The Inspired Teaching Demonstration School is accepting applications for a School Psychologist. The school is seeking self-motivated, dynamic, and thoughtful individuals with proven progressive, inquiry-based teaching skills to join the faculty. The Inspired Teaching Demonstration School serves PreK3 – 8th grade.

At the Inspired Teaching Demonstration School, a professional learning community of master teachers and teacher residents ensures that a diverse group of students achieve their potential as accomplished learners, thoughtful citizens, and imaginative and inquisitive problem solvers through a demanding, inquiry-based curriculum. With its clear mission and prominent location in Washington, DC, the school serves as a model of instruction for students and training for teachers, with the goal of becoming a leader in changing the way teachers are prepared and supported and students are educated nationwide.

The Role of School Psychologist

The school psychologist is responsible for selecting, administering, scoring, and interpreting individual psychological, intelligence, academic, and behavioral measures for students PreK3-8th grade as part of the response to intervention and special education processes. Along with other members of the Special Education and Culture, Equity, and Access teams, the school psychologist acts as a clinician to support school-based behavioral health and wellness initiatives. 

All teachers at the Inspired Teaching School possess the beliefs, skills, and accomplishments that lead all students to achieve at high levels. A firm belief and grounding in the philosophy and values of the school's mission is crucial for every employee. It is of the utmost importance that every member of the school’s staff believes that all children can learn and contribute to the vitality of their learning community. This combined with a deep care for all students is the foundation for our work.

Responsibilities

The School Psychologist is responsible for the following:

• Selects, administers, scores, and interprets individual psychological intelligence, academic, and behavioral measures for students PreK3-8th grade as part of the response to intervention and special education processes.

• Prepares and writes evaluation reports that are meaningful to parents, teachers, and students.

• Analyzes evaluation data, student records, and information pertinent to student learning, and formulates hypotheses and conclusions relating to learning and behavioral issues.

• Acts as point of contact for Case Managers and other members of the special education team regarding eligibility.

• Screens individual student cases for proactive academic and behavioral interventions.

• Participates in 504/IEP committee meetings to interpret evaluation results to parents and school personnel.

• Consults with teachers and other school support staff to offer prevention and intervention strategies related to learning and behavioral problems of students.

• Serves as an LEA representative for IEP meetings, as needed.

• Provides group and/or individual counseling support to students, as needed

• Work closely with the Culture, Equity, and Access team and other school-based clinicians to determine appropriate school-wide practices and programs to encourage student social, emotional, and behavioral wellness.

• Follows all school and employee policies and procedures as outlined in the Employee Handbook.

Qualifications

• Master's Degree in School Psychology, Educational or Clinical psychology from an accredited institution, to include forty-two (42) semester hours of graduate level coursework and five hundred (500) clock hours of satisfactory field experience in a pre-K through 12 school setting under the supervision of a certified school psychologist. See DCMR 1659.1 for additional details regarding required graduate level coursework.

• Certification as a School Psychologist by the District of Columbia Office of the State Superintendent of Education (OSSE).

• 2 or more years of working in a school setting, preferred

• Ability to establish strong, trusting, and authentic relationships with a wide variety of individuals, including school administrators, teachers, parents and families, and a diverse local community. 

• Ability to collaborate with teaching staff on improving and increasing student motivation and engagement in the classroom. 

• Work with the student population to promote positive behavior and mental health through promoting: communication and social skills, problem-solving and conflict resolution, positive coping skills and resilience, and positive peer relationships. 

• Provide culturally responsive services to students and families from diverse backgrounds. 

• Collaborate with administration and teachers around creating safe, positive school climates.

• Assist with strengthening family-school partnership. 

• High level of discretion and ability to adapt and be flexible in a dynamic work environment

• Team player with excellent personal interaction skills; ability to connect with and support a diverse population of students and families

• Ability to thrive in an innovative environment and an interest in being part of a team that builds the systems that support a growing school

• Hard working and enjoy multitasking

• Ability to work independently and as effective team member; ability to work across the organization and externally 

• Ability to handle confidential and sensitive information 

• Excellent written and verbal communication skills; good analytical skills and ability to communicate requests, gather and process information quickly and accurately, solve administrative problems 

• Positive attitude, patience, and flexibility

• Personal commitment to excellence

• Integrity and a sense of humor

SALARY AND BENEFITS

ITDS offers a comprehensive compensation package that is based on the following values:

• Competitive: Our salary scales are competitive with other DC single-campus charter LEAs

• Support the whole educator: Compensation is not just financial and we invest in the many aspects of working at ITDS that bring value

• Consistent and Equitable: Our goal is to provide comparable salaries for the same work

• Sustainable: We are careful planners and stewards of our public dollars, making sure we can meet all of our obligations, especially salaries, into the future

The school’s benefits package includes health care (multiple plan options), retirement plan (employer match available), Flexible Spending accounts, generous PTO, supplemental insurance through AFLAC, and pre-tax public transportation/Metro benefit. ITDS also offers extra-curricular and committee stipends, professional autonomy, multiple pathways for professional growth and support, and opportunities for whole educator care and wellness.

The Inspired Teaching Demonstration School is an equal opportunity employer committed to inclusive hiring and encourages applicants from all backgrounds. We do not discriminate on the basis of race, color, national origin, marital status, religion, sex, age, sexual orientation, disability, or any other protected status. All employment decisions are made solely on the basis of the individual’s qualifications as related to the requirements of the position being filled. The school's Title IX Coordinator is Jessica Hiltabidel (jessica.hiltabidel@inspiredteachingschool.org)

ABOUT THE SCHOOL

With its clear mission and prominent location in Washington, DC, the school serves as a model of instruction for students and training for teachers, with the goal of becoming a leader in changing the way teachers are prepared and supported, and students are educated nationwide.  At the Inspired Teaching Demonstration School, students learn through an academically challenging, standards-based curriculum that supports and builds the four “I”s: Intellect, Inquiry, Imagination, and Integrity. Within its walls young people learn and achieve at high levels without having to surrender their intellectual curiosity and passion for learning.  

The school focuses on developing student potential in four areas: Intellect, Inquiry, Imagination, and Integrity. Students master content in Reading & Literature, Communication, Math, Science, and Social Studies—and have the ability to apply their knowledge to relevant and current situations, problems, and experiences; students develop the skills of a researcher, using their intellectual curiosity to pose and solve problems; students exhibit the skills of divergent thinkers, with the courage to create, the willingness to approach problems with a joyful spirit, and the ability to play; and students develop the skills and dispositions necessary to function as members of a democratic society.

Teachers are held to a high standard of excellence and professionalism. Teachers demonstrate a thorough knowledge of the subjects they teach; draw on an extensive repertoire of authentic and engaging strategies for instruction and assessment, steeped in the knowledge of how children and adolescents learn; contribute to a vibrant and active professional learning community; and forge strong and positive relationships not only with students, but also with community stakeholders, including families.

As a demonstration school, staff works to disseminate our instructional approach through inviting education influencers to visit the school, and disseminating the model outward via preparation of Teaching Residents, conference presentations, and other opportunities to speak in the community.

The school is a place where children, adolescents and adults thrive and find joy in their work.

• The physical space communicates a genuine focus on learners.

• The emotional space requires an approach to academics and discipline that focuses on helping children and adolescents develop compassion, empathy, respect for others, self-discipline, and problem-solving skills.

• The intellectual space of the school asks teachers and students to act as leaders, share opinions and ideas, identify problems and generate solutions, and collaborate and work together as a community so that everyone experiences success.

• The school emphasizes parent and community involvement. Parents play an active and important role in the school - volunteering in classrooms, creating special events for families, supporting student learning, and contributing to the positive climate.

Primary methods of instruction include inquiry and active learning, where the teacher serves as facilitator and coach to support student learning. Instruction includes an emphasis on social-emotional learning, and classrooms are characterized by student-centered organization styles such as differentiated instruction, collaborative groups, and child-initiated play.