SUMMARY: The School Psychologist is responsible for creating, developing, and maintaining programs to support the social, emotional, and intellectual well-being of the members of the school community.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
Provide consultation to and collaboration with faculty, parents, and administrators regarding developmental, educational, and social-emotional issues.
Conduct on-campus classroom observations upon the recommendation or request of the program administrators, help assess and evaluate the needs of the child in question, and explore possible strategies and solutions.
Observe and assess classroom practices in areas such as social skills and character education to support faculty and suggest additional methods to support child development.
Support the maintenance of a referral list of outside support services, including educational therapists, speech and language pathologists, and developmental pediatricians.
Provide one-on-one support of individual students on campus and remotely, when applicable.
Provide crisis intervention and referrals as necessary to families and faculty.
Develop and implement parent workshops regarding developmental, educational, and social-emotional issues for families and faculty.
Develop time-limited, developmentally appropriate, and prevention-oriented group curriculums in collaboration with teachers to address specific topics (e.g. conflict resolution, popularity, teasing, etc.)
Other duties as assigned.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an administrative assistant encounters while performing the essential functions of the job. The noise level in the work environment varies from quiet to moderate to noisy.
Competitive salary and excellent benefits package. Parking provided. The Center for Early Education is an equal opportunity employer.
Master's degree and/or post-graduate work in psychology, counseling, or social work.
Experience working with children ages 2-12 and their families
Excellent verbal and written communication skills, as well as public speaking/presenting skills
Demonstrated leadership and facilitative skills
Familiarity with psychometrics in order to effectively interpret neuropsychological evaluations
Technological proficiencies in the areas of communication, presentation, and record-keeping
To perform this job successfully, an individual must be able to perform each essential duty to the satisfaction of the administration. The requirements listed below represent the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
BEHAVIORAL SKILLS: Demonstrates personal integrity, friendliness, patience, fairness, openness, non-defensiveness, sensitivity, flexibility, and enthusiasm.
LANGUAGE SKILLS: Ability to read, analyze, and interpret written documents pertinent to computer technology. Ability to write reports, keep records, and communicate with faculty, students, administration and parents. Ability to verbally present information clearly and respond to questions from children, parents, colleagues, administrators and visitors.
MATHEMATICAL SKILLS: Ability to add, subtract, multiply and divide; create and interpret graphs, compute ratio and percent and use a calculator.
REASONING ABILITY: Ability to solve practical problems and apply common sense in dealing with everyday and emergency situations. Ability to interpret a variety of instructions furnished in written, oral, diagram and schedule form.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to talk and hear. The employee is required to stand, walk, sit, climb, use hands, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required include close vision, distance vision, peripheral vision and ability to adjust focus.
About THE CENTER FOR EARLY EDUCATION
Founded in 1939, The Center for Early Education educates students from Toddler through Grade Six. Our urban West Hollywood campus houses 538 children in instructional building with rooftop playgrounds, unique 'green' planting and underground parking. The Center combines a challenging academic curriculum with a nurturing environment that harkens back to the founders' focus on the inner life of the child. Both the student body and faculty/staff are very diverse with 50% students of color. The Center offers an ample Financial Aid program with inclusion awards but also strives for socioeconomic diversity among its families. Generous donors and a mature advancement program keep tuition below the median of comparable schools in the Los Angeles area. The Center offers competitive salaries and excellent benefits to employees. A long-standing commitment to professional development allows all employees to further their professional and personal growth.