REVISED; 1.0 FTE Continuing District School Psychologist

School District No. 8 (Kootenay Lake) (SD8) is committed to fostering inclusive, supportive, and engaging learning environments that meet the diverse needs of all students. SD8 values collaboration, innovation, and student-centered practices to promote academic success, mental wellness, and positive social development. We are seeking a dedicated and qualified District School Psychologist to join our team and support learners across the district by providing expert school psychological services.

As defined by the “school psychology” means the health profession in which a person provides the following services: (a) the use of theories and principles of psychology for the purpose of understanding and assessing an individual’s developmental, behavioural, cognitive, emotional, intellectual and interpersonal needs as those needs relate to the individual’s ability to learn and function in a learning environment; and (b) the creation, protection and promotion of learning environments that facilitate learning and intellectual functioning.

Changes to the in 2022 established the restricted activities of psychology diagnosis and school psychology diagnosis for registered psychologists and school psychologists respectively. School psychologists are required to have current membership in the to work as a school psychologist. Only CHCPBC registrants may make a psychology diagnosis or a school psychology diagnosis. This requirement is in the interest of public safety and aligns the services provided by school psychologists with the requirements and expectations of other professionals regulated under the Health Professions Act.

Note:

This position requires travel to/throughout the district, sometimes on winter roads and in inclement weather. The district has rural areas and mountainous passes that can make driving challenging depending on weather and road conditions.

School District Psychologist

Key Responsibilities:

Psychoeducational Assessment and Evaluation - within scope of practice:

• Conduct comprehensive psychoeducational assessments for students in kindergarten through Grade 12.
• Provide diagnostic information within scope of practice (ie - learning disability or intellectual disability).
• Identify students' cognitive, academic, social-emotional, and behavioral strengths and challenges - within scope of practice.
• Interpret assessment results and provide data-driven recommendations to district staff, school educators, parents/guardians, and students in order to support individualized learning plans.
• Following Ministry of Education and Child Care Inclusive Education Category Checklists, provide expertise and assist in determining students' eligibility for specific Ministry of Education and Child Care inclusive education designations and inclusive education services, including reviewing/approving student designation files, Individual Education Plans (IEPs), and psychoeducational files.

Provision of Universal, Targeted, and Intensive Supports and Interventions:

• Universal Supports:
• Collaborate with school teams to implement district-wide strategies promoting mental wellness and inclusive practices.
• Deliver professional development workshops on evidence-based practices in mental health, learning strategies, and positive behaviour supports.
• Targeted Supports:
• Through the district-based team referral process, recommend school interventions to address shared learning and learning gaps.
• Monitor and assess the effectiveness of interventions, adjusting as necessary to improve outcomes.
• Monitor school and classroom intervention outcomes and student progress.
• Intensive Supports:
• Through the district-based team referral process, develop, implement, and monitor individualized intervention plans for students with significant learning or behavioral needs.
• Participate in the creation and review of Individualized Education Plans (IEPs) and Positive Behavior Support Plans.
• Regularly report to schools and the district on intervention outcomes and student progress.

Consultation and Collaboration:

• Work collaboratively with school-based teams, teachers, administrators, parents, and external professionals.
• Provide guidance and training to educators on strategies to support neurodiverse learners.
• Collaborate with community-based agencies to coordinate additional services for students and families.
• Offer consultation regarding classroom adaptations, learning modifications and/or behavioral interventions to support inclusive practices.

Member of the District Critical Incident Response Team (CIRT):

• Actively participate as a member of the District's Critical Incident Response Team.
• Support students, staff, and families during and following critical incidents.
• Develop and deliver training sessions for school personnel on effective crisis response strategies.
• Assist in refining district-wide safety and crisis response protocols and implementing protocols.

Facilitation of Professional Development and Capacity Building:

• Develop and present professional learning sessions on topics including learning disabilities, behavioral support, mental health awareness, and trauma-informed practices, in accordance with the BC Mental Health in Schools (MHiS) Strategy.
• Support the district's ongoing commitment to fostering inclusive learning environments through continuous collaboration with educators.

Qualifications:

• Education:
• Master’s degree in School or Educational Psychology, with graduate-level training in measurement, learning theory, development, and psychoeducational assessment.
• Certification:
• College of Health and Care Professionals of British Columbia (CHCPBC) membership is required as of as a Licensed School Psychologist.
• Certification and extensive school-based experience are required in the administration, analysis, and reporting for Level B and Level C psychoeducational and behavioural assessments.
• Experience:
• Proven experience as a school psychologist in BC.
• Proven experience conducting psychoeducational assessments in a K-12 educational setting, including producing reports (according to the ).
• Demonstrated ability to design, implement, and monitor interventions aligned with a tiered support model.
• Experience providing training and consultation to school staff and supporting students with diverse needs.
• Participation in critical incident response, crisis management, and trauma-informed practices is an asset.
• Skills:
• Strong interpersonal and communication skills for effective collaboration with a variety of education partners.
• Demonstrated support for equity, diversity and inclusion in a public school system.
• Ability to work independently while contributing to district-wide goals and initiatives.
• Significant experience with following the and interpreting the .
• Competence in data analysis to inform decision-making and program development.

Additional Information:

• Travel to various schools across the district is required; a valid BC driver’s license and access to reliable transportation are necessary.
• Successful candidates will undergo a criminal record check as part of the hiring process.

Salary and Benefits:

The salary for this position is determined based on qualifications and experience, in accordance with the district's salary grid. A comprehensive benefits package is available, including:

• Extended health care and dental coverage
• Life insurance and long-term disability coverage
• Pension plan participation
• Professional development opportunities

Application Process:

Interested candidates are invited to submit the following:

Application Deadline: Ongoing

Submit Applications to: deanna.holitzki@sd8.bc.ca

School District 8 - Kootenay Lake is an equal opportunity employer, committed to equity, diversity, and inclusion in the workplace. We encourage applications from individuals of all backgrounds. We thank all applicants for their interest; however, only those selected for an interview will be contacted.