QUALIFICATIONS: - EDUCATION: Completion of 60-hour Master's Degree program or a Master's Degree with sufficient additional graduate hours to toal 60. - Completion of a Specialist Degree with a total of 60 graduate semester hours (Ed.S) - Experience: Previous experience working with children, families and resources in human services/mental health setting and/or educational setting is desired. ESSENTIAL JOB FUNCTIONS: - Assist in the process of finding and identifying children with special needs. - Work collaboratively with school staff and families in prevention strategies. - Work collaboratively with school staff to implement the problem solving process through development, implementation and monitoring of research-based interventions. - Provide consultation on the emotional, academic, cognitive, behavioral, and vocational needs of children. - Encourage family involvement in problem solving and the IEP process. - Collaborate with schools in crisis intervention. - Conduct appropriate assessments for developing individual or system-wide interventions during the problem solving process or to determine eligibility for special education services. - Provide consultation to educators, parents, children, and other professionals and agencies. - Provide cognitive assessments as needed for children. - Conduct assessment for making differential diagnoses when needed. - For evaluations, the School Psychologist may serve as case manager, assist in writing and implementing IEPs, and help interpret data for decision-making. - Provide individual and group counseling when appropriate and within the scope of psychologists training and expertise. - Provide in-service and training to school personnel, families and community agencies. - Assist schools with technical assistance and ongoing monitoring of progress toward measurable goals related to district-wide assessment and action research. - Collaborate and communicate with other professions and agencies to improve client services. - Participate in design, implementation, and interpretation of research from single subject or group designs. - Recommend and use assessment methods that are appropriate, valid, and reliable. - Participate in professional development to remain current and up-to-date in research, training and professional practices in the field of School Psychology. - Serve as an advocate for children. - Adhere to the professional standards and ethics of the profession. - Fulfill the building rep duties as assigned. COMMON TO ALL EMPLOYEES: - Contributes to a positive and productive work, learning and team environment - Believes in, advocates for, understands, supports and delivers the priority work of the AEAs, Iowa Public and Accredited Schools, the Iowa Department of Education and Prairie Lakes AEA - Focuses upon agency and team efforts to deliver equitable, efficient and effective educational services that prepare Iowa children for a life well-lived - Anticipates and responds to needs, requirements and expectations of clients resulting in acceleration, inspiration and innovation - Demonstrates effective verbal, non-verbal, written, listening and visual communication - Possesses effective interpersonal, collaboration, facilitation skills and is committed to relationships and partnerships, within and outside of the agency - Exhibits self-motivation, reliability, organization, detail and quality and engages in continuous improvement of professional practice to build skills needed to perform job duties and meet agency goals and expectations - Manages time effectively so that timelines are met and improved results are evident in learning, professional capacity and system effectiveness - Problem solves by utilizing data-based decisions, preventing and resolving conflicts and providing comprehensive, high quality solutions - Works with integrity and maintain confidentiality - Models and integrates technology into daily work - Leads professional development for at least one course, internally, externally or both - Understands other duties and responsibilities may be assigned, according to current needs of the agency or districts served PHYSICAL REQUIREMENTS: - Ability to travel between schools and sites served. - Normal, routine levels of activity related to bending, carrying, climbing, hearing, lifting, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that can't always be anticipated.