School Psychologist - Advanced Learning Services

Overview

POSITION TITLE (Oracle title)

SCHOOL PSYCHOLOGIST

WORKING TITLE

Advanced Learning Services School Psychologist

SCHOOL/DEPARTMENT

Academics/Advanced Learning Services

LOCATION

Crossroads I, Cary, NC

PAY GRADE

Psychologist Salary Schedule

FLSA STATUS

Exempt

ELIGIBILITY FOR EMPLOYMENT CONTRACT

Yes

WORK WEEK SCHEDULE

Monday-Friday (occasional evenings and weekends) Position is available for a Hybrid Telework workweek

POSITION PURPOSE:

Collaborates, problem solves, intervenes, and evaluates to support the academic, intellectual, and social-emotional needs of gifted and advanced learners in all grades (K-12). Evaluates and analyzes data to support advanced learning programming by providing professional learning, consultation, evaluations, and cross-departmental collaboration. 

MINIMUM QUALIFICATIONS: 

KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)

• Extensive knowledge of current advanced learning trends and research, and a willingness to stay current with changes in AIG Programming Standards;
• Considerable knowledge of assessing, evaluating, and serving giftedness in underrepresented populations (i.e., twice/thrice exceptional and culturally/linguistically/economically diverse);
• Considerable knowledge of the National Association of School Psychologists’ Model for Comprehensive and Integrated School Psychological Services and the NC Professional School Psychology Standards;
• Considerable knowledge of Multi-Tiered System of Supports (MTSS) framework for service delivery including universal screening, progress monitoring, problem solving process, and Implementation Science;
• Considerable knowledge of school environments, child development, and curriculum and instruction;
• Considerable knowledge of state and federal policies and regulations related to special education;
• Considerable knowledge of Microsoft Office, specifically, Microsoft Word, Excel, Power Point; Google Apps;
• Effective consultation skills;
• Effective critical thinking and problem-solving skills;
• Ability and willingness to provide direct services to students in all grade spans (K-12);
• Ability to design and deliver professional development to educators;
• Ability to reflect on practice and engage in continuous improvement;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
• Ability to establish and maintain effective working relationships with school system staff, students, parents, mental health professionals, external agencies.

EDUCATION, TRAINING, AND EXPERIENCE

• Advanced sixth-year level degree in School Psychology;
• Experience with a variety of formal and informal student assessment measures when considering all areas of suspected disabilities.

CERTIFICATION AND LICENSE REQUIREMENTS

• Must hold or be eligible for a North Carolina professional educator’s license in School Psychology;
• Must hold and maintain a valid motor vehicle operator’s license according to the State of North Carolina requirements.

PREFERRED QUALIFICATIONS:

• Experience with AIG and advanced learning programs and services including, but not limited to, gifted programming, Early Kindergarten Entry, Whole Grade Advancement, subject acceleration, high school advanced coursework and opportunities;
• Experience with designing and implementing family engagement opportunities for diverse communities;
• Experience that incorporates comprehensive and integrated school psychological services;
• Understanding Section 504/Americans with Disabilities Act (ADA) policies;
• Nationally Certified School Psychologist (NCSP) credential.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Incorporates understanding of school, family, community, and cultural differences on academic achievement when evaluating students’ social, emotional, intellectual, and academic needs during and after program identification. Understands the influences of school, family, community, and cultural differences in academic achievement.
• Conducts evaluations and provides consultations for potential gifted identified students; students attempting to whole grade advance; students seeking dual enrollment opportunities. Utilizes cognitive and achievement assessment tools that are appropriate for the individual student based on unique needs.
• Incorporates knowledge of language development, including knowledge of second language acquisition, when evaluating and working with students of diverse language backgrounds.
• Assists teachers and administrators in collecting and analyzing data to effectively design and implement services and programs for high ability students and gifted identified students.
• Engage in family engagement events and programming that supports the intellectual, academic, and social-emotional needs of gifted and advanced students.
• Designs and delivers professional development for AIG teachers and staff on a variety of topics, including but not limited to: twice-exceptionality; social-emotional needs of gifted students; test interpretation and administration; data collection and analysis; and other topics relevant to the work of the ALS psychologist.
• Analyzes formal and informal AIG data to evaluate the effectiveness of service delivery.
• Participates in school and district-level activities and committees to address system-level issues as they relate to Advanced Learning.
• Supports the development and implementation of district- and state-approved policy (i.e., WCPSS AIG Local Plan). 
• Maintains accountability for managing and delivering comprehensive psychological services within the ALS program.
• Engages in professional growth that is linked to professional goals and district/school improvement plans and strategic plans.
• Performs other related duties, as assigned.

WORK ENVIRONMENT/PHYSICAL REQUIREMENTS

This job operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, external funding agencies, attorneys, parents, students, and the community. Work is considered light physical work, requiring the exertion of up to ten pounds of force. The work frequently requires driving automotive equipment.

EFFECTIVE DATE:10/2025

DISCLAIMER:  The above statements are intended to describe the general purpose and responsibilities assigned to this position.  They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position.  This description may be revised by HR and approved at any time.