Fall 2005

Narragansett School System

School Psychologist


School Psychologist Qualifications


  • Certificate, license, or other legal credential required;
  • Degree(s) required and area of major study;
  • Kind and amount of prior job experience required;
  • Such alternatives to the above qualifications as the Board may find appropriate and acceptable.


Reports to:


††††††††††† Building administrator(s)/Administrator for Student Services


Performance Responsibilities


  • Conduct initial psychological evaluations and re-evaluations to assess intelligence, personality, educational development, perception and sensory motor skills and/or mental health/behavioral disorders of referred students as indicated;
  • Prepare interpretive reports from psychological assessments in a style that is lucid to parents and other concerned professionals;

v  Utilize appropriate psychological procedures and techniques.Submit required reports promptly and accurately.

  • Confer directly with administrators, teachers, parents and students regarding his/her findings and offer appropriate recommendations to benefit a student referred to him/her for psychological evaluation;

v  Assist teachers in the development of more effective behavioral management programs in the classroom;

v  Provide teacher consultation and in-service training as requested to the professional staff of the Narragansett School System;

  • Provide individual or group psychological support to aid studentís social and academic adjustment as it pertains to assisting students in accessing education;
  • Participate actively in weekly case evaluation team conferences and offer constructive suggestions for assisting referred students;
  • Attend scheduled staff meetings as needed;
  • Contact and cooperate with medical personnel and community agencies in seeking services for the welfare of referred students;
  • Assist in interpreting outside evaluations such as neuropsychological, clinical psychological and psychiatric assessments as needed;
  • Assist in developing and writing individualized educational programs (IEP) as part of a core evaluation team for students;
  • Provide teacher consultation and in-service training to promote the understanding of individual differences, improved management techniques and appropriate educational goals;
  • Identify high risk students through screening programs as needed;
  • Develop, design and interpret educational research techniques which have implications for school practice;
  • Express concern for all students regardless of cultural, academic or intellectual needs;
  • Demonstrate sensitivity in working with staff, students and parents;
  • Keep abreast of current trends in school psychology;
  • Follow established communication channels
  • Use appropriate community resources for referral and consultation.