Job description

The Champlain Island Unified Union School District seeks a 1.0 FTE School-Based Clinician for the 2023-2024 school year and beyond. This position will act as a member of a team of educators and other support personnel throughout our school buildings. Candidates must be team players willing to work collaboratively to ensure all learning community members are curious, creative, courageous, and capable of pursuing their aspirations in a diverse and ever-changing world. CIUUSD is located in the Champlain Islands region of Vermont and is part of the greater Burlington area.

We operate two k-6 campuses consisting of 210 students in total. Our middle and high school students have a choice and receive a voucher for attending an independent or public middle or high school that best meets the students needs.We are an easy commute from Burlington, about 1.5 hours from Montreal or under 4 hours from Boston. Our region has breathtaking views and access to Lake Champlain, boating, skiing, hiking, mountain biking, fishing, canoeing, and other outdoor opportunities. The Burlington and Saint Albans regions offer amenities such as fine dining, shopping, theatre, a vibrant music and art scene with seasonally relevant festivals, and access to higher education opportunities through UVM and Champlain College.

Our communities attract wholesome families, faculty, and staff. Our schools maintain impassioned faculty, personalized beliefs about success, and a caring, safe school culture. Only completed online applications at schoolspring.com will be accepted. An online application must include a profile, letter, resume, transcripts, references, tests, certifications, and questions if asked.

Hard copies of Vermont Certification with appropriate endorsements, three written letters of reference, and transcripts will be required for verification at the interview level. Visit our website http://www.gisu.org for information about our schools. Minority applicants are encouraged to apply.The School-Based Clinician will support staff and students in learning, socio-emotional, and behavioral challenges. Positively impact learning and behavior changes in students through training, consultation, and supervision.

Provide direct therapeutic-level services for students in need. Assist in developing behavioral modification planning and crisis intervention, continuous progress monitoring, and participation and leadership in multidisciplinary teaming.Essential Duties include: A. Assessment and InterpretationIdentifies and assesses the emotional, behavioral, learning, development, and adjustment characteristics and needs of individuals and groups and the environmental factors that affect learning and adjustment. Uses assessment data about the student and their environment(s) in developing appropriate interventions and programs.

Assists in identifying students learning, socio-emotional, and behavioral challenges early.Conducts assessments/observations appropriate to the focus of concern and according to prevailing professional standards.Conducts assessments considering the characteristics of the student or group of students (including ethnic, cultural, socioeconomic, and handicapping considerations).Assists in identifying factors in the learning environment that may affect the student and assessing their degree of impact.Team member of PBiS and MTSS systems within the school.Collaborates to apply standards-based assessment results to address questions about students progress in behavioral performance, learning, and achievement and provides data-based recommendations for behavioral planning, curriculum/lesson change, or development through collaboration, consultation, assessment, and intervention.Defines current problem areas, strengths, and needs at the individual, group, and systems levels through assessment/measurement/observation techniques.B. Direct Interventions for StudentsDevelops, implements, and evaluates behavioral, affective, adaptive, and social interventions for students with specific needs to improve social/emotional functioning and maximize learning and engagement.Develops programming for students with social/emotional and maladaptive challenges.Teaches students how to develop effective learning strategies and personal and social skills.Evaluates the effectiveness of individual and group interventions and modify interventions based on data collected.Develops, implements, and evaluates appropriate goals and interventions for students with specific needs.Links assessment results and ongoing data collection to interventions that enhance student performance, participation, and learning.Implements strategies based on individual characteristics, strengths, needs, and cultural factors to design a program promoting successful student outcomes.C. Consultation and TrainingDemonstrates effective collaboration with families, educators, and other school personnel and community members to promote and provide access to comprehensive health and mental health services to children and families: Demonstrates knowledge of consultation models and processes.Consults with teachers, other school staff, and parents about ways to facilitate learning and engagement for individuals or groups of students.Consults with teachers and other school staff on classroom, school, and system need.It helps provide liaison and coordination between the school system and other relevant agencies to facilitate services for students and families.Interprets education policies, programs, and procedures related to school psychological services.Provides information and education in applying learning theory, child development, and other psychological principles to school personnel and parents.Collaborates with the school leadership team to support the needs of parents and teachers and recommends appropriate in-service programs.Provides support and assistance to parents in situations that may be new, unfamiliar, or stressful.D. Program DevelopmentResponsible for assigned students regarding planning, development, and evaluation of programs to meet identified social/emotional needs.Conducts and assists in conducting formal and informal needs assessments to determine program characteristics and needs.Develops student programs and program strategies for teams of professionals and paraprofessionals to maximize learning for their students.Evaluates programs being implemented for identified students and use this data to inform changes to future programming.Supports school personnel in analyzing, interpreting, and disseminating results of program evaluations.Develops prevention and intervention programs that promote mental health, physical well-being, and tolerance for others.Assists schools in developing crisis response standards, protocols, and other practices that create and maintain safe, supportive, effective learning environments.

E. Professional Practice, Research, and DevelopmentApplies ethics and standards of professional practice in delivering school psychological services and observes relevant laws and policies that govern practice. Participates in professional organizations and continually seeks to improve professional knowledge and skill.Delivers services consistent with the National Association of School Psychologists (NASP) and the American Psychological Association (APA) ethical principles and professional standards of practice.Observes federal, state, and local policies and regulations in delivering school psychological services.Works to ensure students rights and welfare in the school and community.Engages in continuing professional development by assessing ones needs and seeking ways to address needs.Uses research design, statistical procedures, and applied research to plan and conduct investigations of existing or proposed programs.Critiques curricula programs and applies research knowledge to help guide schools in selecting curricula or other academic/intervention programs.Applies and translates research findings into service delivery improvements for students.F. Interpersonal Communication and CollaborationCommunicates effectively with students, parents, and school staffEffectively communicates knowledge and ideas orally to individuals and groups.Effectively communicates knowledge and ideas in writing.Maintains effective interpersonal relationships and communication in the professional setting.Collaborates effectively with school personnel, parents, and community providers in the planning and decision-making process at the individual, group, and systems levels.Collaborates with school personnel to design, implement and evaluate school-wide standards, protocols, and other practices to enhance the educational structure for students.G.

Other duties as assigned.QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: Education and Experience. A National Association of School Psychologists (NASP) accredited Specialist Level or Masters degree or an American Psychological Association accredited Masters degree in School Psychology, or the equivalent. Relevant post-degree experience is also required.Knowledge. Demonstrates knowledge of school psychological concepts and skills delineated in current national professional standards.Certifications and Licenses.

Valid Vermont Professional Educators License with a School Psychologist, Counselor, or social worker endorsement. A valid VT drivers license, a good driving record, and a willingness and ability to transport students using private vehicles are also required.Language Skills. Ability to read, analyze, and interpret standard scientific and technical journals and legal documents. Ability to respond to common inquiries or complaints from parents, educators, regulatory agencies, or community members.

Ability to write speeches and articles for publication that conform to prescribed style and format. Ability to effectively present information to top management, public groups, and boards of directors.Mathematical Skills. Ability to apply mathematical operations to such tasks as frequency distribution, determination of test reliability and validity, analysis of variance, correlation techniques, sampling theory, and factor analysis.Computer Skills and Experience. Ability to proficiently use Microsoft Word, Google tools, and various student information systems.Reasoning Ability/Mental Requirements.

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret technical instructions in mathematical or diagram form and deal with abstract and concrete variables.Communication & Interpersonal Skills. Ability to communicate courteously, efficiently, and effectively with various individuals, including students, faculty, administrators, parents, and representatives of outside organizations. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies.PHYSICAL EFFORT AND STRESS.

Physical ability to perform the essential functions of the job as outlined above, in addition to the following: While performing the duties of this job, the employee is frequently required to stand; walk; sit; use hands to finger, push and pull, handle and feel; and talk or hear. The employee is occasionally required to reach with hands and arms, stoop, kneel, or crouch. The employee must occasionally lift and move up to 50 pounds.WORKING CONDITIONS: While performing the duties of this job, the employee is occasionally exposed to outside weather conditions and extreme cold. The noise level in the work environment is usually moderate.

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