REPORTS TO: Director of Special Education

Position Summary

Education for Change is looking for an Educationally Related Mental Health Services (ERMHS) School Psychologist. S/He will be under the supervision of the Director of Special Education, Lead School Psychologist, and applicable on-site staff, and will: provide direct services at assigned schools through ERMHS minutes and Tier II mental health supports; assist in the intervention process as a member of MTSS team; perform ERMHS assessments of referred students as applicable; explain the results of these evaluations to parents, teachers and students where appropriate; provide consultation to educational staff regarding SEL/behavioral issues; and perform other related work as required. 

Our Approach

EFC is committed to serving ALL students, regardless of need. Our approach addresses the diverse needs of our students by offering a myriad of program designs to meet individual needs. We offer inclusion, resource instruction, combined programs that include both inclusive and small group instruction, and specialized programs for students with autism, those in need of emotional support, and students with more moderate needs. Utilizing a Multi-Tiered System of Supports, our multidisciplinary team works collaboratively to analyze and problem solve around student and staff needs. We employ a whole child approach that not only meets the basic needs of our students, but also takes into consideration their socio-emotional, academic and behavioral needs.

Responsibilities:

• Consult and collaborate with educational staff regarding students with emotional and behavioral needs, in accordance with all directives, standards, procedures, policies, laws, rules, regulations, codes and guidelines
• As applicable, process Educationally Related Mental Health Services (ERMHS) referrals, perform observations, and administer evaluation instruments to individual students
• Interpret, analyze, evaluate, document, track and report results of observations and assessments
• Assist in the intervention process as a member of the MTSS team
• Provide ERMHS (counseling) minutes for students with IEPs (including individual counseling, group counseling and guidance, parent counseling and training, and psychological services) 
• Write progress reports and ERMHS goals for students with IEPs
• Support school wide social emotional learning and tiered levels of intervention 
• Support school wide positive behavioral interventions and supports (PBIS) and tiered levels of intervention 
• Provide Tier II mental health support/skill groups for students
• Participate in MTSS and 504 meetings
• Consult on the composition of Behavioral Intervention Plans (BIPs)
• Consult and regularly meet with the student support services team
• Consult with teachers, support staff, parents, serve as an integral part of multiple site special education teams and attend meetings
• Maintain accurate records and other required data, prepare and submit reports in a timely manner
• Maintain strict student and parent confidentiality
• Perform other duties, as assigned

Abilities and Skills:

• Understand current issues, laws and regulations regarding psychological services, special education, special education trends, and other issues related to children with special needs
• Knowledge of modern psychological and counseling principles, processes and techniques
• Accepted psychological observation, evaluation and assessment instruments, procedures and applications
• Applicable procedures, policies, rules, regulations, codes, laws and guidelines pertaining to special education
• Makes independent decisions but seeks guidance from supervisors as appropriate
• Strong verbal and written skills; proper English usage, grammar, vocabulary, spelling and punctuation
• Data tracking and collection, record management and reporting methods
• Skill in use of computers and technology, to include, but not limited to email, internet, Microsoft Office or equivalent software. Computers, copiers, fax machines, scanners and voice recorders.

Required Qualifications:

Applicants must hold a Pupil Personnel Services Credential (PPS) in School Psychology.

Compensation and Benefits:

EFC offers competitive salary and benefits packages. See bit.ly/EFCsalarysteps for the salary steps. 80-90% of Medical/Dental/Vision plan costs are paid by EFC; participation in CalSTRS/CalPERS as appropriate. For more information, please email talent@efcps.net.

Sign-on bonus: $10,000 bonus vests over two years.

EFC Core Values

• Connected- We continually work to build trusting relationships among students, families, staff, and the Oakland community at large. We are an all-hands-on-deck network driven by empathy. We value our collective identity and the individual identities of our community members and scholars such that we have a sense of collective ownership and responsibility for each other and for our scholars.
• Inclusive- We proactively disrupt predictable patterns of opportunity, power, privilege, and performance. We create an inclusive environment where multiple perspectives are not only valued but sought, where people from all backgrounds feel seen and heard and can thrive, and where we all feel a deep sense of accountability to our mission.
• Interdependent- Our success at every level is dependent on our individual and collective sustainability. To that end, we are transparent, creative, and collaborative problem-solvers who seek to build trusting relationships. We are curious and are open to new ideas while also putting systems in place to ensure continuity so that our employees can stay, grow, thrive, and help make good on our promise to our students and families.
• Learners- We support each other to develop and grow so that we can leverage our collective power, intelligence, and passion on behalf of our students. We lean on home-grown leaders who are rooted in our community. Individuals feel known and are provided opportunities to maximize their potential in alignment with their passions and goals.