School Psychologist (SY26/27)

The job of Psychologist is done for the purpose/s of measuring and interpreting the intellectual, adaptive,  academic, social and emotional development of children; interpreting results of psychological studies;  interpreting and applying state and federal codes; and developing strategies and interventions to address  the special education needs of eligible students. This job reports to the Building Principal.

This position is for the 2026-2027 school year split between Orrington Elementary School (0.6FTE) and Foster Elementary School (0.4FTE).

The Psychologist will be held accountable for the following responsibilities:

•  Act as coordinators for school data teams for the purpose of data collection and analysis related to  school improvement, student outcomes and accountability requirements.
• Administers and interpret standardized and/or supplemental assessments and consult with families in  Spanish, where applicable, for the purpose of measuring the intellectual, adaptive, academic, social and  emotional development of children and/or determining eligibility for services in compliance with regulatory  requirements.
• Assesses students' functional capabilities and home and/or classroom environment for the purpose of  determining student's functional level and developing recommendations and/or placement.
• Collaborate with principal as a member of their school's Instructional Leadership Team (ILT) for the  purpose of establishing and communicating instructional goals for school success, assisting with  allocating and managing resources to support the school's instructional program, sharing leadership  responsibilities, and participating in decision-making that advances the school's mission.
• Ensure consultation, interventions, and assessments are appropriately designed to meet student, staff,  and parental needs for the purpose of upholding cultural competence in every area of our service  delivery.
• Facilitate training(s) for regular and special education staff and facilitate PTA and parent meetings (e.g.,  mental health panels, Parent University) for the purpose of conveying and/or gathering information  required to perform functions.
• Identify the best instructional approaches and strategies by differentiating for students needs for the  purpose of improving student learning.
• Implement school-wide prevention programs for the purpose of maintaining positive school climates  conducive to learning.
• Leads and facilitates small groups and whole class sessions to work on skills related to executive  functioning, social situations, self regulation, friendship, anger management, and various other areas for  the purpose of improving students' social/emotional/behavioral/academic functioning.
• Maintain direct involvement in the development and implementation of educational programs and  interventions at the classroom, building and district level for the purpose of ensuring effective programs  to assist children who experience physical, mental, social or emotional difficulties.
• Participates in meetings, workshops and seminars as assigned (e.g. representative for domain  meetings; annual reviews; and IEP review meetings, etc.) for the purpose of conveying and/or gathering  information required to perform functions.
• Participates in all tiers of PBIS supporting students' social, emotional, and behavioral health for the  purpose of creating positive classroom environments.
• Perform informal and formal classroom observations and collect and analyze data for the purpose of  measuring the success of interventions.
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective  functioning of the Psychology Department.
• Promote policies and practices for the purpose of ensuring the safety of all students by reducing school  violence, bullying, and harassment.
• Provide educational training on specific disabilities and data collection tools; advocate for students' rights  to be educated in the least restrictive setting; and participate in co-planning sessions with general and  special education teachers for the purpose of enhancing student success in school.
• Provide administrative and clinical consultation for Park School evaluations for the purpose of enabling  the school district to comply with state laws without having to engage an outside consultant (applies to  some doctoral level School Psychologists who possess a clinical license).
• Provide consultation with regular education teachers, special education teachers, related services (i.e.  speech therapists, social workers, occupational therapists), and administration on an ongoing basis for  the purpose of contributing to gains in student achievement.
• Provides individual and group counseling (includes the implementation of the IEP with regard to special  education students receiving counseling services) for the purpose of enhancing student success in the  school.
• Provides leadership, direct services, and coordination with needed community services for the purpose  of responding to crises.
• Researches resources and methods (e.g. intervention and treatment techniques, assessment tools and  methods, community resources, etc.) for the purpose of determining the appropriate approach for  addressing students' functional goals.
• Review individual student data for the purpose of determining appropriate interventions (such as, check  in/check out, social-academic intervention groups, mentoring).
• Serves as ISBE approved supervisors (where applicable) for the purpose of supervision and training for  interns during the one-year internship program.
• Serves as the district's Least Restrictive Environment (LRE) Facilitator for the purpose of ensuring that  students with disabilities are educated in the regular education setting to the maximum extent possible.
• Serves as mental health experts for the purpose of providing expertise regarding various mental health  related issues and psychiatric disorders that may impact the learning environment.
• Serves as a leading member of the RTI Team for the purpose of problem solving; participating in the  development, implementation and evaluation of intervention plans; and providing direct service for  specific skill development.
• Serves as 504 Building Coordinators guiding the school's efforts (e.g. training of school staff, referral and  evaluation processes, establishing a plan, and assisting with coordination of services, etc.) for the  purpose of complying with federal Section 504 regulations.
• Serves as members of the building crisis intervention team for the purpose of conducting risk  assessments of students who demonstrate suicidal ideation according to district procedures, and are  among the first responders in a building or district crisis. 

In order to be successful and achieve the above responsibilities, the Psychologist must possess the following qualifications: 

Education Required: 

• Master's degree from an accredited college or university

Certificates and Licenses:

• Designated Subject Matter Endorsement
• Professional Educators License 

Experience Required: 

Job related experience within a specialized area. 

Compensation and Benefits (2026-2027 school year)  
Minimum starting salary with Masters degree:
$88,225 (includes District paid TRS pension) - pro-rated to start date
Benefits include: 

• Medical and Dental Insurance
  • Vision Insurance
  • Pet Insurance
• Life Insurance and Long-term Disability
• Teachers Retirement System (TRS) Pension plan
• Flexible Benefits Plan
• Tax Deferred Annuities
• 12 Sick Days
• 2 Personal Days
• Employee Assistance Program

Application Procedure:
Apply online at www.district65.net

Selection Procedure:
Qualified candidates will be notified to schedule an interview