Position Profile

Position: Teacher: School Psychologist

Department/School: Diagnostic Center

Reports To: Principal and Special Education Executive Director

FTE: 1.0

Days/Year: 187

Salary Schedule: 2025-2026 Teacher/SSP Salary Schedule, Non-School Based Positions (Group C)

FLSA Status: Exempt

 

Applicants must be legally authorized to work in the United States.

 

The School Psychologist position works with Individualized Ed (Special Ed) students in our schools. There are multiple schools that have openings for the 26/27 School Year.

 

A School Psychologist will provide quality services and expertise on issues ranging from program design to intervention with individual students within the scope of their professional training and licensure.  Staff members who fill this position will primarily participate in the development and implementation of IEP service plans to support the social/emotional growth of students.  In addition to providing IEP/Special Education services, the Psychologist will link child-serving and community agencies to the schools and families to support the child's academic, emotional, behavioral, and social success.  Displays personal qualities which are appropriate for a professional, such as: maintaining professional ethics and confidentiality; openness to learning from others:  accepts constructive criticism/feedback.  This position can also support the implementation of PBS and other school wide interventions to promote positive student outcomes and can track data to monitor progress of RtI/PBIS interventions.  Additionally, a School Psychologist will be responsible for conducting formal assessments in the area of cognitive, social/emotional and adaptive functioning 

ESSENTIAL JOB FUNCTIONS 
• Delivers Special Education Services including, Functional Behavior Assessments, Behavior Intervention Plans, counseling services and participation in IEP process. Ensures compliance with Special Education laws in the area of social/emotional issues. 
• Counsels/teaches students individually and in groups.  Assists with social, emotional and behavioral problems.  Uses a variety of techniques to achieve improvement. 
• Coordinates school, home and community services toward solutions of students' problems through the use of RtI and PBIS.  Maintains liaison between school, family and community agencies and assists in better use of services available to students, families and school. 
• Consults with administrators, teachers, support staff, other colleagues and parents.  Assists in developing positive behavior interventions.  Suggests strategies for managing conflict and providing behavior supports. 
• Provides crisis intervention services regarding child abuse, suicide/threat assessments and family emergencies. 
• Gathers, integrates and interprets information relative to student behavior related to learning. 
• May serve as the school based Positive Behavior Intervention System (PBIS) coordinator. Coordination of PBS to include teaching school-wide social skills, behavioral expectations, observation of students, reinforcement systems, data collection/analysis and behavioral interventions in all three tiers.  Schedules meetings, completes follow up and collaborates with Team members. 
• May serve as coordinator and/or participant on the RtI/PBIS problem solving team to help identify high risk students.  Develops evidence-based prevention/intervention strategies to address social/emotional and behavioral issues. Collaborates with RtI/PBIS Team members through the Problem Solving Process 
• May meet on a regular basis for clinical supervision/case management review 
• Performs related record keeping including Medicaid 
• Participates in required in-service trainings and meetings 

OTHER DUTIES 
• Performs other duties as assigned 

KNOWLEDGE, ABILITIES AND SKILLS 
• Knowledge of Special Education regulations and process as applied to the needs of the students 
• Knowledge of RtI/PBIS, including Problem Solving Team Process, progress monitoring and data analysis 
• Knowledge of child and adolescent social/emotional development 
• Knowledge of general organization and functions of a public school system 
• Ability to communicate effectively and resolve conflict with students, parents, and community groups 
• Good organization and communication skills 
• Demonstrates accomplishments in keeping professionally current 
• Knowledge of data collection and the ability to interpret data 
• Knowledge of research supported  interventions related to academic, social and behavioral concerns 
• Ability to be flexible in order to meet the unique needs of the assignment 

QUALIFICATIONS 
• Graduate degree in School Psychology 
• Two years of experience in school setting. 
• Appropriate State licensure. 

ORGANIZATIONAL RELATIONSHIPS 
• Reports to Principal and Special Education Executive Director 
• Social Workers who work less than full time in a given school shall meet with the school principal to prioritize job functions. 

WORKING CONDITIONS 
The work is performed in schools. 

PHYSICAL DEMANDS 
The work is mostly sedentary with periods of light physical activity.  Typical positions require workers to walk or stand for long periods; lift and carry up to 20 pounds; climb stairs, poles or ropes; bend, kneel and crouch; reach, hold, grasp and turn objects; use fingers to operate computer or typewriter keyboards; and physically restrain students.  The work requires the ability to speak normally and to use normal or aided vision and hearing. 

 

Employees in this category will also receive the following for the 2025-2026 school year: 

1. Non-Recurring Pay: 8% of base salary in Non-Recurring Pay (distributed as 4% on November paycheck and 4% on May paycheck). 


2. 10 Additional Days (District Embedded Coaches Only): 10 additional days are built into the base pay for District Embedded Coaches.

Employment, assignment and salary placement, is in accordance with job description requirements. A work history is required to demonstrate job title, job duties and time worked in the position. Reference the linked How Your Compensation Is Determined for more details. 

 

Base Salary Setting: Employment, assignment and salary placement, is in accordance with job description requirements. A work history is required to demonstrate job title, job duties and time worked in the position. Reference the linked How Your Compensation Is Determined for more details. 

 

Base Salary Setting (New Hires): Any newly-employed Teacher/Special Service Provider (SSP) will be placed on the appropriate lane for their educational background (BA, MA, etc). according to the official transcripts that are provided.  They will be placed at the appropriate step for experience listed on the resume. Teachers will receive credit for a maximum of 14 years for any applicable teaching experience (provided that the experience occurred in the last 15 years). 

 

Base Salary Setting (Rehires): Returning employees who have previously resigned or separated from the District will be rehired at the same step they were on at the time of resignation/separation plus any new experience gained in the same job,  provided step increases were approved by the Board during the years in question. 

 

See Employee Handbook (located on the D11 website) for information on salary setting for rehires (after retirement), promotions and lateral transfers. 

EQUAL EMPLOYMENT OPPORTUNITY