This is a full time position with great benefits. Starting with the 2021-22 school year.

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SUMMARY: 

The Education Specialist provides consultation and collaboration with staff and parents on psycho-educational evaluation and effective prevention activities.  The Education Specialist major activities include leading the evaluation planning process, conducting comprehensive special education evaluations, analyzing and interpreting evaluations results, supporting school teams to make data-based decisions and guiding staff and parents regarding the educational, emotional, behavioral and developmental needs of students.

KNOWLEDGE:

            QUALIFICATIONS:

• To perform this job successfully, an individual must be able to perform each responsibility and essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Individual will hold a valid driver’s license and have reliable, insured transportation.

EDUCATION / EXPERIENCE:

• Master’s Degree in Psychology, Special Education or related field
• Oregon TSPC license with School Psychologist endorsement Preferred
• Training and experience in selecting, administering and scoring appropriate diagnostic procedures and assessment tools including intellectual, academic and behavioral measures
• Bilingual proficiency and/or multicultural experience strongly preferred

SKILLS:

• Ability to work well with others; Focuses on resolving conflict; Maintains confidentiality; Listens to others without interrupting; Keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit
• Ability to communicate fluently in English, verbally and in writing; Ability to verbally respond effectively to the most sensitive inquires or complaints from students, parents, regulatory agencies or members of the community;
• Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures, governmental regulations and legal documents;
• Ability to write reports, business correspondence and procedure manuals, speeches and articles for publication that conform to prescribed style and format
• Ability to define problems, collect data, establish facts and draw conclusions; Ability to interpret a variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables; Ability to apply principles of logical or scientific thinking to a wide range of intellectual and practical problems; Ability to deal with nonverbal symbolism in its most difficult phases
• Proficient in the use of computer, Internet based applications and variety of software, including but not limited to Microsoft Office Suite (Word, Excel, Outlook, and PowerPoint), Google, Pentamation, Power School, and Special Education Records Management System

• Ability to maintain the integrity of confidential information relating to agency records and data, student families, colleagues, or district patrons; Use or relay personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved
• Exhibit cultural competency and sensitivity with the ability to communicate and work effectively with all cultural groups

RESPONSIBILITIES and ESSENTIAL FUNCTIONS:.

     Planning and Preparation:

1. Participate in regular building data teams meetings as feasible, and district Education Specialist meetings
2. Determine from a variety of assessment tools to assess academic skills, cognitive ability, psychological processing, adaptive skills, social skills, emotional/behavioral status and mental health status
3. Coordinates all special education evaluations and three year re-evaluations for all students in assigned schools
4. Maintains accurate, complete and confidential records as required by law, district policy and administrative regulations
5. Consult with staff and student, and review files/records to determine developmental history, current academic and functional levels
6. Collaborate with mental health, state and county agencies for supporting school districts

     Implementation:

1. Plans, prioritizes and organizes evaluations and projects with a minimum of supervision
2. Attends data team meetings in assigned schools, IEP meetings and meetings of school psychologists
3. Uses a wide variety of assessments techniques to evaluate students’ academic skills, learning aptitudes, personality and emotional development, adaptive behavior, and social skills
4. Uses technology fluently to manage all components of the job requirements
5. Participates in the development of Individual Education Plans as needed or requested
6. Participate in manifestation determinations and support behavior intervention development as needed or requested
7. Provide consultation, short-term counseling or social skills services to individuals or small groups
8. Maintains compliance with state and federal rules for establishing special education eligibility and completing evaluations

     Assessment and Use of Assessment Information:

1. Complete special education evaluations and re-evaluations within state-mandated timelines under the eligibility categories: Autism Spectrum Disorder, Emotional Disturbance, Intellectual Disability, Other Health Impaired, Specific Learning Disability and Traumatic Brain Injury
2. Conduct functional behavior assessments and/or observations of students in a variety of school settings
3. Interprets evaluation data, progress monitoring data, psychological reports, psychiatric reports, and special education documents for teams and staff
4. Writes necessary assessment summaries and recommendations in a clear, informative and timely manner
5. Develops, selects and uses appropriate assessment tools and interprets results effectively

     Communication:

1. Integrate evaluation data into a clear, organized and educationally relevant evaluation report
2. Abide by all HIPPA laws and maintain confidentially of clients and services provided at schools
3. Communicates clearly and effectively, both orally and in writing, in a variety of situations, including difficult ones, with students, parents, agency staff, district staff and the public
4. Works as an active, contributing team member of school teams, regional teams, district teams and School Psychology and Behavioral Service department

     Professional Leadership and Conduct:

1. Exercise tact, diplomacy, independent judgment and aptitude for handling and processing privileged information with professional integrity

2. Identifies professional strengths and limitations and sets and meets performance goals
3. Strives to improve professional competence through an ongoing program of reading, workshops, seminars, conferences, classes and other professional development activities
4. Creates a positive work environment by;
   1. Tolerating others’ points of view
   2. Soliciting input from others
   3. Resolving conflict at the lowest level possible
   4. Responding effectively to crisis situations
   5. Demonstrate sensitivity to issues related to gender, sexual identity or orientation, social

and economic status, ethnicity, race, language and religion

5. Follow IMESD procedures, especially as outlined in the Staff Handbook, and assists support staff to do the same

1. Presents at in-service and workshops on a variety of school improvement topics including strategies for working with students or staff

7. Remains knowledgeable of state and federal special education requirements

Other Duties:

1. Perform other reasonable duties that from time to time may be assigned to meet the usual and unusual demands placed on the organization

EFFORT:

Mental:

• Make decisions, assess risk, perform complex work and proceed with insufficient information
  • Ongoing shifts in priority and demands require the need for review and integration of diversified functions and interests

Work Place:

• Perform multiple tasks simultaneously
• Comply with IMESD Performance Standards
  • Work effectively with and responds to people from diverse culture or backgrounds
  • Maintain emotional control under stress
• Demonstrate professionalism and appropriate judgment in behavior, speech, and dress in a neat, clean, and appropriate professional manner for the assignment and work setting
  • Performs duties in a courteous and efficient manner that builds the confidence of staff, students and the public being served by IMESD
  • Confer regularly with immediate supervisor
  • Develop job skills necessary to meet changes in the position
  • Attend and actively participate in specialist meetings, special education meetings, staff meetings and workshops
  • Use and maintain IMESD building property, equipment and materials appropriately
  • Follow all IMESD policies, work procedures and reasonable requests by proper authority
  • Maintain the integrity of confidential information relating to data, students, parents, staff or IMESD patrons
  • Use or relay personal and agency information only in the course of performing assigned responsibilities and in the best interest of the individuals involved
  • Fulfill duties associated with Mandatory Reporting for suspected child abuse or neglect.
  • Have regular and punctual attendance at work and work activities, punctual in meeting deadlines, attending meetings, following schedules, respond to management directions and solicits feedback to improve performance
  • This position requires travel throughout the IMESD service area. Overnight travel may be required for this position

Physical: 

• The physical demands described below are representative of those that must be met by an employee to successfully perform the responsibilities and essential functions of this job.

PHYSICAL REQUIREMENTS FOR RESPONSIBILITIES AND ESSENTIAL FUNCTIONS

In 8-hour workday, this job requires:

            R - Rarely (Less than .5 hrs per day)                              O - Occasionally (.5 – 2.5 hrs per day)

            F - Frequently (2.5 – 5.5 hrs per day)                              C - Continually (5.5 – 8 hrs per day)

            NA – Not Applicable

*Identify items typically moved: _________________________________________________________________________

WORKING CONDITIONS:

• This position involves working at IMESD campuses and/or school districts within the IMESD service area.
• This position is a full time, 190 day, ten-month position. The typical workweek is M-F, 8 hours a day.  There will be occasional prolong and /or irregular hours.
• The person in this position may be exposed to blood or other potentially infectious materials or illnesses during the course of his/her duties.
• The person in this position may be exposed to aggressive student behaviors including biting, hitting, kicking, throwing of objects and verbal threats.
• Any changes in contract days will be stipulated in each individual contract. Salary and benefits to be established by the IMESD Licensed Association in accordance with negotiated agreement with the IMESD Board of Directors.  Schedule and assignment to be established by Directors and/or Assistant Superintendent.