Description

The School Psychologist supports the academic, behavioral, and social-emotional development of scholars by providing comprehensive psychological services aligned with federal and state special education regulations. Under the direction of the Senior Director of Pupil Services, the School Psychologist plays a key role in identifying, evaluating, and supporting scholars with disabilities through assessment, consultation, and intervention planning.

This role collaborates closely with school leadership, educators, families, and community partners to ensure scholars receive the appropriate supports necessary to succeed academically and emotionally. The School Psychologist contributes to the development of systems that support scholar well-being, mental health, and equitable access to educational opportunities.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Student Assessment & Evaluation

Administer appropriate psychological and educational assessments to evaluate students’ strengths and areas of need.
Conduct psychoeducational evaluations in compliance with state and federal regulations.
Provide the team with screening data, observations, diagnostic findings, classifications, and written psychological reports for referred students.
Complete psychological reports within thirty working days of the last test administered.
Assist in the screening and classification of students with disabilities prior to IEP development and placement.
Assist the team in interpreting evaluation results and documentation provided by parents or outside providers.

Special Education & IEP Support

Serve as an active member of the School Mental Health Team (SMHT), Resource Team, and Special Education support teams.
Participate in Individualized Education Program (IEP) meetings and multidisciplinary team meetings as needed.
Assist in developing, implementing, and monitoring IEPs, including writing appropriate annual goals and short-term objectives when needed.
Obtain and maintain appropriate Special Education documentation and forms for students receiving services.
Provide data and recommendations to support student programming and placement decisions.

Student Counseling & Mental Health Services

Provide individual and group counseling services to students with disabilities and other identified needs.
Provide crisis intervention, behavioral support, and follow-up services when necessary.
Deliver family-centered counseling, intake assessments, support groups, or parent education programming when assigned.
Implement preventive and developmental mental health supports within the school setting.
Support Tier III behavioral interventions and emergency safety interventions when required.

Consultation & Collaboration

Collaborate with administrators, educators, and support staff to support student success.
Provide consultation to teachers, staff, and parents regarding behavioral, emotional, and academic concerns.
Assist in the development of classroom management strategies and mental health interventions.
Serve as a liaison between the school and outside agencies to support student mental health needs.
Provide professional learning, resources, and materials to parents, educators, and staff related to mental health and student development.

Section 504 Coordination

Serve as the school’s Section 504 Coordinator and case manager when assigned.
Determine eligibility and support the development, implementation, and monitoring of Section 504 plans.
Ensure compliance with all federal, state, and district regulations related to Section 504 services.

Documentation, Compliance & Reporting

Maintain accurate, complete, confidential, and secure student records, assessment materials, and counseling documentation.
Maintain logs and required data for services provided in accordance with state and federal guidelines.
Maintain Medicaid logs and SCRAM records for students receiving services when applicable.
Provide the principal with a daily schedule of student contacts and related service activities.
Follow all district policies and guidelines related to data management and compliance.

Program Leadership & Schoolwide Support

Provide leadership in the development of preventive and developmental guidance programs.
Support schoolwide initiatives addressing mental health, behavior, and student well-being.
Maintain an updated inventory of guidance materials, assessment tools, and program resources.
Participate in faculty meetings, department meetings, and school improvement initiatives.

Professional Responsibilities

Maintain professional competence through ongoing professional development and required training.
Participate in educator evaluation procedures in accordance with state and district guidelines.
Demonstrate professional ethics and conduct in all interactions with students, families, and staff.
Maintain consistent attendance and adhere to contract hours.

Safety & Student Support

Support students through behavioral intervention strategies when necessary.
Implement physical guidance or emergency safety interventions in accordance with district guidelines and training.
Maintain an environment that promotes student safety and well-being.

Operational & Administrative Duties

Coordinate scheduling for student services in collaboration with educators and support personnel.
Travel between school sites as required to support services.
Maintain a clean and organized workspace conducive to student learning.
Perform other related duties as assigned by the principal or administrator.

Requirements

QUALIFICATIONS

Required:

Must meet all state licensure requirements for School Psychologists.
Master’s or Specialist’s Degree in School Psychology from an accredited college or university.
May be required to complete district-approved crisis prevention and de-escalation trainings (e.g., ASPEN, Mandt, or similar programs).
Strong oral and written communication skills when working with students, parents, and staff.
Strong computer literacy and educational technology skills.
Demonstrated problem-solving, organizational, time management, and multitasking abilities.
Ability to implement effective counseling strategies, including crisis intervention and follow-up support.
Ability to conduct psychoeducational assessments and prepare comprehensive evaluation reports.
Strong knowledge of the Individuals with Disabilities Education Act (IDEA) and other applicable state and federal special education regulations.
Ability to establish and maintain effective working relationships with students, families, staff, and community partners.
Ability to work both collaboratively as part of a multidisciplinary team and independently with minimal supervision.
Knowledge of state academic standards and board-adopted educational guidelines.
Ability to adapt to changing school and student needs in a dynamic educational environment.
Knowledge of behavioral intervention strategies and student support systems.
Ability to provide consultation and guidance to teachers, staff, and families regarding behavioral, academic, and mental health concerns.
Ability to travel between school locations as needed, including use of personal transportation when required.
Must meet employee immunization requirements or complete the appropriate health department exemption documentation if applicable.

Summary

EQUAL OPPORTUNITIES EMPLOYER

HFCA complies with applicable state and local laws governing non-discrimination. We are committed to equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, gender, disability, genetic information, marital status, age, religion, sexual orientation, or national or ethnic origin. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, promotion, termination, lay-off, recall, transfer, leave of absence, compensation, and training.

HFCA expressly prohibits any form of unlawful employee harassment based on race, color, religion, gender, sexual orientation, national origin, age, genetic information, disability, or veteran status. Any actions or behaviors that create an uncomfortable work environment and prohibit an employee to perform their expected duties will not be tolerated.

DISCLAIMER

The statements in this job description are intended to describe the general nature and level of work being performed by individuals assigned to this position. They are not intended to be an exhaustive list of all duties, responsibilities, and skills required. HFCA reserves the right to modify this job description at any time, with or without notice, to meet organizational needs. This description does not constitute a contract of employment and does not alter the at-will employment relationship between the employee and the organization.