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 environmentBelieves 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 AEAFocuses upon agency and team efforts to deliver equitable, efficient and effective educational services that prepare Iowa children for a life well-livedAnticipates and responds to needs, requirements and expectations of clients resulting in acceleration, inspiration and innovationDemonstrates effective verbal, non-verbal, written, listening and visual communicationPossesses effective interpersonal, collaboration, facilitation skills and is committed to relationships and partnerships, within and outside of the agencyExhibits 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 expectationsManages time effectively so that timelines are met and improved results are evident in learning, professional capacity and system effectivenessProblem solves by utilizing data-based decisions, preventing and resolving conflicts and providing comprehensive, high quality solutionsWorks with integrity and maintain confidentialityModels and integrates technology into daily workLeads professional development for at least one course, internally, externally or bothUnderstands other duties and responsibilities may be assigned, according to current needs of the agency or districts servedPHYSICAL 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.