School Psychologist Job Description

New Dimensions: A Public Charter School
Grades K–8

Position Summary

The School Psychologist provides comprehensive psychological services to support the academic, behavioral, social, and emotional success of students at New Dimensions. The School Psychologist works collaboratively with administrators, teachers, Exceptional Children staff, counselors, families, and other professionals to identify student needs, develop appropriate interventions, conduct evaluations, and promote positive outcomes for all students.

This position is aligned with the North Carolina Professional School Psychologist Standards and the National Association of School Psychologists (NASP) Practice Model. NCDPI identifies five professional standards for school psychologists: leadership; respectful environments for diverse populations; knowledge of schools, child development, curriculum and instruction; systematic problem solving; and reflective practice. NC DPI

Essential Duties and Responsibilities

Standard 1: Leadership, Advocacy, and Ethical Practice

The School Psychologist:

• Demonstrates leadership in developing and providing effective school psychological services.
• Advocates for the academic, behavioral, social, and emotional needs of students.
• Collaborates with school leadership to identify schoolwide and individual student needs.
• Participates in MTSS, Exceptional Children, problem-solving, and student support teams as appropriate.
• Promotes prevention and early-intervention practices.
• Maintains high standards of professional and ethical practice.
• Follows applicable federal and state laws, NCDPI policies, confidentiality requirements, and professional ethical standards.

These responsibilities reflect North Carolina's emphasis on leadership, advocacy, collaboration, and ethical practice. NC DPI

Standard 2: Respectful and Supportive Environments

The School Psychologist:

• Promotes positive, safe, supportive, and inclusive learning environments.
• Develops positive relationships with students, families, and staff.
• Recognizes and respects cultural, linguistic, developmental, and individual differences.
• Uses culturally responsive and appropriate assessment and intervention practices.
• Supports students with unique learning, behavioral, social, and emotional needs.
• Collaborates with families as partners in educational decision-making.
• Promotes high expectations and positive outcomes for all students.

North Carolina's second professional standard specifically addresses nurturing relationships, diversity, high expectations, unique student needs, and collaboration with students and families. NC DPI

Standard 3: Knowledge of Child Development, Learning, and the School Environment

The School Psychologist:

• Applies knowledge of child and adolescent development, psychology, learning, behavior, mental health, curriculum, and instruction.
• Helps identify factors that may interfere with student learning.
• Consults with teachers and administrators regarding academic, behavioral, and social-emotional concerns.
• Assists teams in developing evidence-based interventions.
• Supports students' development of academic, behavioral, social, emotional, and problem-solving skills.
• Helps staff understand the relationship between learning environments, instruction, behavior, and student outcomes.
• Provides professional consultation and training when appropriate.

NCDPI describes school psychologists as professionals with expertise in mental health, learning, behavior, and school systems whose focus includes students' academic, behavioral, social, and emotional success. NC DPI

Standard 4: Data-Based Decision-Making and Systematic Problem Solving

The School Psychologist:

• Uses a systematic problem-solving process to identify student needs and recommend appropriate supports.
• Collects and analyzes multiple sources of data when making educational decisions.
• Conducts comprehensive psychoeducational evaluations as appropriate.
• Selects and administers appropriate standardized and non-standardized assessment measures.
• Assesses areas that may include cognitive functioning, academic achievement, behavior, social-emotional functioning, and adaptive functioning, as appropriate to the referral question.
• Conducts observations, interviews, record reviews, and other assessment procedures.
• Integrates assessment information into clear, meaningful written reports.
• Communicates evaluation results to parents/guardians and school teams in understandable language.
• Assists eligibility teams in determining whether students meet applicable criteria for special education services.
• Provides recommendations based on evaluation results and student needs.
• Maintains appropriate evaluation and service documentation.

NCDPI guidance emphasizes responsible, research-based assessment practices and the use of assessment information across academic, cognitive, behavioral, affective, social, and adaptive areas as appropriate. NC DPI

MTSS and Intervention Support

The School Psychologist:

• Participates in the school's Multi-Tiered System of Support (MTSS).
• Assists teams in analyzing academic, behavioral, attendance, and social-emotional data.
• Helps identify students who require additional intervention or support.
• Assists in selecting evidence-based interventions.
• Supports progress monitoring and evaluates students' responses to interventions.
• Consults with teachers regarding classroom interventions and behavioral supports.
• Helps teams determine when additional assessment or referral may be appropriate.
• Supports schoolwide prevention and intervention initiatives.

These duties also align with NASP's current practice domains, which include data-based decision-making, consultation and collaboration, academic interventions, mental and behavioral health services, schoolwide practices, safe and supportive schools, family-school-community collaboration, equitable practices, research, and legal/ethical practice. NC DPI

Exceptional Children Services

The School Psychologist works collaboratively with the Exceptional Children team to:

• Participate in referral, evaluation, eligibility, reevaluation, and other EC processes as appropriate.
• Conduct psychological and educational assessments within established timelines.
• Review existing evaluation data.
• Assist teams in identifying additional data needed to make educational decisions.
• Participate in eligibility determination meetings.
• Explain assessment findings to parents and educational teams.
• Develop educationally relevant recommendations.
• Maintain required documentation.
• Support compliance with IDEA, North Carolina policies governing services for students with disabilities, Section 504 when applicable to assigned responsibilities, FERPA, and other relevant requirements.

Mental and Behavioral Health Support

Within the scope of school psychological practice, the School Psychologist:

• Consults regarding students experiencing behavioral, social, or emotional difficulties.
• Provides short-term, school-based psychological interventions when appropriate.
• Supports positive behavioral interventions.
• Assists with functional behavioral assessment and behavior intervention planning when appropriate.
• Participates in crisis prevention and response.
• Supports school teams in responding to student safety and mental health concerns.
• Connects families and staff with appropriate school and community resources.
• Collaborates with school counselors and other student support professionals while maintaining appropriate professional role boundaries.

Consultation and Collaboration

The School Psychologist:

• Consults with teachers, administrators, parents, counselors, EC staff, and other professionals.
• Communicates student needs and recommendations clearly and professionally.
• Participates in multidisciplinary meetings.
• Builds productive relationships between home and school.
• Coordinates with outside providers when appropriate and when proper authorization has been obtained.
• Serves as a resource regarding learning, behavior, development, assessment, and mental health.

Standard 5: Professional Growth and Reflective Practice

The School Psychologist:

• Evaluates the effectiveness of psychological services and interventions.
• Uses data to improve professional practice.
• Establishes professional growth goals.
• Participates in continuing professional development.
• Maintains knowledge of current research, evidence-based practices, legal requirements, and professional standards.
• Participates in the North Carolina evaluation process as applicable.
• Adapts practices to meet changing student and school needs.

These expectations align directly with North Carolina's fifth standard, which focuses on analyzing the impact of services, linking professional development to professional goals, and functioning effectively in changing educational environments. NC DPI

Minimum Education and Licensure Requirements

For employment as a school psychologist in a North Carolina public school, NCDPI currently requires a school psychologist license issued by NCDPI. Licensure requirements include completion of an approved graduate program in school psychology at the sixth-year/specialist level and the required School Psychology Praxis examination. NCDPI notes that there is not a lateral-entry route to school psychology. NC DPI

Required:

• Completion of an approved graduate program in School Psychology at the sixth-year/specialist level or higher.
• Current North Carolina School Psychologist license or eligibility for appropriate NCDPI licensure.
• Successful completion of applicable NCDPI testing/licensure requirements.

Preferred:

• Nationally Certified School Psychologist (NCSP) credential.
• Experience working with elementary and middle school students.
• Experience conducting psychoeducational evaluations.
• Knowledge of IDEA, Section 504, MTSS, and North Carolina EC procedures.
• Experience with academic and behavioral interventions.
• Experience working collaboratively with multidisciplinary teams.

NCDPI states that individuals holding the NCSP credential are eligible for school psychology licensure through NCDPI, subject to the state's licensure process. NC DPI

Knowledge, Skills, and Abilities

The successful candidate should demonstrate strong knowledge of child development, learning theory, psychological and educational assessment, academic and behavioral interventions, MTSS, special education requirements, mental and behavioral health, crisis response, and ethical practice.

The individual must be able to analyze complex student data, communicate findings clearly, prepare professional psychological reports, maintain accurate and confidential records, collaborate effectively with families and staff, manage multiple evaluations and deadlines, and establish positive working relationships with students and adults.

Physical and Communication Requirements

The employee must be able to perform the essential functions of the position, with or without reasonable accommodation, including moving throughout the school environment; operating computers, assessment materials, and standard office equipment; communicating effectively in person, in writing, virtually, and by telephone; and performing light physical work associated with a school-based professional position.

Professional Expectations

The School Psychologist is expected to maintain student confidentiality, demonstrate sound professional judgment, communicate respectfully with families and colleagues, meet required timelines, maintain accurate records, participate actively in school improvement efforts, and support the mission and goals of New Dimensions: A Public Charter School.

Evaluation

The School Psychologist will be evaluated using applicable North Carolina Professional School Psychologist Standards and school expectations. The five NCDPI standards address leadership; respectful environments for diverse populations; knowledge of schools, child development, curriculum and instruction; systematic problem solving; and reflective practice. NC DPI

Disclaimer: This job description describes the general nature and level of work associated with the position. It is not intended to represent an exhaustive list of all responsibilities, duties, qualifications, or activities. Duties may be modified or assigned based on the needs of New Dimensions and applicable laws, regulations, policies, and professional standards.

NC DPI School Psychology Professional Standards and Evaluation
NC DPI School Psychologist Licensure Information