School Psychologist Candidate Pool

About the role

The Howard County Public School System (HCPSS) is one of the leading school systems in Maryland and the nation. To learn more about us and our 2024 -2029 Strategic Plan , please visit our website and our careers page . Join our award-winning workforce and make a difference in the lives of our students! ABOUT THE APPLICATION PROCESS Before you begin, please read the job posting below carefully including the Application Requirements specific to this position. Be sure your application reflects experience and education required to meet the minimum and any preferred qualifications listed. Our application guide includes detailed instructions to assist you. Once your application has been submitted, you will not be able to add documentation or make any changes. Please note that application submission will be available only through 11:59 PM on the date p rior to the indicated end date. If no end date is indicated, the posting will remain open indefinitely . Job Posting End Date: Reminder: Current permanent and temporary employees must apply through the Jobs Hub in Workday, not the external career site. Under the supervision of the Coordinator of School Psychology, the School Psychologist will provide a continuum of psychological services, including consultation, prevention, assessment and intervention, to a diverse population of students. School psychologists work with teachers, staff, administrators and families to positively impact students' academic, social- emotional and behavioral well-being.

Requirements

• Applicants must meet all qualifications below to be considered for the vacancy .
• Education:
• Graduation from an accredited college or university with an Education Specialist (Ed.S.) or a doctoral (Ph.D. or Psy.D.) degree in School Psychology
• Certification/Licensure:
• Hold, or be eligible for, a valid Maryland Educators Certificate with an endorsement as a School Psychologist.
• Hold, or be eligible for, the National Certification in School Psychology (NCSP).
• The ideal candidate for this role will also possess a combination of the additional qualifications below. If you don't meet every one of the preferred qualifications, we still encourage you to apply, as we welcome applications from candidates with diverse backgrounds and experiences.
• Knowledge of multi-tiered supports and services to address student's social-emotional, mental health and behavioral functioning, including suicide prevention and crisis intervention .
• Ability to utilize computer-based and online instruments for data collection and assessment.
• Knowledge of due process and procedural safeguards in special education.
• Understanding of research-based practices for improving student achievement, supporting positive mental health and addressing behavioral challenges.
• Experience in development and delivery of professional learning and facilitation of team meetings.
• Leadership and advocacy in working with all stakeholders within the school and community .
• ESSENTIAL POSITION RESPONSIBILITIES
• The below list is a summary of the functions of the job, not an exhaustive or comprehensive list of all possible job responsibilities, tasks, and duties.
• Leadership and advocacy in working with all stakeholders within the school and Community.
• E ngage in active consultation with teachers, families, administrators, c ommunity providers and other professional staff to address academic, social- emotional and behavioral concerns .
• Communicate effectively using a problem-solving process to develop, implement an d evaluate comprehensive and data-driven interventions to meet the needs of diverse learners.
• Participates on interdisciplinary teams such as the Student Support Team (SST),
• Instructional Intervention Team (IIT), Positive Behavior Interventions and Supports (PBIS), Individual Education Plan (IEP) and Section 504 to address student, class and school needs.
• Facilitate effective communication with community providers to coordinate care for students who receive supports outside the school setting.
• Collaborates with families to support home/school interactions that could include leading parent education sessions, providing education for participating in :
• Individualized Education Program or Section 504 meetings, and developing interventions to support student success.
• Collaborates with school-based staff and administrators to provide professional learning, both required ( e.g. suicide prevention) and topics identified to meet needs ( e.g., executive functions, disability awareness, supporting challenging behaviors, etc.) for teachers, students and families.
• Administers and interprets psychological assessments, including , cognitive, s ocial , emotional and behavioral instruments, for the purpose of diagnosis and eligibility decision-making
• Conducts curriculum based and functional behavioral assessments.
• Interprets and analyzes collected data and information to provide instructional a

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