SCHOOL PSYCHOLOGIST

 

LOCATION:  District Wide

START DATE:  August 25, 2025

DAYS & HOURS:  7.33 hours per day; 190 days per school year

APPLICATION DEADLINE:  Open Until Filled

 

COMPLETE JOB DESCRIPTION:

 

Job Title: School Psychologist

Reports To: Director of Special Services

FLSA: Exempt

 

JOB SUMMARY:

Under the general direction of Student Services administration, provides psychological services to pupils, parents and school staff for the purpose of providing a positive learning atmosphere, promoting better pupil adjustment and promoting the full utilization of District and community educational opportunities.

Performs a variety to activities that support the instructional programs in the schools to include but not limited to: the administration and subsequent reporting of information from standardized assessment instruments, behavioral and functional behavioral assessments, teacher and staff consultation on behavioral intervention strategies, pre-referral interventions, consultation and training with teachers, staff and parents on cognitive, learning and behavior problems for students in their assigned schools and throughout the District. Site coordination of special services programs in their assigned schools.

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

The essential duties and responsibilities have been extracted from Oregon Administrative Rules related to educators. Employees in this position perform some or all of the following tasks. Other duties may be assigned.

• Conducts assessments of all students referred to determine eligibility for special services or re-evaluate to determine suitability for continued service
• Interprets assessment results to parents, teachers and/or administrators as needed.
• Conducts assessments with referred students who may not qualify for special education services but are in need of assistance due to behavioral or perceptual problems. Evaluates educational strengths and weaknesses of student and assists staff in selecting and working with effective behavioral intervention strategies for use with student presenting behavioral problems that interfere with educational programming.
• Serve as a member of the Care Team in their assigned schools.
• Write evaluation reports on students assessed and make certain that assessment records are placed in student files and information is communicated to parents and staff working with the student
• May assist referred pupils to develop appropriate interpersonal relations. Provides direct guidance and assistance to children with learning, behavioral and adjustment problems.
• Conduct functional analysis of behavior to determine if students are eligible for behavioral programming and assists in the development of behavior plans if needed/appropriate.
• Coordinate special services at the sited (schools) that they are assigned to
• Assists in development of systematic procedures for screening, referral, team assessment, program planning, placement and follow-up for regular and special education students. Assists teachers in the development of effective individual educational plans for students
• Provides crisis counseling for students, parents and teachers followed by referral to appropriate agencies as warranted
• Provides training for staff on interpretation of assessment results, behavioral programming, pre-referral intervention, referrals and restraint procedures
• Provides staff training and consultation on special education laws, rules and procedures
• Provides and coordinates in-serviced and/or consultation for teachers, parents, aides and clerical staff on a variety of topics such as student development, student management, communication skills, environmental engineering, identification of students with special needs and teaching strategies
• Consults with administrators, parents and teachers regarding students referred for psychological services other than special education. This may include conference, observations, assessments through formal or informal testing including specific recommendations to remediate concerns.
• Provides follow-up consultation for students referred who are placed in special education classes and for those that are not placed but are in need of some type of additional education, emotional and/or social educational assistance
• Ability to work collaboratively with other professionals (classroom teacher, special education teachers, principals, related interdisciplinary professionals, e.g. physical therapists, mental health workers, FAN advocates, occupational therapist and speech language pathologists
• Mediation skills and the ability to train others in conflict resolution

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ADDITIONAL RESPONSIBILITIES:

Marginal duties of this position include the following. Employees in this position perform some or all of the following tasks. Other duties may be assigned.

• Provides crisis counseling for students, parents and teachers followed by referral to appropriate agencies as warranted
• Attends in-service meetings to keep abreast of new psychological practices including assessment tools, techniques, consultation and the latest research in effectively working with students
• Represents District at special education meetings
• Participates in Care Team and Response to Intervention meetings

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SUPERVISORY RESPONSIBILITIES:

This position may supervise volunteers, student aides, and instructional assistants. All school employees have some responsibility for supervising students and assisting in maintaining a safe environment.

• Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit. Demonstrated ability to successfully work with adolescent students and public.
• Ability to communicate fluently verbally and in writing in English. Ability to respond to common inquiries or complaints from students, parents, staff or members of the community. Ability to draft simple correspondence and some routine reports. Ability to read and interpret documents such as safety rules, operating and maintenance instructions and procedure manuals.
• Ability to add, subtract, multiply and divide. Ability to perform these operations using units of American money and weigh measurement, volume and distance.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Proficiency in the usage of database software, internet software, e-mail and word processing software. Ability to proficiently use the following programs strongly preferred: Synergy, MS Word, Outlook, and Excel. Ability to type accurately and proficiently. Ability to appropriately communicate with students, teachers, parents, members of the community and others including vendors, law enforcement and other agencies. Ability to exercise good judgment and work in an environment with constant interruptions.
• Must hold a valid Oregon Teaching License endorsement and authorization for the assignment. Licenses as determined by the District including, a valid Oregon Driver License and ability to obtain a valid CPR/First Aid card.

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MINIMUM QUALIFICATIONS:

• Bachelor’s Degree in School Psychology.
• Must have and maintain a valid license through TSPC.

_____________________________________________________________________PREFERRED QUALIFICATIONS:

• Master’s Degree in School Psychology.
• 5 Undergraduate GPA.
• 2 years’ experience as a School Psychologist.
• Training and background in psychometrics
• Training and background in special education law especially IDEA compliance
• Training and orientation in school-based psychology model
• Training in analysis of behavior
• Bilingual Spanish.

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PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to walk; sit; use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is frequently required to stand and stoop, kneel, crouch or crawl and climb stairs. The employee must regularly lift and/or move up to 15 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include close vision.

 

WORK ENVIRONMENT:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Occasionally perform work beyond a standard 40-hour work week when work-load requires.

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OTHER:

 

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) at any time as it deems advisable.