SCHOOL PSYCHOLOGIST
DEFINITION
The school psychologist works as a member of the Student Evaluation Center team, under the
supervision of the Director of Special Education. This employee provides a comprehensive
continuum of services to all children and youth aged 3-21, including: A) consultation, B) psychoeducational assessment, C) direct service, D) supervision of school psychology interns, E)
research, and F) program planning and evaluation. (See National Association of School
Psychologists Standards for definitions of service areas.) School psychologists provide only those
services for which they have established a recognized level of competency.
DISTINGUISHING CHARACTERISTICS
The school psychologist is a professional psychologist who has met Oregon credentialing
requirements for the position. The school psychologist assists parents and school district staff to
translate research from the fields of psychology, mental health, and education into practical
applications. School psychologists deal with the prevention or management of problems in the
learning, development, or adaptive social behavior of students in the Roseburg Public Schools.
EXAMPLES OF DUTIES








Participates in the development and implementation of a written plan of service delivery,
including goals and objectives, referral procedures, determination of type of services offered,
service delivery systems, and the assessment of client satisfaction.
Participates in building-level problem-solving teams, such as the "Student Services Teams",
and ad-hoc committee designed to improve building functioning, student performance, and
prevent impediments to learning.
Maintains appropriate records on students referred for service.
Complete records and projects in a timely manner.
Collects data necessary to be a valuable member of problem-solving, Multi-Disciplinary, and
Individual Education Plan teams.
Consults with parents, students, and teachers regarding Evaluation Center procedures and
the plan for providing school psychological services.
Explains results of data collection to parents, school staff, and students in non-technical
language.
Initiates applied research.
SCHOOL PSYCHOLOGIST (Continued)











Provides recommendations to parents and school staff to improve the educational progress
and mental health of students.
Provides direct service to parents and students when necessary.
Upon request, advises district staff on the psychological ramifications of procedures, policy
decisions, and curriculum development.
Stays current with changes in the profession activities.
Assists classroom teachers with behavior management and instructional programming to
provide the least restrictive educational setting for students.
Provides inservice education on a variety of topics.
Engages in supervision and peer review to ensure effective and accountable service.
Maintains good working relationships with Roseburg School District employees, and various
professionals in related fields in the community.
Participates in special assigned tasks in a cooperative manner.
Performs other tasks as assigned by his/her supervisor.
Actively participates in the development of the Individualized Education Plans (IEP) for
students eligible to receive special education.
QUALIFICATIONS
Knowledge of:
 Research in the field of psychology relevant to public schools.
 Techniques for human performance measurement.
 Consultation principles.
 Applied behavioral analysis.
 NASP Ethics and Standards.
 Various State and Federal regulations, especially those regarding non-discrimination, and the
provision of a free, appropriate, public education.
 Intervention techniques appropriate to regular and special education.
 The Individuals with Disabilities Education Act (IDEA).
 Policies and procedures required by IDEA and Section 504 of Rehabilitation Act of 1973.
SCHOOL PSYCHOLOGIST (Continued)
Ability to:
 Apply theory, research, ethics, and regulations to the school setting.
 Collect data requested by problem-solving, Multi-disciplinary, and Individual Education Plan
teams.
 Make judgments based upon data, research, and the best practices of the profession, and
form recommendations for parents and staff.
 Establish rapport with teachers, principals, parents, and students.
 Develop orderly records and data collection systems.
 Operate efficiently and in a timely manner.
 Conduct thorough, accurate psycho-educational evaluations.
EDUCATION
The school psychologist should have no less than a 48 semester hour Master's degree in school
psychology, a school psychology internship, and should carry the school psychology
endorsement on the Oregon teaching certificate. Preferable, the internship should have been
conducted in a school setting, however individuals with approved related experiences with
children may not be required to have completed an internship. Graduates from NASP-approved
programs and individuals who hold National Certification in school psychology (NCSP) after 1991
meet the training requirements and need only obtain proper Oregon certification.