Scale:         Faculty
Supervisor: Director of Student Support Services and Upper School Principal
Division:      Upper School

QUALIFICATIONS

• Master’s +60/Specialist degree 
• Successful completion of a full-time, supervised internship 
• Valid school psychologist certification.  
• At least three years of experience working as a school psychologist in a secondary school. 

JOB SUMMARY

Under the direction of the Director of Student Support Services (DoSSS) and the divisional Principal, the Upper School Psychologist is an integral member of the Student Support Services team.  Responsibilities include, but are not limited to, administering and interpreting psychological and educational evaluations as well as collaborating with the Student Support Services team leaders, teachers and administrators in crafting and implementing support plans.  Qualified candidates will have appropriate training, certification, and/or licensure and perform all duties in accordance with standards of professional practice as set forth by the American Psychological Association (APA) and the National Association of School Psychologists (NASP).   

DUTIES AND RESPONSIBILITIES

• Support students, faculty, parents, and administrators to identify effective ways to support students with learning, behavior, interpersonal, and mental health issues. 
• Help educators and parents to understand adolescent development and how it affects learning and behavior. 
• Assist to strengthen working relationships among educators, parents, and community mental health providers.
• Serve on the divisional Student Resource Team to identify and support students with potential learning, behavioral, or emotional difficulties.   
• Consult with divisional administration as needed on admissions decisions, especially in cases in which learning, behavioral, or emotional concerns are suspected.    
• Maintain confidentiality regarding all school and health-related issues.    

ASSESSMENT        

• Conduct comprehensive psychological evaluations that include but are not limited to the assessment of cognitive, developmental, academic, social/emotional, and behavioral status. 
• Conduct ongoing comprehensive risk assessments in situations in which a student may be a danger to self or others. 
• Interpret and share evaluation results in conference with parents and relevant teachers, administrators, and other professionals.        
• Conduct screenings as needed as part of the admission process or in determining the need for further assessment outside of school.   

 INTERVENTION 

• Provide individual and group counseling, instruction, and mentoring to students struggling with social, emotional, academic, and behavioral problems that impact school performance. 
• Work with teachers to promote learning by creating positive classroom environments, differentiating instruction, and designing effective academic and behavioral interventions. 
• Serve as a resource to faculty in the development, implementation, and evaluation of Individual Learning or Accommodation Plans (ILP or IAP). 
• Provide culturally responsive services to students and families from diverse backgrounds. 
• Work with families to identify and address learning, interpersonal, emotional, and behavioral problems that interfere with school success. 
• Promote wellness and resilience by reinforcing positive communication, collaborative problem solving, tolerance, and other prosocial skills.
• Make referrals and help coordinate access to appropriate local and international mental health services. 
• Serve on the school-wide TAS Crisis Team and provide individual and classroom-based intervention to manage student reactions to unexpected events and threats. 
• Make appropriate assessments and referrals for suspected abuse and neglect in compliance with TAS procedures and Taiwan law. 
• Engage in ongoing risk assessment with students and promptly engage an administrator and other appropriate staff when there is reason to suspect that a student is in danger due to bullying, sexual harassment/misconduct, mental health difficulties, academic failure, and/or other factors. 
• Provide
  parent presentations about issues related to positive mental health and school achievement. 
• Collect and analyze data regarding intervention effectiveness and student performance.  
• Provide coaching and support to personal counseling faculty. 

To Apply

Interested applicants should submit a resume, cover letter, and contact information for three professional references through the online link below. Please note that direct applications via email or other channels will not be considered.

Applicants are encouraged to apply as early as possible, as Taipei American School reserves the right to close the selection process at any time.