School Psychologist
Colorado Springs, CO
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Job Description
Educational Requirements : Graduate degree in School Psychology; Two years of experience in school setting; Appropriate State licensure. Gifted Education Endorsement preferred; Experience and Expertise with gifted and twice-exceptional students required.

Job Summary: A School Psychologist will provide quality services and expertise on issues ranging from program design to intervention with individual students within the scope of their professional training and licensure. Staff members who fill this position will participate in the development and implementation of IEP service plans to support the social/emotional growth of students, and provide coaching and mentoring for classroom teachers on strategies that they can use to increase their effectiveness in addressing behavior and social- emotional needs. In addition to providing IEP/Special Education services, the Psychologist will link child-serving and community agencies to the schools and families to support the child's academic, emotional, behavioral, and social success. The psychologist must at all times display personal qualities which are appropriate for a professional, such as maintaining: professional ethics and confidentiality; openness to learning from others; and acceptance of constructive criticism/feedback. This position can also support the implementation of Positive Behavior Supports and other school wide interventions to promote positive student outcomes and can track data to monitor progress of Multi-Tiered Systems of Support (MTSS) for students, including RtI/PBIS (Response to Intervention, Positive Behavior Support Systems) and interventions. Additionally, in contrast to a School Social Worker or School Counselor, a School Psychologist will be responsible for conducting formal assessments in the area of cognitive, social/emotional and adaptive functioning.
Candidate should have concentrations, research, and/or experience, and be prepared to continue to develop skill and expertise, in the following areas:

- Social-Emotional Curriculum for kindergarten through eighth grade students
- Gifted Education , including twice-exceptional needs, asynchronous development, and overexcitabilities
(OEs)
- Applied Behavior Analysis (ABA) strategies
Candidate should be prepared to continually renew Colorado teaching licensure status, and to pursue Gifted Education Endorsement, if hired.

Position Start Date : Typically, August 1 Pay Periods : monthly Curriculum Training Dates: TBD

Reports To: Academy Director, and Special Education Team Lead

Working Conditions : The work is performed in schools.

Required Skills:
  • Excellent written and oral communication skills
  • Excellent, consistent kindness with effective classroom management for all ages of students
  • Excellent people-skills that include advocacy, teamwork, co-teaching, and conflict resolution skills
  • Consistent implementation of high standards for educational ethics and best practices
2 VISION: We will create an academic home for advanced and creative learning, cultivate personal and standards-based excellence and leadership ability, and serve as a resource center for the gifted community of the Pikes Peak Region.

  • High capacity in all academic content areas for expected level of the position
  • Highly flexible and willing to adjust daily scheduling for the needs of the kids, colleagues, and required
tasks - Understanding and willingness to support learners with a variety of gifted educational needs and
intensities, including twice-exceptional students; typical learning needs; and special education needs
  • Personal Growth Mindset that welcomes and applies coaching feedback and celebrates goals;
participates with enthusiasm in required in-service trainings and meetings
  • Effective teamwork with special education and the work of school psychologists, occupational
therapists, physical therapists, speech/language pathologists, school nurses, and other such specialists.

Direct Reports: Academy Director, Dean of Students. The building-wide Lead Team may lend additional guidance and support.
This School Psychologist is expected to support a highly challenging, highly supportive gifted education program that meets the vision and the mission of AcademyACL under the guidance of the Academy Director.

Critical Expectations: The following expectations are Critical Areas of implementation for this position, aligned with the most recent Standard Operating Procedures (SOP) and training provided, with the highest priority and focus for this position:
- Contributing to the Mission as a highly challenging, highly supportive K8 school, gifted education
- Case Management and Delivery of Special Education: Provides services (currently estimates one
day each week of special education caseload hours) including, Functional Behavior Assessments, Behavior Intervention Plans, counseling services and participation in IEP process. Ensures compliance with Special Education laws in the area of social/emotional issues. Meets weekly for clinical supervision/case management review.
- Coaching : Coaches teachers with in-class observation and data-collection, and Applied Behavioral
Analysis awareness, on their use of behavioral and social-emotional strategies.
- Crisis intervention services: provides services regarding child abuse, suicide/threat assessments and
family emergencies.

Essential Job Functions: The following expectations are essential areas of implementation for this position, aligned with the most recent Standard Operating Procedures (SOP) and training provided:
Daily onsite schedule from 7:40am to 3:30pm, five days each week (4 days is negotiable)
- Coordinates school, home and community services toward solutions of students' problems through the use of RtI and PBIS. Maintains as a liaison between school, family and community agencies and assists in better use of services available to students, families and school.
- Counsels/teaches students individually and in groups . Assists with social, emotional and b ehavioral problems. Uses a variety of techniques to achieve improvement.
- Decorum: Using and supporting appropriate decorum throughout the building, including following staff dress code and timeliness expectations, and consistency of behavioral expectations for students
- Gathers, integrates and interprets information relative to student behavior related to learning.
- Management Information System : Using appropriate software, computer systems, and web accounts for the educational process, and protects confidential student and staff password s
- Participates in required in-service trainings and meetings
- PBIS Coordination : serves as the school based Positive Behavior Intervention System (PBIS) coordinator. Coordination of PBS to include teaching school-wide social skills, behavioral expectations, observation of students, reinforcement systems, data collection/analysis and behavioral interventions in all three tiers. Schedules meetings, completes follow up and collaborates with Team members.
3 VISION: We will create an academic home for advanced and creative learning, cultivate personal and standards-based excellence and leadership ability, and serve as a resource center for the gifted community of the Pikes Peak Region.

- Coordinates and/or participates on the RtI/PBIS problem solving team to help identify high
risk students. Develops evidence-based prevention/intervention strategies to address social/emotional and behavioral issues. Collaborates with RtI/PBIS Team members through the Problem Solving Process
- Consults with administrators, teachers, support staff, other colleagues and parents. Assists in developing positive behavior interventions. Suggests strategies for managing conflict and providing behavior supports.
- Records and Reports : Performs related record keeping including Medicaid; supplies information
necessary for reports due to Colorado Springs District 11 and the Colorado Department of Education
- Strategic Plan: Contributes ideas and feedback for the AcademyACL development plan
- Student Records: Maintaining accurate documentation/files of students
- Technology: Using technology for instruction, assessment, communication, and reports
- Unified School Improvement Plan (UsIP): Participating in the development, knowing, supporting,
and implementing strategies identified in the annual UsIP created by AcademyACL, especially for continuing and updating the always-present "culture-in-the-building" goal.
- Visitors: Maintaining effective learning environments that portray themselves accurately and clearly
to visitors, including the training of student ‘classroom greeters', and welcoming visitors

Social-Emotional Growth
- Capturing Kids Hearts: Ensuring that CKH© strategies are consistently in place for a consistently
positive approach to working with students, parents, and colleagues (once own-training has occurred)
- Continuum of Expectations: Ensuring that AcademyACL students are supported on a continuum
that is adjusted for their individual growth needs, maintains kindness, and builds relationship - Curriculum : Ensuring that teachers' effectiveness for AcademyACL Lifeskills© lessons is
supported, and teachers receive ideas and coaching as needed

Professional Effectiveness:
- Collegial and Professional Behavior: Handling conflicts with students, families, staff members and
others in a positive and professional manner by using the AcademyACL conflict resolution process, following expectations within the employee handbook, staff social contract, and encouraging others to do so as well
- Growth Plan: Developing and updating one's own professional growth plan goals, pursuing
additional trainings and support needed, and contributing to the growth of other faculty through Professional Learning Community meetings, staff meetings, observations and feedback to other teachers, mentorships, et cetera.
- Employee Documentation: Providing updates to one's own personnel file (stored with the
Business Manager) with additional trainings, certification renewals, et cetera.
- Instructional Strategies : Supports and coaches teachers in using best practice, in general and gifted
education, especially for behavioral and social-emotional supports
- Special Education Team- and Co-Teaching & Planning: Team-, co-teaching, and co-planning,
with student support/special education teachers, contracted personnel for speech/language, occupational therapy, psychologists, and other faculty and staff as appropriate and applicable. Planning and preparing own effective work plans.

Finance and Accounting:
- Fundraising: Encouraging/Supporting AcademyACL fundraising activities as appropriate
MISSION: Our students and staff will investigate ideas and master advanced content, reflect upon their own progress, explore connections between disciplines, and lead others in positive ways to new heights in achievement and service to the community.

4 VISION: We will create an academic home for advanced and creative learning, cultivate personal and standards-based excellence and leadership ability, and serve as a resource center for the gifted community of the Pikes Peak Region.
- Purchasing: Completing Requests for Authorization of Funds as needed to purchase supplies,
equipment and other materials according to the allotted budget, and knowing that pre-approval is required and sales tax is not reimbursable
- Resources: Supporting the conservation of resources in his/her area and relevant areas of the
building, including utilities, photocopying and consumption of supplies
And other duties as assigned to support the Academy Director in meeting the vision and mission of the school.
As relevant to these essential duties, these elements of the position are aligned with all professional staff expectations at AcademyACL:
All staff members, including psychologists are entrusted with the education and support of students throughout the building as scheduled. All staff are expected to consider every student in the building as " my student", and to build relationships with other students in the teaching team and within the school as possible and appropriate. All staff members are expected to support all other teachers and staff members in the mission of AcademyACL. All staff members are expected to contribute to a highly challenging and highly supportive school climate that is aligned with best practices in gifted education. Especially relevant to the school psychologist position, AcademyACL supports this position with regular education funds in addition to the small amount of federal and state educational funds that it receives. This position supports all students in the building, not just students who qualify for IEPs.

Leadership : All staff members at AcademyACL are expected to model effective leadership strategies within their job expectations. In this position, this includes but is not limited to, the coordination of building resources, the supervision of office supplies and office equipment, and "Fierce Conversations"© that are authentic, clear, and relationship-building:
Inspire and build a shared vision for operational and team excellence
Challenge systems, processes, ideas and methodologies that are not working for a healthy learning environment in positive and productive ways
Enable staff, students, families and others to act in positive and productive ways
Encourage and support other staff, families, students, and others as they contribute to mission
Model the way with a moral and ethical compass that sets a tone for the community
Communicate effectively and positively in all formats with all stakeholders
Demonstrate a passion for the mission of the school and the needs of all students to receive individually challenging and supportive instruction
Understand the charter school system and the need to work in positive relationship with District 11 as AcademyACL's charter authorizer
Develop and promote the concept of the school, including its vision as a regional resource center
There are Four Areas of Excellence that AcademyACL uses to track overall school progress, and that all staff members are expected to support.
Area of Excellence: Academic Performance & Accreditation Status measures the purpose of AcademyACL as an academic home for advanced and creative learning. This includes expectations from the State of Colorado for Standards & Instructional Planning , Best First Instruction , Assessment , and Tiered Support for students. At AcademyACL this process emphasizes both excellence in academics as well as the social-emotional growth of students.
D11 Academic Performance & Accreditation Status These are the expectations and metrics from Colorado Springs School District 11 as the authorizing agency of AcademyACL, as related to classrooms.
- School Performance Framework
MISSION: Our students and staff will investigate ideas and master advanced content, reflect upon their own progress, explore connections between disciplines, and lead others in positive ways to new heights in achievement and service to the community.

5 VISION: We will create an academic home for advanced and creative learning, cultivate personal and standards-based excellence and leadership ability, and serve as a resource center for the gifted community of the Pikes Peak Region.
- District Accreditation Status

Area of Excellence: Financial Health & Accountability measures the fiscal health of AcademyACL as a sustainable program and includes the school budget, volunteer support and hours collected, contributions and donations received, and conservation of resources such as time, materials, and energy.
D11 Financial Accountability These are the expectations and metrics from Colorado Springs School District 11 as the authorizing agency of AcademyACL, as related to classrooms.
- Special Needs Services - Health and Safety in the School
Area of Excellence: School Operations includes expectations from the state of Colorado for Leadership , Culture and Climate , Educator Effectiveness , and Continuous Improvement . AcademyACL bases the success of its school operations as an outcome of its Values (the importance of: awareness of student- need, family partnerships, staff teamwork and expectations, professional development, curricular programming, instructional and differentiation techniques, integration of technology, classroom management and safety, and community connections).
These are the expectations and metrics from Colorado Springs School District 11 as the authorizing agency of AcademyACL as related to classrooms.
- Attendance: accurate records, and teacher contact with families to address issues - Parent Satisfaction Survey - Student-Parent Demand Ratio [waiting lists]: how relationships help market new
students
Area of Excellence: Governance includes the work of the AcademyACL Board of Directors to hold the vision and mission of AcademyACL, and to measure the progress that the school is making towards becoming a solid program with a reputation in the community for excellence, and to evaluate data on student attendance rates, turn-over and mobility; family conference attendance rates; teacher attendance rates and turnover; public relations and student enrollment; and set overall strategic planning goals with the Academy Director.

O ther Responsibilities:
Physical Requirements : This job requires a high activity level that includes movement throughout the building, active involvement with student activities including jogging, dancing and jumping, support for janitorial tasks as needed (including things such as cleaning tables, vacuuming, and light lifting of boxes with classroom materials), and personal contact with children who may be seated on the floor or at low tables. This job also requires emotional stamina and personal stress management to maintain a positive approach with students, parents and colleagues throughout the entire school day, including students with very high energy and some with low impulse control, and students, parents, and colleagues who demonstrate intensities that typically accompany gifted behaviors.

Other Position Requirements:
This is a ten-month position, paid in a twelve-month cycle, which requires more than 40 hours per week, on at- will employment basis [see below]. Full-time staff are required to be on-campus from 7:40 a.m. to 3:30 p.m., with the addition of staff meetings, family-teacher conferences, and any applicable off-campus meetings or trainings during or beyond the regular school day. No extended travel will be required; however, attendance at state (Beyond Giftedness, CAGT) and national (NAGC) conferences on gifted education may be required. Local travel may be required to attend additional trainings.
MISSION: Our students and staff will investigate ideas and master advanced content, reflect upon their own progress, explore connections between disciplines, and lead others in positive ways to new heights in achievement and service to the community.

6 VISION: We will create an academic home for advanced and creative learning, cultivate personal and standards-based excellence and leadership ability, and serve as a resource center for the gifted community of the Pikes Peak Region.

Compensation and Benefits Available :
This is a full-time position with additional consideration depending on qualifications, experience and availability of funds. Benefits include dental insurance, health insurance, Public Employees Retirement Association membership (PERA), professional development opportunities, holidays, sick leave, and vacation time. Opportunities for flextime (outside contact hours with students) may be available at the discretion of the Academy Director. The Academy Director, in coordination with the Business Manager, will allocate any available bonus monies for teachers as described in the Employee Handbook.
As members of the Public Employees Retirement Association (PERA), AcademyACL employees do not contribute to, nor receive, Social Security benefits.

A t-Will Employment
All employment, in every position, at AcademyACL is under "At-Will Employment" status. Colorado follows the legal doctrine of "employment-at-will" which provides that in the absence of a contract to the contrary, neither an employer nor an employee is required to give notice or advance notice of termination or resignation. Additionally, neither an employer nor an employee is required to give a reason for the separation from employment. No AcademyACL employee shall be authorized by the AcademyACL Board of Directors to provide or convey any employment agreement that does not follow expectations for at-will employment.

Academy for Advanced and Creative Learning complies with all state and federal statutes, rules and regulations and is an equal opportunity employer.
Job Type Full-time