About the Employer
Job Title (for context): Substitute Mental Health Provider
General Statement
The Mental Health Professional provides a continuum of social-emotional and behavioral services and supports to assist students in accessing their instruction. Familiarity with MTSS process, special education procedures, and assisting special education teams in the referral, evaluation, eligibility, and IEP process. Collaboration and consultation with teachers, related-service providers, parents, administrators, community providers, and students are essential expectations of the position.
The Mental Health Professional conducts/and/or is familiar with psycho-educational assessments, uses student data to guide decision-making, and assists teams in academic and behavioral intervention design. This position is responsible for collaborating with multiple groups including students, families, educators, other support professionals, administrators, and outside agencies.
The position requires having strong knowledge and understanding of social/issues and the array of behavioral issues that students may present. This position must advocate for students and families but must also maintain boundaries and ethical behavior as set forth by professional organization code of ethics, state law, and district policies governing this service for students.
Responsibilities
Assist educators in maintaining a mentally healthy and positive learning environment in the school and in the classroom.
Maintains strict confidentiality about Westerly Public Schools' students and their families.
Adheres to the policies and related directives of the Westerly Public Schools.
Promotes the attainment of the district's mission vision, and strategic plan.
Applies current research-based best instructional practices and strategies to deliver the curriculum.
Adheres to special education policies, completes relevant paperwork, and attends and actively contributes to special education meetings.
Understands how knowledge is constructed within the discipline.
Integrates technology to more effectively deliver the therapy/treatment and specially designed instruction.
Ensures that parents, students, and team members understand the role of the physical therapist within the school setting.
Designs therapy activities that accommodate individual differences.
Develops physical management plans for daily classroom routines and trains staff in their safe implementation.
Plans, coordinates, and provides training and continuing education, both formally and informally, to parents, school administrators, school staff, community agencies, and medical professionals.
Develops plans for the safe transportation of students with physical disabilities as well as provide consultation regarding emergency evacuation procedures for such students.
Assists teams to develop appropriate accommodations and modifications for individual students on IEP's, Section 504 plans, or individual health plans.
Serves as a resource to parents, school teams, and administration on disabling conditions and their effect on education.
Provides onsite support to district students, staff, and families to enhance educational opportunities for students, specifically for a targeted population of students who are considered high risk.
Provides IEP mandated services to students including group or individual counseling, in-class coaching, and social skills training, as appropriate and/or needed.
Attends 504 meetings when needed and provides related services to support students' social/emotional learning.
Provides consultation to staff and administration related to student behavior, social and emotional need, and family dynamics when appropriate.
Serves as a multi-disciplinary evaluation team member conducting and reporting out on social histories when necessary.
Works with families to provide referral and services that support improved functioning for students.
Provides support as a member of the MTSS team.
Develops data collection systems and reviews the data and outcomes with the team.
Serves on committees as necessary to engage with staff, administration, families, and other agencies including but not limited to attendance committees and MTSS.
Promotes and supports the PBIS school-wide culture.
Collaborates with outside providers.
Determines the need for small target psych-educational groups with students (i.e., anger management, impulse control, grief).
Communicates regularly with families of students with social emotional needs.
Builds community partnerships that enhance student and family access to services and community resources.
Provides formal and informal opportunities to both staff and the community to increase their awareness of mental health, social/cultural, and emotional issues that affect learning and functioning.
Provides crisis management and conducts risk assessments to students when necessary.
Acts as a liaison in cases where students are returning from out-of-district placements for mental health reasons (hospitals, day programs, and out-of-district placements).
Maintains confidentiality of records and information.
Communicates effectively (written and verbally) with students, families, staff, administration, and outside providers.
Demonstrates the ability to synthesize data; make recommendations, and develop effective plans to enhance students' educational opportunities.
Qualifications
Experience
Prefer five years' experience in an educational environment.
Prefer experience as a school social worker or school psychologist but must have a minimum of three (3) years successful experience in providing social/emotional supports/services to students.
Education
Bachelor's degree from accredited university.
Bachelor's degree including coursework in social work.
Master's degree in social work or school psychology.
Certification & Licensing
Rhode Island Department of Education School Psychologist certification or
Ride School Social Worker certification.
