Job Description:

Location: District
Department: Curriculum & Instruction
Reports To: Building Principal
Term: Renewing 188-day contract beginning with the 2025-26 school year
Schedule: Mon-Fri Full-time

SUMMARY: The School Psychologist provides support to learners to help them succeed academically, socially, and emotionally. Will collaborate with educators, guardians, and other professionals to help create safe, healthy, and supportive learning environments.
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
Develops positive, effective working relationships with learners and staff.
Engages with other district staff in the professional learning community process.
Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
Collaborates with outside agencies to support learners with mental health needs in the school setting.
Promotes and collaborates on the implementation of system-wide educational initiatives such as Multi-tiered Systems of Support (MTSS), crisis de-escalation and intervention, and Positive Behavior Supports (PBS).
Provides consultation and coaching for classroom management and provides training on best practices in behavioral intervention and prevention at the school level based on an MTSS model.
Communication:
Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Partners well with others to resolve controversy and conflict through respectful negotiation and accepts constructive feedback.
Provides resources related to Special Education disabilities, eligibilities, and Special Education law for school personnel and families.
Compassion:
Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
Creates safe and positive school climates using researched based models of crisis prevention and preparedness.
Partners with others to resolve potential controversy and conflict through respectful discussion.
Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Utilizes creative, critical thinking skills when faced with challenges.
Proactively engages in problem-solving and focuses on planning and organization.
Uses various data, including academic, emotional, behavioral, and psychological assessment to identify learner strengths and needs to support learning.
Critical Thinking:
Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Employs knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in educational settings.
Demonstrates knowledge of content and pedagogy; explicitly connecting key concepts to develop learner skills.
Reflection:
Demonstrates understanding of the diverse social, emotional and developmental learning needs of learners.
Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth.
Resilience:
Maintains composure while dealing with stressful situations.
Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
Practices in accordance with ethical, legal, and professional standards as defined by the National Association of School Psychologists (NASP).
Uses the general framework of the NASP Practice Model across 10 domains of practice for comprehensive service provision.
Conducts Functional Behavior Analysis (FBAs) and develops Positive Behavior Support plans for implementation with the assistance of educators and family.
Provides psychological evaluation and assessment for early entrance, whole, or partial grade acceleration.
Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
Utilizes the district protocol for maintaining information on learner progress.
Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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 essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
The specific vision abilities required for this role include close and peripheral vision.
The employee may be required to lift up to ~30 pounds.
The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
The employee will work in an environment that has a quiet to loud noise level.
 
Education and/or Experience:
ND Teaching License with School Psychologist Credential.
Master's Degree or Specialist's Degree in School Psychology from a National Association of School Psychology-accredited institution.
Prior experience working as a School Psychologist is preferred.
Prior experience working in a school setting is preferred.
Prior experience managing complex learner behaviors is preferred.
 
Language Skills:
Ability to read, write, and comprehend simple instructions and short correspondence in the English language.
Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
Exercise confidentiality, discretion, and good judgment.
Adhere to the assigned work schedule by maintaining regular and punctual attendance.

SUPERVISORY RESPONSIBILITIES:
None.

Salary: Positions follow the 2025-2027 Teacher Salary Schedule. Please see the Summary for more information.

Salary: In addition to the salary for the 2025-2026 school year, this position offers a Medicaid-funded stipend of $10,000. More information on funding, availability, and continuity of the stipend can be provided by the Director of Special Education. The position also offers an annual $2,000 stipend for maintaining a Certificate of Clinical Competence in order to bill Medicaid.

To Apply: Please complete the application and provide an up-to-date letter of interest, up-to-date resume, and three up-to-date letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available.