Support Staff

Psychologist
The current climate of society places immense stress on today’s youth from a very young age.  There have been alarming spikes of violence and suicide in school-aged children more and more increasingly.  It is necessary for children to have equitable access to mental health services, especially in the school environment. 

The US Surgeon General has released research that states that one in five children and adolescents will experience a “significant” mental health problem sometime during their school years (NASP).  School psychologists can prevent or help reduce the “immediate and long-term” affects of mental health in school-age children.  Therefore, it is suggested that the “ideal” school keep on staff at least one to two licensed psychologists with advanced degrees in their field.  The works of famous child psychologists such as Jean Piaget, Sigmund Freud and Erik Erikson have been imperative to the development of the US education system.  To not have a child psychologist readily available to teachers and students’ needs would be detrimental.  It is a recommendation that room in the budget must be allocated for this imperative position.  Some of the thoughts or troubles that can emotionally effect or bruise a child can include:

• Stress and anxiety
• Worries about being bullied
• Problems with family or friends
• Loneliness or rejection
• Disabilities
• Depression
• Thoughts of suicide or hurting others
• Concerns about sexuality
• Academic difficulties
• Dropping out
• Alcohol and substance abuse
• Fear of violence, terrorism and war
(Source: http://www.nasponline.org/advocacy/mhbrochure.aspx)

By providing early prevention through beneficial and effective counseling and psychological services, there is an increased opportunity to prevent future emotional and mental health troubles of our students (Aos 4).  It seems to be imperative that these services are not only offered to each student and parent, but also conducted in a valuable manner, and that the psychologists hired are very experienced, knowledgeable and dedicated to the field of child psychology.  School psychologists can also be handed the role of interventionist in a classroom when students’ behavior becomes a problem.  Instead of a “disciplinarian”, the psychologist offers a more comforting and possibly helpful solution to students’ behavioral issues (Distenfield 106).

Resource Specialists/Special Education
Not only are school resource specialists valuable to a school’s learning environment, but also federal law requires them.  The IDEA Act was signed into federal law in the United States that assures services to youth with disabilities.  The IDEA Act guarantees that all children will have access to “public agencies [that] provide early intervention, special education and related services”, including education.  As an “ideal” school, it will be required by law that the administration accommodates any students with special needs.  As such, we should provide a small staff of three to five certificated special education and resource teachers who will be able to provide a high quality education that upholds the mission statement of the school.

These special education teachers would work as a team to address the concerns of teachers, staff, and parents of students’ needs.  The resource specialist team would work with teachers to diagnose disabilities within the classroom.  There would be a reading, speech and vision resource specialist, along with a team of special education teachers who would work collaboratively to aid students with special learning needs.   

The resource specialist team will consist of at least three credentialed resource/special education teachers, preferably with Master’s degrees.  This team will work closely with the other specialists to be hired: a reading, a vision and a speech/language specialist.  These specialists will work closely with the psychologist and teachers to make classroom observation visits as well as one-on-one testing to aid students who might have a learning disability. 

Library Media/Technology Specialist
In addition to the above specialists, the ideal school would benefit from a highly qualified library media specialist.  The library media specialist would have not only a strong background in library science, accredited with a Master’s degree in Library Science, but also a vast knowledge of children’s literature, a friendly demeanor and personality and a willingness to take risks within a certain program (Stahl 117).  The ideal school’s library media specialist would be interested in maintaining the school’s library as a integral support structure of the school, and would be a collaborator to both teachers, students and parents. 

The Library Media Specialist should also have extensive knowledge of technology and computer process.  If need be, two Library Media/Technology Specialists should be hired to work together in a team in order to create the best library and media center for the student and teacher’s use.

Critical Staff Positions to be filled:

• Theatre Director—someone with a strong background in all aspects of theatre arts, including technical components.
• Gym Facilitator—responsible for supervising the gymnasium/multi-purpose room with accreditation through the American Counsel of Exercise and a degree in kinesiology, physical/sports therapy, health, etc.
• Janitorial/ Building Maintenance Staff (at least 3)
•  Security Guard—Responsible for maintaining the safety of the community center, predominately
• Gardening Director—In charge of maintaining helping the students be responsible for the school garden.  Should be a credentialed teacher with a strong background in environmental sciences
• Registered Nurse iiii
• Nutrition Specialist/Cafeteria Director—Oversees the nutrition program of the school.  Should be a Registered Dietician. 

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