吃瓜大本营

1. DESCRIPTION OF DISTRICT LEVEL DELIVERY MODEL

Key responsibilities of the School Psychologist

School psychologists will need:

1. to be knowledgeable of current curriculum and evidence-based instructional practices.
2. to participate in on-going professional development/in-service in both regular and inclusive education.
3. to be committed to inclusion.

The School Psychologist collaborates with individual teachers, school administrators, and school system staff to develop and evaluate prevention programs.  This may include:

1. Primary or Tier 1 prevention programs that involve all staff and students that foster the learning and mental health of students (e.g., evidence-based literacy and numeracy education in primary classrooms; prevention of bullying; social and emotional learning).
2. Secondary or Tier 2 prevention programs that are delivered to students who are at-risk students for learning or mental health difficulties.
3. Tertiary or Tier 3 academic, behavioural, or psychosocial interventions for students with diagnosed disabilities or mental health difficulties. 

The School Psychologist consults with school-based, District and community partners, parents/guardians, and students as appropriate to:

1. assist schools in the identification and planning process, at both the school and District levels, for learners with complex needs. 
2. collaborate with school-based teams to develop and implement pre-referral interventions.
3. provide information regarding the referral process.
4. offer suggestions/recommendations surrounding educational program planning.
5. conduct psycho-educational assessments in accordance with District guidelines.
6. meet with the school, parents/guardians, and the student as appropriate, to discuss the results of a psycho-educational assessment.
7. provide a written report for each assessment, available to the school, the District, parents/guardians; and the student as appropriate.
8. attend meetings (e.g., School-based team, Integrated Case Management).
9. participate on district committees where appropriate.
10. develop information resources.
11. provide in-service to paraprofessionals, teachers, principals/vice principals.
12. collaborate with community partners.
13. conduct research on many topics relevant to the profession including literacy, numeracy, social-emotional health and well-being, behaviour, etc. 
14. provide input and recommendations in relation to district-level placement or placement review meetings.
15. School Psychologists who are licensed/registered may provide supervision to psychology practicum students, interns, residents, and school psychology department staff who are not licensed/registered in British Columbia. 

2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE

1.   a Master's degree or equivalent in School Psychology
2.    Registration as a Registered Psychologist or as a Licensed School Psychologist with the College of Health and Care Professionals of BC

3. PREFERRED QUALIFICATIONS/EXPERIENCE

 Nil.

4. REPORTING STRUCTURE

The personnel in this position are accountable in the execution of their assigned duties to a Director of Instruction - Student Support or designate.

Revised December 2024