School Psychologist SY24-25

The Burlington School District believes a diverse and culturally proficient faculty and staff are pivotal to the creation of a strong learning and working environment that supports student achievement and success. BSD administrators lead inclusive school communities with our vision: "Cultivating caring, creative, and courageous people. - Join the journey.”

The Mission of the Burlington School District is to graduate students who:

• Value different cultures;
• Engage with the community;
• Communicate effectively;
• Think creatively;
• Skillfully solve problems; and
• Achieve at their highest academic, intellectual and personal potential. 

POSITION OBJECTIVES: 

Support students with trauma and emotional disabilities in education environments and to impact positive behavior changes in students through the provision of modeling, training and supervision to interventionists, the development of behavioral modification planning and crisis intervention, continuous progress monitoring, and participation and leadership in multidisciplinary teaming and employee management.

ESSENTIAL DUTIES & RESPONSIBILITIES: (Other duties may be assigned.)

A. Assessment and Interpretation

• Identifies and assesses the emotional, behavioral, learning, development, and adjustment characteristics and needs of individuals and groups, as well as, the environmental factors that affect learning and adjustment. Uses assessment data about the student and his/her environment(s) in developing appropriate interventions and programs.
• Assists in early identification of students’ learning and adjustment
• Conducts assessments/observations appropriate to the focus of concern and according to prevailing professional
• Conducts assessments with consideration of the characteristics of the student or group of students (including ethnic, cultural, socio-economic, and handicapping considerations).
• Assists in identifying factors in the learning environment that may affect the student and assessing their degree of
• Integrates data from assessment procedures and develops programs relative to (1) behavioral and instructional
• Applies standards-based assessment results to address questions about student’s progress in behavioral performance, learning and achievement and provides data-based recommendations for behavioral planning, curriculum/lesson change or development through collaboration, consultation, assessment and  
• Defines current problem areas, strengths, and needs at the individual, group, and systems level through assessment/measurement/observation  

B. Direct Interventions for Students:

• Develops, implements and evaluates behavioral, affective, adaptive and social interventions for students with specific needs to improve social/emotional functioning and to maximize learning and adjustment.
• Uses an ABA approach as one tool to design and implement programming for students with social/emotional and maladaptive
• Teaches students how to develop effective learning strategies and personal and social
• Evaluates effectiveness of individual and group interventions and modifies interventions based on data
• Develops, implements and evaluates appropriate goals and interventions for students with specific
• Links assessment results and ongoing data collection to interventions which enhance student performance, participation and
• Implements strategies based upon individual characteristics, strengths, needs, and cultural factors to design programming that will promote successful student
• Manage aggressive student

 C. Consultation and Training:

• Demonstrates effective collaboration with families, educators, and other school personnel and community members to promote and to provide access to comprehensive health and mental health services to children and/or families:
• Demonstrates knowledge of consultation models and processes.
• Oversee, direct and train interventionist in working with students with significant social/emotional
• Consults with teachers, other school staff, and parents about ways to facilitate learning and adjustment for individuals or groups of
• Consults with teachers and other school staff on classroom, school, and/or system
• Helps provide liaison and coordination between the school system and other relevant agencies to facilitate services for students and
• Interprets education policies, programs, and procedures related to psychological
• Provides information, and/or education in the application of learning theory, child development, and other psychological principles to school personnel and
• Plans and implements in-service needs of teachers and parents and recommends appropriate in-service
• Provides support and assistance to parents in situations that may be new, unfamiliar, or stressful for

 D. Program Development:

• Responsible for assigned students regarding planning, development, and evaluation of programs to meet identified behavioral and social/emotional needs.
• Conducts and/or assists in conducting formal and informal needs assessment to determine program characteristics and
• Develops student programs and program strategies for teams of professionals and paraprofesionals to maximize learning for their Supervises, instructs, and models programs for interventionists.
• Evaluates programs being implemented for identified students and uses this data to inform changes to future
• Supports school personnel in analyzing, interpreting, and disseminating results of program
• Develops prevention and intervention programs that promote mental health, physical well-being and tolerance for
• Assists schools in the development of crisis response standards, protocols and other practices that create and maintain safe, supportive, effective learning
• Conduct Crisis Prevention Intervention (CPI) training for teachers and staff; implement CPI as

 E. Professional Practice, Research and Development

• Applies ethics and standards of professional practice in the delivery of school psychological services and observes relevant laws and policies that govern practice. Participates in professional organizations and continually seeks to improve professional knowledge and skill.
• Delivers services consistent with the National Association of School Psychologists (NASP) and the American Psychological Association (APA) ethical principles and professional standards of  
• Observes federal, state, and local policies and regulations in the delivery of school psychological
• Works to ensure students’ rights and welfare in the school and
• Engages in continuing professional development by assessing one’s own needs and seeking ways to address
• Uses research design, statistical procedures, and applied research to plan and conduct investigations of existing or proposed
• Critiques curricula programs and applies research knowledge to help guide schools in the selection of curriculum or other academic/invention
• Applies and translates research findings into service delivery improvements for

 F. Interpersonal Communication and Collaboration:

• Communicates effectively with students, parents, and school staff
• Effectively communicates knowledge and ideas orally to individuals
• Maintains effective interpersonal relationships and communication in the professional  
• Collaborates effectively with school personnel, parents, and community providers in the planning and decision- making process at the individual, group and systems
• Collaborates with school personnel to design, implement and evaluate school-wide standards, protocols and other practices to enhance the educational structure for

SUPERVISION RECEIVED:

Evaluated by, reports to and receives direction from the Director of Student Support Services with input from the school principals.

SUPERVISOR RESPONSIBILITIES:

Plans, Trains and Assigns; is responsible for quality of work of Behavior Interventionists; plays key advisory role in evaluation and hiring

QUALIFICATIONS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:

• Education and Experience: A National Association of School Psychologist (NASP) accredited Specialist Level or Doctoral degree or an American Psychological Association accredited Doctoral degree in School Psychology, or the equivalent.
• minimum of one (1) year of relevant post-degree experience
• Knowledge: Demonstrates knowledge of school psychological concepts and skills delineated in current national professional.
• Certifications and Licenses: Valid Vermont Professional Educator’s License with a School Psychologist Valid VT driver’s license, a good driving record, and a willingness and ability to transport students using private vehicle also required.

SALARY: As per the Master Agreement between the Burlington Board of School Commissioners and the Burlington Education Association. This is a salaried position paid Bi-Weekly with a lump sum payment for the summer period.

Equal Opportunity Employer:

Burlington School District is an Equal Opportunity Employer and is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

Applications from women, veterans, individuals with disabilities and people from diverse racial, ethnic, and cultural backgrounds are encouraged.

The Burlington School District will provide reasonable accommodations for qualified individuals with disabilities.