Lead School Psychologist
The KIPP Public Schools Northern California Special Education Team is seeking a Lead School Psychologist to support a team of school psychologists who support 18 schools throughout Northern California. As the Lead School Psychologist at KIPP, you will be an integral member of the Special Education team and contribute to the development of robust, student-centered, and legally defensible Individual Education Plans. Reporting to the Associate Director of Special Education, the Lead School Psychologist will provide oversight and vision to the School Psychologist Team, including in the areas of assessment, professional development, and overall support of students with IEPs.
As the Lead School Psychologist, you will be primarily responsible for the following areas:
- Coach, manage, and support direct reports (including School Psychologists, School Psychologist Interns, and School Psychologist practicum students)
- Plan and facilitate professional development opportunities and Communities of Practice for service providers
- Lead team vision planning and implementation
- Collaborate with other members of the Regional Special Education Team in order to develop and implement integrated and holistic special education programming throughout the region
- Stay up to date with applicable professional standards, including credentialing & licensure requirements
- Lead hiring process for relevant candidates
- Manage team budget
Additionally, the Lead School Psychologist will engage in other professional responsibilities, such as:
- Assessment reports. Prepare comprehensive and legally defensible psycho-educational assessments of specific learning, emotional and behavioral disabilities; interpret assessment findings for staff, families, and other authorized persons as necessary.
- Positive behavior supports. Perform functional behavioral assessments (FBA) and Special Circumstance Instructional Assistance (SCIA) assessments to assist in the development, evaluation and monitoring of positive behavior intervention plans for students in special education.
- Student mental health. Conduct Educationally-Related Mental Health Service (ERMHS) assessments in order to evaluate social/emotional development and mental health status of special education students.
- Eligibility. Identify students with disabilities by assessing student characteristics including cognitive and perceptual abilities, emotional adjustment, adaptive behavior, language development, learning potential and social needs utilizing non-discriminatory tools.
- IEP Meetings. Serve as a member of a multi-disciplinary IEP team and present assessment findings during IEP meetings.
Consultation & Systems Level Work
- General education teachers and staff. Consult with teachers in the development and implementation of classroom methods and procedures designed to facilitate student learning and to overcome learning, social-emotional and behavior challenges.
- Parents & Families. Consult with parents and family members to assist in understanding the learning and adjustment processes of children.
- School leadership. Serve as a resource to school leaders in areas related to instructional strategies, school attendance, discipline, student social/emotional needs and child abuse recognition and reporting.
- Multi-Tiered Systems of Support. Participate with other faculty and staff members to design and promote tiered interventions and supports to address students who are at-risk.
- Professional Development. Participate in School Psychologist and/or Mental Health Community of Practice meetings at various locations.
- Counseling. Provide daily or weekly individual counseling, group counseling, and parent counseling/support per student IEPs or team recommendations.
- Case Management. Work collaboratively with the student's multidisciplinary team to develop daily programming and interventions that will meet each student’s educational, mental health, and behavioral needs.
- Therapeutic and Behavioral Interventions. Create and implement therapeutic interventions and behavior support plans for the purposes of fostering better mental health and positive learning environments for students.
- Crisis Intervention. Provide crisis intervention, assessments, and triage of students as needed.
Perform other duties as assigned.
- Must hold a Master’s degree or higher in School Psychology.
- Must hold a clear California Pupil Personnel Services Credential with School Psychology Authorization.
- At least five years of experience as a School Psychologist
- At least one year (2+ years preferred) of supervisory experience.
Desired Skills and Mindsets
- Antiracist mindset with a passion for disrupting racial inequities and abolishing the school-to-prison pipeline.
- Excellent organizational, planning, and implementation skills.
- Experience providing Educationally Related Mental Health Services (ERMHS).
- Bilingual (English-Spanish, Vietnamese, or Mandarin) desired.
- Results-oriented team player who is dedicated to getting the job done.
- Demonstrate ability to communicate and work well with others and to build relationships with multiple constituencies.
- Knowledge of federal and state special education law and best practices for special education.
- Ability to communicate and interact effectively with multiple constituencies.
- Adhere to the ethical standards and codes of the profession and to the established rules, regulations, and laws governing special education programs.
- Adhere to IDEA timelines and to schedules, policies and procedures as determined by KIPP Public Schools Northern California.
- Familiarity with special education databases and systems (i.e., SEIS).
Physical, Mental and Environmental Demands
Physical: Ability to navigate office and school campuses, and hold meetings in different spaces. Traditionally, much of the day involves sitting. Ability to access and utilize technology. Occasional lifting/carrying of equipment 1-20 lbs.
Mental: Stress of deadlines and normal work standards, ability to analyze problems and generate alternatives, work with interruptions, interpret data from multiple sources, read/write and maintain basic organizational systems.
Environmental: Working in a school environment subject to constant interruptions and distractions. Occasional office environment and travel between school campuses. In emergency context (e.g., pandemic) work may be conducted virtually fully or partially for extended periods of time or longer, and the expectation is that the individual will establish a productive, remote work environment (e.g., ability to stay connected through different technology means). It may require remote work as current public health guidelines warrant.
Classification & Calendar
Full-time, exempt position. This role will follow a school-based calendar.
About KIPP Public Schools Northern California
We are a thriving nonprofit network of 18 free, public charter schools open to all students. At KIPP, we believe all children should grow up free to create the future they want for themselves and that schools can and should be a critical factor in making that vision a reality. Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world.
Our student community consists of over 7,000 elementary, middle, and high school students in East Palo Alto, Oakland, San Francisco, San Lorenzo, San Jose, and Redwood City, and Stockton. 79% qualify for free or reduced price lunch, 23% are multilingual learners, and 10% have special needs. We strive to cultivate a representative team of teachers and leaders that reflect our students’ diversity.
We are dedicated to you and your family's well-being! KIPP offers a competitive salary as well as a comprehensive benefits package including medical, dental, vision, and transportation benefits.