Sociology Question


Park University

Question Description


Part 1.

For this week's checklist I checked 5 out of the 17 boxes made available. This puts me at a 29% rate. The items below are those that I checked off.

  • Find that you are a person others feel comfortable talking to about their problems?
  • Find that people consider you trustworthy?
  • Have the courage to report people who abuse children
  • Like to see children succeed?
  • Consider children and their problems to be as important as adult problems?

Part 2.

This week, I saw an increase in the percentage of items I checked off. I understand that the increase wasn't a great one, but it does make me feel hopeful that as we move forward in the course, I may be able to find one that I have a great increase on. This week I also noticed that I'd probably be encouraged if working for children. That being said, I don't believe I'd have the patience to work full time with them, which is why I couldn't check off the "working in a school system" box.

Part 3.

6th-8th Grade English & Language Arts Teacher (2021-22 School Year)Apply
CompanyCitizens of the World Los Angeles
LocationLos Angeles, California
Date Posted12/26/2020

Organization Overview

The mission of Citizens of the World Los Angeles (CWC LA) is to provide a socio-economically, culturally, and racially diverse community of students in Los Angeles with an intellectually challenging, experiential learning environment that develops each student's confidence, potential, and individual responsibility as citizens of the world. CWC schools:

  • Service a socioeconomically, culturally, and racially diverse community;
  • Develop students’ social and emotional skills to prepare them to become citizens of the world in an ever-changing future; and
  • Promote academic rigor through a constructivist, project-based learning approach, to support and develop children’s natural intellectual curiosity

CWC LA has a Regional Support Office that supports all CWC LA schools. We work with our network partners at Citizens of the World Charter Schools (CWC Schools), linking the schools in Los Angeles to CWC schools across the country.

Our core values are embraced by the entire community:

  • Excellence: we demand lasting quality
  • Diversity: we are better and stronger because of our differences
  • Authenticity: we are our true selves in this work, and we are candid
  • Community: we care deeply about people. We share and build partnerships. We celebrate, laugh, and seek joy, even in the tough times
  • Change: we welcome the unknown, embracing the unexpected and new. We adapt to meet the ever-changing times. We find new ways.

Position Description

CWC teachers are driven and innovative educators who are energized by a unique charter school environment and have a deep commitment to diversity, equity, and inclusion. They implement a high-quality, rigorous, and engaging academic program and have a passion for pedagogical practices grounded in constructivism, project-based learning, and the multiple intelligences theory. CWC fosters a creative and collaborative environment in which teachers grow as educators through ongoing coaching, observation, and feedback cycles while providing an excellent education to their students. A Lead ELA Teacher will work collaboratively with the Humanities department to implement a challenging and student-centered curriculum and will serve as an advisor to a small cohort of students, facilitating the school's program in social-emotional learning and mentorship

A Lead Teacher’s responsibilities include:

  • Development and refinement of curriculum maps, lessons, and units of study that meet or exceed the requirements of Common Core Standards and also incorporate the multiple intelligences;
  • Ongoing assessment of student progress and achievement using a variety of means to collect and report on academic data;
  • Use of data to tailor instruction to meet individual student academic and social needs with a goal of every student performing on grade level or above in all subject areas;
  • Creation of a strong classroom culture that is developed through CWC’s social emotional learning focus, and contributes to the broader school community;
  • Participation in professional development activities, both internal (led by the principal, lead teachers and visiting experts) and external (visiting other schools, attending conferences, and engaging in best practice sharing with others in the charter school community, etc.);
  • Maintenance of frequent communication and engagement with colleagues, students’ families, and other school stakeholders;
  • Participation as an active member of the community to provide stewardship of the school and adherence to its mission and guiding principles;
  • Maintenance of a high level of professionalism including meeting deadlines, and commitments to self, students, and the community;
  • Collaboration with grade level and department teams and special education/resource (RSP) teacher to design and implement curriculum and assess student growth in meaningful and rigorous ways.


The ideal candidate will have:

  • A Bachelor’s degree and California single subject teaching credential in English;
  • Individuals with out-of-state credentials are encouraged to apply and begin transferring credentials to CA as soon as possible
  • A valid CA English Learner authorization (e.g. CLAD, BCLAD);
  • Minimum of two years experience teaching in relevant grades;
  • Experience working in a socio-economically, racially, and culturally diverse classroom setting;
  • Ability to effectively manage and instruct both small and large groups of students;
  • An exhibited ability to work with children in a caring and respectful manner in order to create a joyful, caring classroom environment where instructional time includes community building, conflict resolution, skill-building, and empowering students to be peacemakers and agents for positive social change;
  • Fluency in a second language (ideally Spanish or Korean) is preferred.


The candidate must have:

  • Maturity, humility, strong work ethic, sense of humor, and a can-do attitude;
  • Personal investment in creating a classroom in which social emotional learning is the foundation of the culture;
  • Belief and willingness to ensure that all students can learn and achieve at high levels
  • Strong communication skills, verbally and in writing, and ability to effectively use those skills with a diverse audience;
  • Experience working with diverse populations, including English language learners and students with special needs;
  • Unwavering commitment to diversity, equity, and inclusion;
  • Excitement about learning and implementing new teaching methods and effective practices that are aligned to the CWC model and positively impact student;
  • Excellent collaboration and interpersonal skills, finding joy in working with others;
  • Ability and openness to accept and give constructive feedback around improving professional practices and student-related data.

ID: 2020-1203

Veronica Rosales

MondayJan 18 at 6:10pm

Manage Discussion Entry

1.Chapter 4’s checklist intends to discover if school psychology is a good fit for me. The checklist items that relate to me are:

Want to work with healthy people to improve their current functioning

Find that you are a person others feel comfortable talking to about their problems

Have good listening skills and avoid tuning out when people talk about their lives

Think you would enjoy a career providing assessment

Have an interest in applied research that can be used to better people’s lives

Keep secrets and protect information that others feel is personal

Find that people consider you trustworthy

Have compassion and feel for other people when they are suffering

Have a preference for working with children rather than adults

Have an interest in working in a school system

Enjoy working with children

Have the courage to report people who abuse children

Like to see children succeed

Enjoy developmental psychology

Enjoy watching children play

Consider children and their problems to be as important as adult problems

I was not surprised that I checked off so many boxes in this field. I chose 16 out of 17, which equates to approximately 94%. One of the checklist items did not pertain to me 100%, so I didn’t select it; otherwise, I would have been at 100% for this chapter’s checklist.

2.I was not surprised at all that I checked off as many items on this list as I did. I love working with children, and I believe that a child’s well-being is represented in their behavior. The one item I did not check off on the list was “prefer identifying the source of people’s problems rather than working with them directly to resolve their problems”. I didn’t check this one because while I like identifying the source of a child’s problem, I would like to also work with them directly to help resolve it. I have always preferred to work with children because a good listening/resource can be of the utmost importance for a child and can help make their future better. They will never forget the people that helped them when others saw them as small and vulnerable.

3.Job Posting found for El Paso, TX

Licensed Specialist in School Psychology - El Paso (21-22)

IDEA Public Schools

El Paso, TX


At IDEA Public Schools, we believe in college for ALL and we are committed to ensuring that all our students graduate from college. IDEA Public Schools has grown from a small school to the fastest-growing network of tuition-free Pre-K-12 public charter schools in the United States sending 100% of our students to college. 50% of our students graduate from college in 6 years – that’s 8 times the national rate for students in our communities!

IDEA was founded in 2000 as a single school with 150 students in the Rio Grande Valley. When interest exceeded building capacity, to meet the demands, IDEA’s co-founders committed to serving more students in the Rio Grande Valley of Texas and beyond. We now serve over 65,000 students across Texas and Louisiana. Be on the lookout for IDEA schools opening near you—with continued growth in our current regions and new launches in Tampa Bay, FL (2021), Jacksonville, FL (2022), and Cincinnati, OH (2022)!

When you choose to work at IDEA, you are part of our IDEA Team and Family. You will work alongside team members who set and reach ambitious goals every day, are excited to continue to grow with IDEA, and work relentlessly to make college for all a reality.

Role Mission: IDEA Public Schools works to ensure the success of all students and to address any barriers which may impact students from achieving incredible academic and social outcomes. Licensed Specialists of School Psychology, key members of the Special Programs team partner with regional instructional leaders, a portfolio of campus leaders, and teachers to maximize student outcomes.

The IDEA Licensed Specialist in School Psychology (LSSP) demonstrates knowledge and skill in assessment, determining Special Education eligibility, academic and behavioral interventions, state and federal legal frameworks for Special Education, and ensures compliance with all facets of Special Education. LSSPs will help a portfolio of campuses support students and parents through problem solving interventions with students, who may be struggling both academically and behaviorally. In addition, LSSPs will provide direct student behavioral supports and track student progress towards IEP goals.


  1. The Licensed Specialist in School Psychology will demonstrate knowledge of and aid in the development, completion, and monitoring of ARD (Admission, Review, Dismissal)/IEP (Individualized Education Program) for Special Education Services as per State and Federal Guidelines.
  • Supports the special education teachers in developing appropriate IEP academic, behavioral, and social goals.
  • Ensure IEP services are being provided as indicated in the ARD.
  • Meet 100% compliance in Annual ARDs and ensure all paperwork is submitted in a timely manner.
  • Works in conjunction with Speech Language Pathologists, Occupational Therapists, and other related and Instructional Service Personnel (VI, AI, APE, PT) to ensure completion of all ARD paperwork in a timely manner.
  • Follows correct procedures for maintaining records and services.
  1. The LSSP will plan and complete 100% of individual and group Special Education counseling services for all eligible students as well as intervene with all students in emotional or behavioral crisis on an emergency basis.
  • Ensure all counseling services are tracked
  • Complete counseling service notes per session
  • Be trained in Crisis Prevention and Intervention (CPI)
  • Conduct crisis counseling when necessary
  • Guide the campus in interventions for students who are in emotional and behavioral crisis
  1. The LSSP will support campuses in implementation of 504, Critical Student Intervention (CSI), and Response to Intervention (RTI).
  • Critical Student Instruction groups are established and instruction is executed with fidelity at campuses
  • Provide support to 504 campus coordinator with 504 meeting requirements, 504 eligibility determination, Homebound services, and Manifestation Determination.
  • Conduct dyslexia evaluations for 504 students.
  • Guide campuses in tracking and documenting academic and behavioral interventions in TIER I, TIER II, and TIER III.
  1. The IDEA LSSP will evaluate students with different disabilities and demonstrate knowledge of eligibility criteria for Special Education as per state and federal guidelines.
  • Conducts multidisciplinary evaluations Full and Individual Evaluations for all Non-Speech only students who are referred for 1 or more eligibility categories (out of 11 eligibility categories).
  • Ensures psychological evaluations for Autism and Emotional Disturbance are conducted in accordance with National Association of School Psychologists best practice recommendations.
  • Adhere to most up to date evaluation tools and standards as stipulated in the American Psychological Association Testing Standards
  • Conducts evaluations as needed for student College Board accommodations
  • Helps the campus conduct a Functional Behavioral Assessment.
  1. The LSSP will support the campus RTI (Response to Intervention) coordinator in tracking and monitoring students in Response to Intervention for academic and behavioral concerns.
  • Ensure that campuses are employing a problem solving model for students in TIERS II and TIERS III
  • Guides the campus in how to track and document academic and behavioral interventions
  • Aids the campus in completing Functional Behavioral Assessments and Behavior Intervention Plans in Response to Intervention
  • Provides guidance on academic and behavioral interventions in TIERS II and TIER III
  • When necessary ensures that students referred to Special Education have participated in TIER II and TIER III interventions for an appropriate amount of time prior to referral for Special Education evaluations.
  1. Live values of IDEA
  • Believes and is committed to our mission: that all students are capable of getting to and through college
  • Is driven by outcomes and results, and wants to be held accountable for them
  • Has a propensity for action, willing to make mistakes by doing in order to learn and improve quickly
  • Thrives in an entrepreneurial, high-growth environment; is comfortable with ambiguity and change
  • Seeks and responds well to feedback, which is shared often and freely across all levels of the organization
  • Works through silos and forges strong cross-departmental relationships in order to achieve outcomes
  • Embodies IDEA’s core values

Supervisory Responsibilities:

  • Provide program support to special education teachers


  • Demonstrate competence in the psychological evaluation, diagnoses, and in the formal report of evaluation results of school-aged children.
  • Demonstrate competence in developing and implementing prevention techniques and interventions, including a variety of approaches to counseling students and families.
  • Demonstrate competence in collaboration, consultation, relationship building with a wide variety of individuals and organizations.
  • Demonstrate knowledge, competence, and sensitivity in understanding, interacting, collaborating, evaluating, counseling, consulting, advising, and implementing interventions and programs with colleagues, students, and families from diverse backgrounds, cultures, and ethnicities; with minority populations; and with students from special circumstances.
  • Demonstrate competence in presenting himself or herself as a knowledgeable psychological service professional.
  • Demonstrate competence in the skills related to successful functioning as a Licensed Specialist in School Psychology


  • Master’s degree in psychology from accredited college or university
  • Valid Texas license as a Licensed Specialist in School Psychology granted by the Texas State Board of Examiners of Psychologists
  • LSSP interns accepted

Knowledge and Skills:

  • Knowledge of procedures for assessing achievement and intellectual, emotional, and behavioral functions for education purposes, including cross-battery evaluation practices
  • Knowledge of prevention and intervention strategies, including behavior management interventions
  • Knowledge of psycho-social development
  • Strong consultation skills for conferencing with teachers, parents, and students
  • Excellent organizational, communication, and interpersonal skills
  • Ability to manage multiple requests, deadlines, and priorities

Compensation: IDEA employees enjoy generous paid time off and family leave benefits that enable personal and professional balance and flexibility. Salaries for people entering this role are commensurate with relevant experience and qualifications. This role is also eligible for a performance bonus based on individual and organizational performance and goal attainment. For more information about our total rewards, visit our benefits page

Kuther, T. L., & Morgan, R. D. (2020). Careers in psychology: Opportunities in a changing world. Los Angeles, California: SAGE.

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Edited by Kelby Hernandez on Jan 18 at 2:07am

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