that the individual could be exposed to blood or other potentially infectious materials during the course of their duties.
• The employee may be exposed to infectious disease as carried by students.
• The employee may be required to travel on school owned or leased vehicles while supervising and assisting students.

Job Title: School Counselor

Reports to School Psychologist
FLSA Status: Non-Exempt

Responsible for Direct Counseling
Services both individual and group; along
with Co-Teach/Direct Instruction Social/
Emotional Curriculum.

Part I:
Position Summary: This is a standard position description to be used for certificated administrative positions with similar duties and responsibilities. Administrators assigned to the position description may or may not be assigned all of the duties identified herein.This job description does not constitute an employment agreement between the employer and employee and is subject to change by the employer as the needs of the employer and requirements of the job change.

Part II:
Supervision and Controls over the Work: The employee works with a high level of independence and professional discretion under the general supervision of the School Psychologist Supervisor. The employee’s work is governed, controlled, and evaluated by acceptable professional practice, school policies and regulations.

Part III:
Major Duties and Responsibilities listed may include, but are not limited to the following:

• As a school psychologist:
  • Provide counseling, instruction, and mentoring for those struggling with social, emotional, and behavioral problems.
  • Promote wellness and resilience through the facilitation of group counseling encompassing topics such as:
  • communication and social skills
  • problem solving
  • anger management
  • self-regulation
  • self-determination and optimism
  • self-esteem
  • impulse control
  • substance abuse prevention

• Work With Students and Their Families to:
  • Identify and address learning and behavior problems that interfere with school success
  • Coordinate outside services for the student and their family with school based supports
  • Support students’ social, emotional, and behavioral health
  • Provide crisis intervention services
• Work with teachers to:
  • Identify and resolve academic barriers to learning
  • Design and implement student progress monitoring systems
  • Design and implement academic and behavioral interventions
  • Support effective individualized instruction
  • Create positive classroom environments
  • Motivate all students to engage in learning
• Work With Administrators to:
  • Collect and analyze data related to school improvement, student outcomes, and accountability requirements
  • Implement school-wide prevention programs that help maintain positive school climates conducive to learning
  • Promote school policies and practices that ensure the safety of all students by reducing school violence, bullying, and harassment
  • Respond to crises by providing leadership, direct services, and coordination with needed community services
  • Design, implement, and garner support for comprehensive school mental health programming
• Work With Community Providers to:
  • Coordinate the delivery of services to students and their families in and outside of school
  • Help students transition to and from school and community learning environments, such as residential treatment or juvenile justice programs
  • Participates as crisis team member and provides crisis intervention for students and staff in the advent of sudden illness or injury
  • Makes appropriate assessments and referrals for suspected abuse/neglect as a mandated reporter
  • Maintains communication with administrators, teachers, other school personnel, and parents/guardians to enhance cooperative action, which will meet the health and safety needs of students
  •  Initiates contact with and acts as a liaison between the home, school, community health agencies and the private medical sector to enhance the health and wellness of the school community
  • Maintains confidentiality regarding all school and health-related issues
  • Participates as a member of the multidisciplinary team in the identification, evaluation, and placement of students into special education programs
  • Writes the health component of the Individual Education Plan as indicated
  • Recommends modifications of the school program for students who require accommodations
• In performing the above duties, works collaboratively in a professional learning community with other teachers, support staff, and others as appropriate, in addressing the needs of students, developing effective practices, and developing and implementing best practices
• Actively participates in faculty and grade level or department meetings, assist building efforts to plan, budget, implement, and evaluate the school’s program and to do related work as required. In carrying out these responsibilities, follows school policy and procedures, standard practices, and approved curriculum, and will actively and positively support the district vision
• Assists in the supervision of students at school activities and events. Remains vigilant of students throughout the school day and the school location, taking the initiative to engage students when students are acting inappropriately or in inappropriate locations for the time of day
• Assist with writing and implementing multiple transition plans within students’ IEP
• Performs other duties as assigned

Part IV:
Minimum Qualifications:
         • Incumbents must have successful experience in working with culturally diverse families and communities, or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population.

• Incumbents must have successful experience in working with culturally diverse families and communities, or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population.

• PA School Counselor certificate

• Master’s degree in school counseling from an accredited school of psychology

• Ability to understand procedures and function in a school system with regard to how special education play in the overall education of the student

• Prior experience in public school is desirable

• Ability to work cooperatively with students and their parents, district staff, and community members who are culturally, racially, and linguistically diverse

• Ability to effectively communicate with parents, students, and staff verbally and in writing

• Commitment to collaboration and teaming and effectiveness in working within a professional learning community

• Evidence of continuous professional learning and a commitment to participate in professional growth opportunities and self reflection on professional practice

Part V:
Desired Qualifications:
         • Successful experience working with student of Post Traumatic Experiences

• Successful experience in a teaching Social/Emotional Curriculum

• Successful experience working in an Positive Support and Intervention Strategies infused environment

Part VI:
Physical and Environmental Requirements of the Position:
        The physical demands and work environment 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. The employee must lift and/or move 25 to 50 pounds, and may assist, or move students with greater weight when required to intervene in student safety issues. While performing the duties of this job, the employee is frequently required to sit, lift, carry, move about, hear and speak. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. The noise level in the work environment is usually moderate, or consistent with the subject being taught, but can be abnormally loud on occasion. While performing the duties of this job, the employee may occasionally work in outside weather conditions and be exposed to wet and/or humid conditions, temperature fluctuations, fumes or airborne particles, toxic or caustic chemicals commonly used in instruction and/or cleaning. It may be expected that the individual could be exposed to blood or other potentially infectious materials during the course of their duties. The employee may be exposed to infectious disease as carried by students. The employee may be required to travel on school owned or leased vehicles while supervising and assisting students.