School psychologist jobs in Bellevue, NE - 133 jobs

2026-27 District Calendar (link) Fulton's calendar has 169 student days and 180 staff days. Snow days are built into our calendar and will not be made up. School begins on August 24, 2026, and ends on May 28, 2027. There are several planned breaks throughout the year: October 30 November 23-27 December 21-January 1 March 26-April 2 April 30 ___________________________________________________________________________ Purpose Statement The job of School Psychologist is done for the purpose/s of ensuring the appropriate identification and placement of students with disabilities or for gifted programming; measuring and interpreting the intellectual, adaptive, academic, social and emotional development of children; interpreting results of psychological and educational assessments; and developing strategies and interventions to address the education needs of students. This job reports to the Executive Director of Special Programs and the Executive Director of Student Services. Essential Functions Assists with planning and implementation of professional development with district and building staff for the purpose of providing staff with continuing education. Assists teachers in creating learner profiles and recommending research-based interventions for the purpose of supporting students. Compiles information from a variety of sources for the purpose of producing a comprehensive evaluation report in compliance with established guidelines. Compiles data and writes evaluation reports for the purpose of determining eligibility for Special Education services and/or gifted services. Conducts evaluations (e.g., cognitive, educational, psychological, observations, clinical interviews, functional behavior assessments, etc.) 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. Consults with administration, teachers, parents, other personnel, and/or outside professionals for the purpose of providing relevant information, developing plans, implementing behavioral strategies, and making recommendations. Develops behavioral intervention plans, if applicable, for the purpose of promoting academic and behavioral success in school. Facilitates and/or participates in meetings and processes (e.g., transition among building programs and grade levels, etc.) for the purpose of implementing and maintaining programs and services which provide free and appropriate public education for students meeting eligibility under IDEA or gifted. Interprets and explains assessment results and eligibility considerations to others (e.g., parents, teachers, administrators, team members, etc.) for the purpose of determining identification, services, and placement of students. Intervenes in occurrences of inappropriate student behavior as needed for the purpose of assisting students in modifying such behavior and recommending research-based interventions. Monitors and reviews documentation for the purpose of ensuring compliance with established legal requirements. Participates in RED, Evaluation, and IEP meetings as needed for the purpose of providing effective support for children. Presents information on a variety of topics for the purpose of communicating information and/or gaining feedback. Researches new instructional, intervention, behavioral strategies, and/or testing procedures for the purpose of supporting staff and students and promoting success in the school setting. Serves as a member of the building-level MTSS team as needed for the purpose of assisting staff in the development, implementation, and progress monitoring of research-based interventions. Supervises interns, practicum students, and others as needed for the purpose of monitoring performance, providing for professional growth, and achieving overall objectives. Other Functions Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit. Job Requirements: Minimum Qualifications Skills, Knowledge, and Abilities Skills are required to perform multiple, highly complex, technical tasks, with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: data-based decision making and accountability; interpersonal collaboration; effective use of cognitive behavioral intervention strategies; crisis intervention; applying assessment instruments; operating standard office equipment, including pertinent computer software; and preparing and maintaining accurate records. Knowledge is required to perform advanced math; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: psychology and educational principles; special education or gifted identification process and procedures outlined in the Missouri State Plan; ethical guidelines; familiarity with mental health diagnostic criteria; and pertinent codes, policies, regulations, and/or laws. Ability to schedule activities and meetings, manage and classify data, and operate job-related equipment. Requires flexibility to work independently and collaboratively, analyze data, and follow standardized procedures. Must interact effectively with diverse individuals and handle various data types. Strong problem-solving skills are needed to develop solutions and align with organizational goals. Key competencies include adaptability, teamwork, communication, confidentiality, attention to detail, and meeting deadlines. Responsibility Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; operating within a defined budget. Utilization of resources from other work units is often required to perform the job's functions. There is a continual opportunity to impact the organization's services. Working Environment The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling, and significant fine finger dexterity. Generally, the job requires 60% sitting, 20% walking, and 20% standing. The job is performed under conditions with exposure to risk of injury and/or illness. Attendance Consistent and regular attendance is an essential function of this position. Experience Job-related experience within a specialized field is required. Education Master's degree in a job-related area (e.g., school counseling, school psychology). Educational Specialist or advanced degree preferred. Certificates and Licenses Missouri School Psychologist Certificate, or License issued by the Division of Professional Registration. Continuing Education/Training Maintain Certificate/License Clearances FBI Fingerprint and Family Care Registry. FLSA Status Exempt Approval Date 5/14/2025 Salary Grade Certified The purpose and utilization of job descriptions in Fulton 58 Public Schools are to ensure the essential functions of each position are articulated in order to create a clear understanding of job expectations for the incumbent while also providing a framework through which the recruiting, hiring, and retaining of employees may be enhanced.

Join a team where we are Educating for Excellence ! Gasconade County R-1 School District is currently seeking highly qualified applicants for the position of School Behaviorist for the 2026-2027 school year. This position will support Hermann Elementary School and Hermann Middle School, serving students in grades K-8. Hermann schools have a rich tradition of academic excellence and a strong focus on student achievement and growth. Qualifications: Valid Missouri teaching certificate required BCBA certification preferred Ability to obtain and maintain “Highly Qualified” status as defined by the Missouri Department of Elementary and Secondary Education (DESE) A complete job description is available on the district website: GCR-1 School District Website Click here to apply online today and join our team. Questions may be directed to Dr. Geoff Neill, Superintendent, at ************************.

School Psychology FLSA: Exempt Professional QUALIFICATIONS: Applicants must have completed graduate coursework in school psychology. Training should include psychological and academic assessment of children, behavioral and academic interventions, and consultation with teachers and parents. Applicants must provide evidence of meeting coursework requirements through official transcripts Appropriate state teacher certification as a school psychologist. Experience in the public school setting preferred. REPORTS TO: Assistant Superintendent of Special Services TERMS OF EMPLOYMENT: Teacher calendar days plus 16 additional days and benefits provided according to Board policy. ESSENTIAL JOB FUNCTIONS: Administer cognitive assessments, social/emotional/behavioral assessments, and other tests required to determine eligibility for special services. Provide written reports of assessment for student evaluations. Collaborate with building and support staff throughout the district to meet the needs of students. Serve on building Tier 1 teams and provide insight into data analysis/summary, student development, interventions, quality instruction, etc. Make recommendations to the Assistant Superintendent of Special Services concerning the need to obtain additional medical or psychological evaluation. Participate as an IEP team member with functional behavioral assessments, behavior intervention plans and /or in the manifestation determination process. Collaborate with outside agencies, parents and teachers to meet the needs of students. Review student records for the screening and evaluation process of students. Be a member of the building level diagnostic team on assessments of all students who are suspected to have disabilities. This could include gathering historical data on the student, administering IQ tests, administering projective testing, observations, clinical interviews, and adaptive assessments. OTHER JOB FUNCTIONS: Provide academic and social/emotional/behavioral interventions as needed Be a member of the Student Support Team in a building when requested. Plan and implement in-service sessions on behavioral strategies and interventions. Plan and implement staff development with district and building staff on new and revised testing instruments. Research new intervention strategies and new assessments in the areas of instructional strategies, behavior management, behavioral intervention plans and emotional disabilities. Other duties as assigned by the administration. Contact Information: Human Resources 315 E Dunklin Street Jefferson City MO 65101 ************ EQUAL OPPORTUNITY EMPLOYER NOTICE OF NONDISCRIMINATION Applicants for admission or employment, students, parents of elementary and secondary school students, employees, sources of referral and applicants for employment, and all professional organizations that have entered into agreements with our School District are hereby notified that our School District does not discriminate on the basis of race, color, national origin, sex, age, religion, or disability in admission or access to, or treatment or employment in, its programs and activities.

The School Psychologist works to support students through a variety of mental health and developmental issues and aid in qualifying students for additional support services. The School Psychologist is responsible for providing on-site psychological services to students under the jurisdiction of the state and district. Minimum Requirements: + Must maintain current State licensures and/or certifications in state of assignment + Experience in pediatric and adolescent population is preferred + Master's degree in psychology preferred + Current CPR if applicable + TB Questionnaire, PPD or chest x-ray if applicable + Current Health certificate (per contract or state regulation) + Must meet all federal, state and local requirements + Must be at least 18 years of age Benefits At Amergis, we firmly believe that our employees are the heartbeat of our organization and we are happy to offer the following benefits: + Competitive pay & weekly paychecks + Health, dental, vision, and life insurance + 401(k) savings plan + Awards and recognition programs *Benefit eligibility is dependent on employment status. About Amergis Amergis, formerly known as Maxim Healthcare Staffing, has served our clients and communities by connecting people to the work that matters since 1988. We provide meaningful opportunities to our extensive network of healthcare and school-based professionals, ready to work in any hospital, government facility, or school. Through partnership and innovation, Amergis creates unmatched staffing experiences to deliver the best workforce solutions. Amergis is an equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to sex, gender identity, sexual orientation, race, color, religion, national origin, disability, protected Veteran status, age, or any other characteristic protected by law.

The Orchard Farm School District is seeking a School Psychologist or Psych Examiner to join our team for 2026-2027 school year. The person in this role will complete psychoeducational special education, gifted, and early childhood evaluations of students; assist with the facilitation of special education process, including referrals, review of existing data, and eligibility determination meetings; provide expertise for Response to Intervention, and write evaluation reports, meeting both the criteria and timelines established by DESE. Plans, organizes, coordinates, and implements the assessment of students to determine eligibility for special education services. Essential Duties and Responsibilities An individual who holds this position is required to: Assists with the implementation of section 200 of Standards and Indicators- The Special Education Process in regard to referral, eligibility, and identification of students. Ensure all evaluation timelines associated with initial referrals, evaluation, and eligibility determinations are in accordance with IDEA guidelines. Facilitate the implementation of a Multi-Tiered System of Supports (MTSS), along with teachers, counselors, administrators, reading teachers, and the building process coordinators. Participates as a team member in the multidisciplinary evaluation process. Completes functional behavior assessments and other structured clinical tasks as assigned by supervisor. Administers diagnostic tests and procedures to determine students' cognitive ability, processing strengths and weaknesses, adaptive behavior development, academic achievement levels, and emotional/behavioral functioning. Schedules/attends meetings with staff and parents to review existing data and to obtain pertinent background information, review school concerns, explain procedural safeguards, and secure permission to evaluate. Reviews student files and data-gathering packets, and collects pertinent data from physicians, mental health professionals, and outside agencies. Chairs eligibility conferences and reports assessment results and recommendations to parents, students, teachers, counselors, and other interested and/or entitled parties. Ensures that eligibility decisions are made in compliance with DESE criteria and best professional practice. Maintains case records by preparing, editing, and proofing the final assessment report in a timely manner in accordance with state and federal guidelines. Coordinates with staff, as requested, to provide input on appropriate goals and objectives for individual students and to help make determinations about reevaluation issues. Consults with colleagues, supervisors, and other professionals regarding the special education and general education needs of individual students. Attends local/regional/national conferences and workshops, in-service trainings, staff developments, and maintains certification and licensure. Assists with in-service trainings of colleagues and orientation of new staff. Acts as a mentor or practicum/intern supervisor as directed by supervisor. Maintains current assessment instruments by ordering updated test kits when those are released, ordering protocols and other test supplies, ordering scoring software, and destroying outdated materials. Performs other tasks as assigned by the Special Education Director to support the mission and vision of the Orchard Farm School District. Compliance Responsibilities Federal, state, and local policies, laws, regulations, standards, and procedures pertaining to the position's performance responsibilities. Understand MO DESE Special Education Eligibility Criteria, appropriate educational interventions, and regular education programs. Planning, problem-solving, organizing, communicating, and collaborating in order to satisfy job responsibilities and establish and maintain positive interpersonal relationships. Extensive experience in student assessment and interpretation. Excellent oral and written communication. Computer/word processing skills. Qualifications Prior diagnostic experience required (special education preferred). Education Specialist in School Psychology or other applicable qualifications. Missouri School Psychologist certification, School Psych Examiner, or eligibility for certification. Complete CPI certification (training provided by district). Knowledge, Skills and Abilities An individual who holds this position must have the ability to: Read and comprehend complex written material such as standards and indicators, test manuals, instructions, and statistical analyses Write statistically and grammatically correct evaluation reports and other correspondence Communicate one-on-one and in small groups Add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, decimals, and percentages Compute, understand, and interpret quantitative statistical analyses Apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Gather and interpret facts Use data to solve problems Proficient in Google Workspace. Proficient in the district's Student Information System. Proficient in the use of scoring software associated with standardized assessments. Must communicate appropriately with students, staff, and parents. Must work closely with other school personnel to ensure appropriate services for students.

Special Education/School Psychologist Date Available: ASAP Closing Date: Until Filled Description:

Job DescriptionSalary: NA Rural Iowa Grow Your Own School Psychologist Program The University of Northern Iowa (UNI), in partnership with seven of Iowas AEAs, is offering a collaborative grow your own program that trains new school psychologists to increase access to mental health services in high-need, rural Iowa schools. Participants earn an Ed.S. in school psychology through UNI while continuing to work full-time. Upon graduation, students commit to serving as AEA school psychologists in rural areas, helping address critical local needs.Two pathways are available: Bachelors track:For educators with Bachelor's degrees currently working in schools (teachers, paraprofessionals, etc.); Ed.S. in 4 years Masters track:For professionals with Master's degrees in education and related fields; Ed.S. in 3 years Why It Matters Iowa faces a critical shortage of school psychologists. While NASP recommends 1 psychologist per 500 students, current ratios in Iowa range from 1:1,657 to 1:7,857, limiting student access to mental health supports. Program Benefits Financial Support: The grant covers the cost of books each semester, travel costs for in-person classes/sessions, and 90% of tuition and fees. Part-time: Ability to take classes part-time while working full-time. Strong professional engagement:Join a cohort of up to 12 others taking the same sequence of courses in the program. Service Commitment Graduates commit to 3 years of service in their AEA after completion Informational sessions via Zoom will be held on January 26 (3:30-4:30) and January 27 (4:00-5:00) to provide more information about the program and the process of applying for the program at UNI. If interested in attending this event, please complete the brief application. Once we receive your application, we will forward the program details and links to the Zoom sessions.

(Chinn, Hopewell, Tiffany Ridge Elementary Schools) School Psychologist FLSA: Exempt Professional QUALIFICATIONS: Graduate from a NCATE approved program in school psychology. This program provides training in the psychological and academic assessment of children, behavioral and academic interventions, in addition to consultation with teachers and parents. Missouri teacher certification as a school psychologist. Experience in the public school setting preferred. REPORTS TO: Director of Special Services TERMS OF EMPLOYMENT: Teacher calendar days and benefits provided according to Board policy. ESSENTIAL PERFORMANCE RESPONSIBILITIES: Provide written reports of assessment for student evaluations. Collaborate with building and support staff throughout the district to meet the needs of students. Make recommendations to the Director of Special Services concerning the need to obtain additional medical, psychological and/or psychiatric information on an evaluation. Participate as an IEP team member with functional behavioral assessments, behavior intervention plans and /or in the manifestation determination process. Collaborate with outside agencies, parents and teachers to meet the need of students. Review student records for the screening and evaluation process of students. Provide group and individual lessons on social skills development. OTHER RESPONSIBILITIES: Be a member of the building level diagnostic team on assessments of all student who are suspected to have disabilities. This could include gathering historical data on the student, administering IQ tests, administering projective testing, observations, clinical interviews, and adaptive assessments. Be a member of the screening team or S.O.A.R. Team in a building when requested. Plan and implement inservice sessions on behavioral strategies and interventions. Plan and implement staff development with district and building staff on new and revised testing instruments. Research new intervention strategies and new assessments in the areas of instructional strategies, behavior management, behavioral intervention plans and emotional disabilities. Conduct home visits as needed. Other duties as assigned by the administration.

Posting id: 117 should contact their RA. Location: Based out of the Clear Lake office (click for map) - Service area TBD based on the geographical location of applicant. Beginning: 2025-26 school year School Psychologist To bring applied knowledge of the developmental needs of individuals, the psychology of learning, progress monitoring, and academic program evaluation to the educational process. Serving as a team representative, the school psychologist applies these domains of knowledge to the educational community through a problem-solving perspective for children birth through 21. Full job description Education/Experience Valid licensure and endorsement by the Iowa Board of Educational Examiners as School Psychologist or School Psychologist Intern status. Such additions, alternatives, or deletions as the Board may find appropriate and acceptable. Salary & Benefits Full-time 8 hrs/190 days Certified staff salary schedule 2025-26 Certified benefits and information summary

Professional/Contracted/School Psychologist Date Available: 08/03/2026 Closing Date: open unitl filled Every child deserves a voice, you can be the professional to help them find it. Grant Wood AEA is anticipating School Psychologist positions to be available for the upcoming 2026-27 school year to start in August 3, 2026. Job Summary The School Psychologist, in partnership with educators, families and communities, integrates consultative, coaching, and collaborative services within educational systems. School psychologists assist in the identification of educational needs regarding behavioral, social, emotional, academic and vocational functioning for students, consult with school personnel and families around planning and implementation of appropriate instructional programs and provide intervention supports and services for individuals and groups of students. Working within the agency's educational framework, the school psychologist fosters positive learning environments, ensures compliance with state and federal guidelines, and enhances the overall success of learners B-21. Qualifications Education: Master's or Specialist's degree in School Psychology, with at least 60 graduate semester hours in psychology and education. Certification: Valid Iowa Board of Educational Examiners license with school psychologist endorsement (B-21). Learn more about working with Grant Wood Area Education Agency. Visit our website gwaea.org Posting will remain open until filled

Employment Status: Full-Time FLSA Status: Exempt Calendar: 205 Days Experience Required: Completion of a planned program of practicum experiences and a supervised internship equivalent to one academic year, or a minimum of 1,200 hours. Minimum Education Requirements: Completion of a Specialist, PhD or equivalent degree (minimum of 60 graduate semester hours) with a major emphasis in school Department: Other Pupil Services Personnel. Direct Supervisor: Director of Special Services. Primary Work Location: Office setting. Certification: Certification as a School Psychologist in Missouri through the Department of Elementary and Secondary Education (DESE). Job Summary: School Psychologists support District staff with evaluating the needs and educational programs of students by acting as a consultant to staff and parents regarding student learning concerns, including any social, emotional, or behavioral barriers. Essential Job Functions An employee in this position may be called upon to do any or all of the following essential duties: * Provide collaborative consultation by assisting the staff with suggestions and appropriate intervention strategies. * Provide recommendations and suggestions to assist staff in working with students in the classroom. * Assist in guiding and conducting functional behavior assessments in cooperation with other school personnel. * Assist teachers, parents, and students in understanding, preventing, and addressing learning, behavioral, developmental and emotional difficulties. * Assist in team planning and screening efforts in assigned buildings. * Provide guidance on problem-solving teams and help school teams in implementing three-tiered models of student support. * Consult with teachers, parents and other appropriate staff regarding student programming and any adaptation materials needed to facilitate improved performance in the classroom. * Conduct cognitive, academic and social/emotional evaluations. * Complete reports for use in determining Special Education eligibility. * Analyze student data to determine the effectiveness of interventions provided and to evaluate growth in student learning. * Serve as a member of the multidisciplinary team, as needed, to conduct/interpret evaluations. * Attend eligibility/IEP meetings, as needed. * Manage inventory of individualized assessment tools and projects needs for budgeting. * Apply sound principles of data-based decision making to all aspects of practice. * Conduct in-service and professional development trainings on educational and psychological topics. * Assist in crisis response and intervention, as needed. * Conduct Threat Assessments, when appropriate. * Adhere to all District policies and procedures and laws outlined by Individuals with Disabilities Education Act (2004) and the Missouri State Plan for Special Education. * Perform related work as required. Knowledge, Skills, and Abilities (KSA's) for Position An employee in this class must have the following knowledge, skills, and abilities upon application: Knowledge * Human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. * Principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance. * Group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins. Skills * Strong written and oral communications and relational skills. * Impeccable listening skills. * Operate a variety of office equipment, including computer, printer, calculator, and copier. Abilities * Daily access to a vehicle required for travel throughout the school district. · Restrain students using district approved restraint procedures if required by supervisor. * Apply ethics and standards of professional practice in the delivery of school psychological services and observes relevant laws and policies that govern practice. * Safeguards confidentiality of student records. This position description is a general guideline for work behavior and is not intended to be a comprehensive listing of all job duties. Therefore, it is also not, nor can it be implied to be, a contract of employment. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks. Must be able to successfully complete an intense background investigation.

Title: School Psychologist Salary Grade: (SJ4 $62,000 - Comm. w/Experience) Department: Exceptional Education Reports To: Director of Exceptional Education FLSA Status: exempt PURPOSE OF JOB: To provide consultation with regard to academic and behavioral interventions, assist in crisis intervention, and evaluate students referred to Exceptional Education. What You'll Be Doing: (Responsibilities) Other duties may be assigned. Assess the cognitive ability, academic achievement, adaptive behavior, transition and social/emotional/behavioral status of referred students who reside within the Kansas City Public Schools (KCPS). Candidate should demonstrate proficiency in: Assessing/identifying students for initial or continuing eligibility in the IDEA exceptionalities. Scoring assessment measures both by hand and with the use of computer scoring software. Interpretation, analysis and synthesis of results of an assessment battery to establish an effective and understandable individual student profile for staff and parents. Composing individualized psycho-educational evaluation reports in both a Word document and in the district's web-based software system. Administering, scoring and interpreting a wide variety of assessment measures. Familiarity with Response to Intervention procedures for assessment and data collection. Case manage various meetings for students who receive or are referred for Exceptional Education services. Candidate should facilitate and participate in: Review of Existing Data meetings to establish diagnostic plans for students who require an evaluation (including completing all paperwork required for this meeting). Eligibility Determination meetings to discuss possible Exceptional Education identification. Multi-disciplinary teams for Gifted/Talented program eligibility Participate in the school based support teams Serve as mental health and behavioral resource and demonstrate proficiency in: Explaining assessment/identification issues to school personnel and parents. Determining appropriate mental health and behavioral interventions for students Collaborating with community-based resources Participating on intervention, behavior, and pre-referral teams. Remain current regarding new research and best practices in School Psychology and Education. Stay current on the administration, scoring and interpretation of newly published assessment measures. Stay current on Missouri Standards and Indicators regarding special education eligibility. Stay current on “best practices” discussed by the Missouri Association of School Psychologists and the National Association of School Psychologists. Possess a working knowledge of DSM-IV TR diagnoses. Facilitate and/or participate in-service training workshops as indicated by the administration. Participate in inter-departmental meetings in order to improve communication and clarify procedures. Facilitate and/or participate with a school's implementation of a Response to Intervention model. Demonstrate proficiency in technical skills as they pertain to the job responsibilities including: Working knowledge in the collection of meaningful data as it pertains to interventions Scoring assessment measures both by hand and using computer scoring software Complete all required compliance documentation in the district's web-based exceptional education software system Other: Required monthly documentation Demonstrate flexibility when dealing with change as the district reorganizes its structure and procedures Provide groups or individual therapeutic counseling to special education students. SUPERVISORY RESPONSIBILITIES: None To Be Successful at This Job, You'll Need To: (Qualifications) Masters / Educational Specialist degree in School Psychology Missouri Certification as School Psychologist Must be competent in the use of a computer and/or computer software Demonstrated proficiency with Microsoft Excel, Word and Outlook In Order to #LevelUp in This Role, You'll Need: (Preferred Qualifications) Experience as a School Psychologist 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. This job requires that the employee be able to: sit, stand, walk, speak, hear, use hands, fingers, and reach with hands and fingers; bend, stoop, and lift objects of at least ten pounds. Job requires the employee occasionally to stoop, kneel, crouch or crawl. Visual ability requires mono and color vision, close vision, distance vision, depth perception and ability to adjust focus. TERMS OF EMPLOYMENT: Length of work year: 10 months - 207 Days (7.5 hours per day/5 days per week) Benefits: Health and Dental Insurance are provided. KCPS Defined Benefit Pension plan - mandatory 9% contribution is required from employee and matched by KCPS; Voluntary retirement savings plans are also available.

Join Our Team as a School Psychologist! Full-Time | 2026-27 School Year | 192-Day Contract (Office location and district assignments to be determined) Are you passionate about helping every student reach their full potential? We're looking for dedicated School Psychologists to join our team for the 2026-27 school year! Heartland AEA supports 57 public school districts, 44 accredited nonpublic schools, and 2 charter schools. Our service area includes the Des Moines metro area and other communities in central Iowa serving more than 150,000 students. Heartland AEA is recognized by the National Association of School Psychologists (NASP) for achieving the Proficient level in the Excellence in School Psychological Services (ESPS) program. This recognition signifies the Agency's dedication to meeting the highest national standards in school psychology and its exceptional commitment to providing high-quality psychological services to a diverse range of school districts in Iowa. What You'll Do Provide psychological services that promote students' academic achievement, behavioral health, and mental health Collaborate with educators, families, and community partners to support individualized learning and behavioral plans Contribute to the RtI/MTSS model through assessments, interventions, and data-informed decision-making Participate in Child Find activities to identify and support students with special needs Why Join Us? Meaningful, student-focused work Extensive professional learning aligned to the NASP Practice Model Domains. Two-year on-boarding and induction process. A multi-disciplinary team structure Opportunities to pursue various career paths within the Agency. Interns are full-time employees with benefits 192 day working contract What We're Looking For Licensure: Professional Service License (or eligibility) through the Iowa Board of Educational Examiners Education: Post-master's level training in an approved School Psychology program (specialist degree or master's + 30 preferred) School Psychologist Job Description

School psychologist interns are eligbile and may be considered for this position. The intern will be provided with salary, benefits, and the necessary supervision and support to complete their internship. The following documents need to be uploaded with your online application to be considered complete. In some instances, all of these documents may not be available to you at the time of your initial application. Once you have made your initial application and submission you will be able to go back into your application and upload additional documents. Cover letter Resume Three letters of recommendation Copy of your valid Nebraska Teaching Certificate or copy of your application (if you are coming from out of state a copy of your current teaching certificate) A copy of your unofficial transcripts (an official copy will be required if hired) Submission of your Praxis Core Academic Skills Test scores if applicable An applicant shall be exempt from this requirement if: The applicant has two or more consecutive years of Teaching experience (contract teaching) The applicant has Administrative experience in an approved or accredited school while holding a certificate issued by that state on the basis of successful completion of an approved educator certification program in any state The candidate has current credential from the National Board of Professional Teaching Standards *Please note that Confidential or Closed files from your university or college can be sent directly by the institution to Elkhorn Public Schools, Attention Sara Twyford, 20650 Glenn Street, Elkhorn, NE 68022. Do not send any other documents directly to support your application. Selection Procedure: All applications are considered and screened for an interview once all documents have been submitted. Internal Applicants: If you are a current employee who is seeking to change role or level within the District, please use these directions to submit your application for the job posting of interest.

Student Support Services/ELL Associate Date Available: 11/30/2025 Emerging Bilingual Associate JOB SUMMARY The emerging bilingual associate works closely with students that have been identified as emerging bilingual learners throughout the school day to help the students learn and succeed. QUALIFICATIONS A. Skills, Knowledge, and Abilities Able to react quickly and calmly when an emergency arises. Ability to explain and participate in daily activities. Must be able to interact in a positive manner with students, faculty, parents and other staff members. Effective listening skills. Bilingual Spanish and English required. B. Education 1. High School diploma or G.E.D required. C. Experience 1. Some experience working with children is helpful, but not required. ESSENTIAL DUTIES AND RESPONSIBILITIES The following duties are normal for this position. These are not to be construed as exclusive or all inclusive. Other duties may be required and assigned. Ability to relate successfully with students, staff, families, and the community. Ability to work as an advocate for the student and a liaison with the student, teacher(s), and parents. Ability to become knowledgeable about and apply classroom/building procedures and district policies. Ability to follow directions and to work independently. Take directions from principals, EB teachers and classroom teachers. Work collaboratively with school staff. Interpret verbal communication - in school or over the phone with parents. Translate classroom assignments, documents, etc. for students. Translate written communication for parents. Assist with individual students or groups in classrooms as directed. Assist at registration and parent/teacher conferences. Maintain confidentiality. Encourage the student's independence within the school setting. Be a cultural resource. Complete all training as required. Perform other duties as assigned.

Student Support Services/Associate Meadow View Elementary is seeking a highly motivated, quality applicant to work as a long term associate, antcipated dates will be February to mid-spring. Meadow View is a progressive second, third, and fourth grade building with small class sizes and an energetic, collaborative staff. The associate role is one to assist the teacher in supporting specific learning goals by working with individual students or small groups to help them achieve appropriate skill levels. The hours for this position are Monday - Thursday 7:45am-3:30pm Friday 7:45am - 1:15pm Essential Functions: Work with individual students or in small groups to help achieve skills and understanding of class material Work with a wide range of various needs, including academic, behavior and social Examples: Reads to students, listens to students read and participates in other forms of oral communication with the students Guides each student toward making appropriate choices and accepting responsibility for their own behavior Assisting the teacher in devising special strategies for reinforcing material or skills based on an understanding of individual students, their needs, interests, and abilities Alerts the regular teacher to any problem or special information regarding an individual student Supervises students outside during arrival, recess, dismissal and may provide lunchroom supervision A successful candidate will: Be student-focused, team-oriented and have a strong desire to actively engage with students Holds a humble philosophy that doing whatever it takes to help students be successful is required Have effective time management skills and organizational skills Enjoys kids, working with others and making a positive difference in the lives of children Maintains the same high level of ethical behavior and confidentiality of information regarding students as is expected of fully licensed teachers Qualifications: High school diploma. Demonstrated aptitude for the work to be performed. Ability to maintain confidentiality. Ability to work well with staff, parents, and students ADM encourages all qualified candidates to apply.

Job Title: School Psychologist - Applicant Pool Note: In lieu of individual school/position postings, we utilize pool postings as a way to connect with talented individuals like you. During the interview journey, we delve into your preferences, skills, and ideal work locations to find a position for you among our diverse opportunities. Location: TBD Reports To: Building Principals Work Schedule/FLSA Status: : per negotiated agreement / Exempt Salary Schedule: 2025/26 Step 1 with a Specialist degree: $63,851 / Step 1 with a Doctorate degree: $66,108 Salary credit may be awarded for applicable experience. Placement on the salary schedule will follow the applicable negotiated agreement Position Purpose: The School Psychologist will support students, teachers, staff, and parents in a variety of ways and in multiple settings to help students succeed. The psychologist will provide assessments and interpret assessment findings; collaborate and communicate with other building supports such as counselors and school social workers to meet the needs of students and staff; and serve as a student advocate in determining educational support. Essential Performance Responsibilities Provide system-wide support for academic and behavior needs through Multi-Tier System of Supports (MTSS) and Positive Behavioral Intervention and Supports (PBIS) frameworks. Provides assessments of educational and behavioral strengths and needs of students. Interprets findings to assist school staff, parents, and referral agencies. Integrates evaluation data into comprehensive psycho-educational reports and maintenance of confidential student information. Facilitates Multidisciplinary Team meetings. Interprets individual student data for student programming and services. Identifies specific skill deficits, develop interventions, track and analyze baseline and intervention data for Student Assistance Team (SAT) meetings. Collaborate with other building support staff such as counselors and social workers to meet the needs of the students, families and building which may include participation on team meetings (MTSS-B, SAT, 504, MDT, IEP, Crisis Response Team, etc). Serves as a student advocate in determining educational support. Utilizes interactive skills necessary to be a positive contributor as a disciplinary team leader, counsel individuals with regard to problems to be resolved and responds promptly to conflict and crisis situations. Understand and promote use of data for accountability and decision making. Makes observations of children in various school settings, identifies and interprets significant behavioral patterns to appropriate staff members, and suggests procedures to be followed in dealing with these children. Shares evidence based interventions to be utilized in the problem solving process. Coordinates and participates as a member of the Student Assistance Team referral process. Participates in the screening, pre-assessment, identification, follow-up for students involved in the referral process. Administers individual psychological tests and other assessment instruments as needed for comprehensive individual student evaluations to determine special education eligibility. Interprets test results and observations of individual students to staff members, parents, and referral agencies concerned and relates these to classroom activities and procedures. Collaborates with staff, parents and other professionals to create supportive learning environments for all learners. Consults with the administration and school staff in the improvement of educational programs and school-wide initiatives. Participates in the referral of children to other appropriate agencies for further study and/or assistance when appropriate, and acts as a liaison between the school and community professionals providing psychiatric and psychological services. Counsels individuals with regard to problems to be resolved and responds promptly to conflict and crisis situations. Works with and understands the needs of a diverse student population. Knowledge, Skills, and Abilities: Minimum completion of Educational Specialist Degree program from an accredited college or university. Satisfactory completion of a one-year internship program. Valid Nebraska Department of Education Teaching Certificate with endorsement in School Psychology, or ability to obtain one. Ability and patience to work interactively with students. Skill in organization, time management, communication, and positive interpersonal skills. Excellent skills in verbal and written communication. Ability to effectively use Microsoft Outlook and the student information system. Excellent attendance record. Displays a significant degree of professionalism and confidentiality. Ability to conform to proper standards of professional dress and appearance. Evidence of the willingness and ability to comply with standards for ethical and professional performance established by the State Board of Education. Exhibit strong standards of professional ethics. Exhibit skills pertinent to foster positive human relationships and the ability to work effectively with students, staff, parents and the community. Knowledge of OPS's mission, purpose, goals and the role of every employee in achieving each of them. Additional Duties Performs other related tasks as assigned by supervisor and other central office administrators as designated by the Superintendent. Equipment: This position may require the ability to use basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with OPS's guidelines for equipment use. Travel: Limited travel may be required. Physical and Mental Demands, Work Hazards: Must be able to respond rapidly in emergency situations. Must have organization, time management, communication, and interpersonal skills. Works in school building environments. Interrelations: Contact with internal district staff and with external families, community, customers and vendors. Works under the direct supervision of the department supervisor and principal to complete day to day tasks. Works with a diverse population requiring the ability to handle all situations with tact and diplomacy. Must understand and respond appropriately to student and customer needs and maintains a positive attitude with all students, families, and colleagues. Interacts with all internal and external customers in a friendly, professional manner to provide quick, responsive customer service. Employee Punctuality and Appearance Expected to perform all assigned duties and work all scheduled hours during each designated duty day, unless the employee has received approved leave. Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator. All employees are required to report to work dressed in a manner that reflects a positive image of Omaha Public Schools and is appropriate for their position. Terms of Employment This position is treated as a certified full-time exempt position. The terms of your employment will be governed by applicable state laws regulating employment in a Nebraska public school and Board of Education policies, as those laws and policies may change from time to time. If your position is represented by a collective bargaining representative, then your employment will also be governed by a negotiated agreement between OPS and that collective bargaining representative. The offer of employment is contingent upon: Obtaining and providing verification of all licenses, certificates, and other requirements for position (e.g., Paraprofessionals obtaining “Highly Qualified status,” etc.), as identified. A thorough background check which demonstrates to OPS that background is acceptable for the position sought and working with or around students. Verification of U.S. citizenship or legal authorization to work in the United States. Successful completion of a pre-employment drug test (if required for position offered). Successful completion of a tuberculosis skin test (if required for position offered). Successful completion of a pre-employment medical examination to determine ability to safely and effectively perform the essential functions of the position. Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex (including pregnancy), marital status, sexual orientation, disability, age, genetic information, gender identity, gender expression, citizenship status, veteran status, political affiliation or economic status in its programs, activities, employment, and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to handle inquiries regarding the non-discrimination policies: Director for the Office of Equity and Diversity, 3215 Cuming Street, Omaha, NE 68131. ************** The Omaha Public School District is committed to providing access and reasonable accommodation in its services, programs, activities, education and employment for individuals with disabilities. To request disability accommodation in the application process please contact the human resources department at ************.

Substitute After School Club Associate JobID: 8372 Before & After School Programs/Before & After School Programs Additional Information: Show/Hide Please read the full job description attached to this posting before applying. Substitute After School Club Associates Substitutes will cover vacant positions as needed and also cover absences of current club associates. Hours will vary depending on business needs. This position is on an as-needed basis. When needed, hours may be between 3:30 p.m. - 5:30 p.m. on weekdays. $16.50 per hour INTERNAL APPLICANTS/CURRENT EMPLOYEES: If you apply for this position, please log in to the current application you already have with us. Simply go to *************************** log in to your application, and click apply. If you have questions or need assistance, please contact Tammy at ************. POSITION SUMMARY Assist with daily site operations for after school programs, including student attendance, snack distribution, and preparing club materials for daily programs. Additionally the After School Club Associate will lead pre-planned club activities to students daily and support student supervision until club dismissal. EDUCATION and/or EXPERIENCE Required: High school diploma, general education degree (GED), or equivalent. Preferred: Previous experience working with children. These positions are open until filled. Please apply as soon as possible. It is the policy of the Council Bluffs Community School District not to illegally discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age, genetic information, ancestry, geographic location, citizenship, political party preference or belief, familial status (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) or any other protected trait or characteristic in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact Human Resources at ************ or ************.

Substitute/Substitute Associate/Paraeducator Date Available: As Needed Closing Date: Always Open Monticello Community School District is seeking Substitute Associates. This would be for an on-call, as needed basis only and could be at any building in the district. For more information, please contact Brooke Holmes, Human Resources, at **********************************, or by phone at ************, option 1. Associate job description is attached for reference. **MCSD reserves the right to close any job posting when a suitable applicant has been found before the deadline. EEO