School psychologist jobs in Blacksburg, VA - 283 jobs

chool Psychologist - Iredell-Statesville, NC Connected Health Care, a recruitment and staffing firm specializing in Healthcare and Educational Services, is seeking a dedicated School Psychologist to join one of our Educational Services partners. This role provides the opportunity to make a lasting impact by supporting students' academic, social, and emotional development in a collaborative school environment. Position Details Location: Iredell-Statesville, NC Contract Length: 30 weeks Compensation: Up to $60/hr (based on experience) Schedule: School-based hours, Monday-Friday Job Description Conduct psychological assessments and evaluations for students Develop and implement individualized education plans (IEPs) and intervention strategies Collaborate with teachers, parents, and administrators to support student learning and well-being Provide counseling and crisis intervention services as needed Monitor student progress and adjust plans based on data and outcomes Ensure compliance with federal, state, and district regulations Education and Certification Requirements Master's or Doctoral degree in School Psychology or related field Current state licensure or certification as a School Psychologist in North Carolina Knowledge of special education laws and procedures (IDEA, Section 504) Previous school-based experience preferred but not required Why Join Us? At Connected Health Care, we are committed to connecting professionals with meaningful opportunities. We provide competitive pay, personalized recruiter support, and the chance to work in a supportive, student-centered environment. About Iredell-Statesville, NC The Iredell-Statesville area combines small-town warmth with easy access to nearby cities. Here are some highlights: Outdoor Recreation: Lake Norman offers boating, kayaking, and hiking trails for outdoor enthusiasts Community Charm: Explore historic downtown Statesville with its local shops, dining, and cultural events Family-Friendly: Safe neighborhoods, great schools, and a welcoming community atmosphere Close to Charlotte: Only a short drive to enjoy pro sports, concerts, and city entertainment Vibrant Culture: Local wineries, arts festivals, and theaters add to the area's appeal Step into a rewarding role while experiencing the best of North Carolina living. Apply today!

SCHOOL PSYCHOLOGIST School Year 2026-2027 Assignments and Locations to be determined Montgomery County Public Schools in Virginia is now accepting applications for school psychologist positions that may become available within our division for the 2026 - 2027 school year. Please note this is a "continuous recruit posting" to build an applicant pool for all schools. As positions become available, all qualified applicants with complete application files will be considered. Should a specific location/job be posted, you may also be required to apply to that posting. PRIMARY RESPONSIBILITIES: The School Psychologist's duties include, but are not limited to: Administers a variety of psychological evaluations to students to aid in determining eligibility for Special Education services Determines the test(s) to be given to the students on an as-needed basis with respect to the referral (e.g. behavioral problems, emotional problems, learning disabilities) Assists in conducting re-evaluations of special education students when requested Confers with parents and school personnel to interpret test findings Consults with teachers and parents to explain the needs of the special education student Recommends to teachers and school counselors special activities geared to help the special education student Recommends alternative learning strategies to teachers of special education Helps identify all types of exceptional children within the school Assists with in-service training of school personnel Cooperates with community health and social welfare agencies Attends Child Study/Case Consultation meetings Writes a psychological report on every student who is referred to special education Provides individual and group counseling services to students ESSENTIAL QUALIFICATIONS AND SKILLS: Hold a Pupil Personnel Services Certificate Hold a master's or educational specialist degree in School Psychology Hold a state endorsement as a school psychologist Demonstrate ability to support students by cooperatively working with parents/guardians and teachers Utilize Google Drive for instructional purposes, collaboration, and managing coursework Create and maintain an inclusive, supportive learning environment that respects the diverse backgrounds and needs of all students Communicate effectively with strong written, verbal, presentation, and interpersonal skills Collaborate with other teachers and contribute to a positive team environment Demonstrate dependability, punctuality, and reliability in fulfilling responsibilities FLSA: Exempt SALARY: $65,000 - $90,378.95 annually, with benefits; commensurate with experience (Salary may change due to 2026-2027 budget considerations) BENEFITS: Anthem Medical Plans - Multiple options available for comprehensive medical and prescription coverage Ameritas Vision Plan - Coverage includes eye exams, lenses, frames, and contact lenses Delta Dental Plan - FREE Delta Dental coverage for employees, spouses, and families Carilion EAP - FREE Confidential Employee Assistance Program providing support for mental health, legal, financial concerns, and crisis support available to employees and their families Generous Employee Leave Benefits - MCPS offers leave benefits for PT and FT employees, including paid sick leave, personal leave, funeral leave, and annual leave. Employees can also join a sick leave bank for extended medical absences, and earn wellness leave. Virginia Retirement System (VRS) - Full-time employees are eligible for the VRS and enrolled in Group Life Insurance at no cost. MCPS contributes a certain percentage to your individual retirement account. Employee Sick Leave Bank - Employees earning sick leave may elect to join our Sick Leave Bank which allows employees to access days in the event of a catastrophic or long term illness when the employee has exhausted all other leave available. You may visit the link below for quick access to your employee benefits portal page. Look around to find your offered policy information, claim forms, search for a provider, and more. ***************************** CLOSING DATE: Open until filled EEO Statement: The Montgomery County School Board is an equal opportunity employer, committed to nondiscrimination in recruitment, selection, hiring, pay, promotion, retention, or other personnel action affecting employees or candidates for employment. Therefore, discrimination in employment against any person on the basis of race, color, religion, ethnic or national origin, sex, pregnancy, childbirth or related medical conditions, age, marital status, sexual orientation, gender identity, disability, political affiliation, status as a veteran, and genetic information (including family medical history) is prohibited. Personnel decisions shall be based on merit and the ability to perform the essential functions of the job, with or without reasonable accommodation, when necessary. The Montgomery County School Board shall provide facilities, programs and activities that are accessible, usable and available to qualified disabled persons. Further, the Montgomery County School Board shall not discriminate against qualified disabled persons in the provision of health, welfare and other social services The following persons have been designated to handle inquiries regarding non-discrimination policies: Director of Human Resources and Assistant Director of Human Resources 750 Imperial Street, SE, Christiansburg, VA 24073 **************

GENERAL RESPONSIBILITIES Collaborates with teachers, parents, and school personnel to improve classroom management strategies or parenting skills; address mental health issues; identifies, assesses, and works with students with disabilities or gifted and talented students; improves teaching and learning strategies for all students. Coordinates and facilitates the needs of students and the school district, including evaluation, counseling, consultation, crisis intervention, threat and risk assessment, staff development, research, educational planning, and coordination with outside agencies. Maintains case records on all referred students. ESSENTIAL TASKS The following duties are normal for this position. The omission of specific statements of duties does not exclude other duties if the work is similar, related, or a logical assignment for this position. While this is intended to be an accurate reflection of the current job, management reserves the right to revise the job description. Other duties may be required and assigned. Serves on student support teams and special education committees at each school in the division. Conducts individual child evaluations designed to identify strengths and weaknesses that can be used to develop effective interventions. Selects, administers, analyzes, and interprets results of psychological and psychoeducational assessment procedures. Analyzes and interprets assessment data using statistical techniques, knowledge of instruments, and understanding of disabling conditions. Integrates findings into systematic case formulations, and plans for intervention through written reports and oral presentations of results. Provides psychological counseling individually and in groups for students who have behavioral, emotional, and/or academic problems that affect their academic performance or their ability to interact well with others. Consults with parents, outside agencies, and school personnel (teachers, administrators, and special education staff) to identify and develop interventions that address the academic, behavioral, and/or social/emotional needs of students. Conducts and participates in field-based research with students. Develops and implements prevention and early intervention programs. Recommends instructional accommodations for both regular and special education students through 504 plans, IEP's, and Student Support. Presents in-service and educational programs to school staff, parents, community agencies, and students, which will expand psychological awareness of issues related to children and adolescents and to perform preventative mental health services. Provides teachers and parents with information about appropriate developmental tasks and expectancies in cognitive, social, communication, physical, and self-help areas. Makes appropriate student referrals to specialists and/or community agencies. Performs other duties as assigned. KNOWLEDGE, SKILLS AND ABILITIES Knowledge of psychological theory and practice, including assessment and test theory, diagnostic categories, personality assessment, learning disabilities, statistics, and counseling theories; knowledge of and adherence to legal procedures as contained in local, state, and federal policies governing special education, including IDEA laws and guidelines; knowledge of and adherence to professional and ethical standards of the American Psychological Association and the National Association of School Psychologists; knowledge of counseling techniques, behavioral management techniques, classroom instructional interventions, and parent training strategies. Ability to establish and maintain effective working relationships with others. EDUCATION AND EXPERIENCE Master's Degree in School Psychology; completion of one year School Psychology internship; eligibility for endorsement as a school psychologist through the Department of Education. Clinical Psychologists or Doctoral-Level School Psychologists - Doctoral Degree in Clinical or School Psychology, completion of one year doctoral internship in professional psychology, license or eligibility for licensure as clinical or school psychologist upon completion of residency year through the Commonwealth of Virginia, Department of Health Professions, Board of Psychology. Experience working with children and adolescents in a school, clinic, or hospital setting. A comparable amount of training and experience may be substituted for the minimum qualifications. PHYSICAL REQUIREMENTS Requires significant sitting for extended periods of time. Must be able to stand, walk bend over, reach overhead, grasp, push, pull, move and lift and/or carry up to 40 lbs. to waist height. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks. RCPS is an Equal Opportunity Employer and does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs and activities. The following person(s) has been designated to handle inquiries regarding the non-discrimination policies: Hayley Poland - Title IX Coordinator **************.

Definition School Psychologists are an integral part of the Multi-Tiered System of Support (MTSS) framework in our schools. The employee works collaboratively with school personnel to design, implement, and evaluate the effectiveness of core instruction and evidence-based interventions. The employee uses data to monitor, evaluate, and adjust evidence-based interventions for students with behavioral, academic, affective, or social needs. The employee provides counseling to individuals or groups of students as appropriate. The employee conducts assessments of students to define problems and to permit the development of suitable interventions; prepares written comprehensive reports of findings according to accepted standards of ethics and professional practice; collaborates with students to solve individual problems and to develop/modify programs in individual schools and/or the LEA. The employee participates in program development in his/her area of special expertise and continues to develop professionally so that students are provided with services based on current professional research, knowledge, and skills. The employee may also be requested to present workshops to share information with other professionals and explain the MTSS and/or Department for Exceptional Children (DEC) processes. Duties and Responsibilities • Participate as a team member on various problem-solving teams and effectively coordinate duties with team members. • Help schools and teams understand universal and progress monitoring data as part of the problem-solving process. • Help with the creation, monitoring, and evaluation of Functional Behavior Assessments and Behavior Intervention Plans. • Serve as a consultant to school personnel including, but not limited to, Special Education teachers and professionals, Social Workers, Counselors, general education teachers, and administrators. • Provide individual and group counseling as needed. • Conduct evaluations of students. • Prepare test reports. • Participate in Individual Education Program Teams to interpret test results and relate test scores to DPI eligibility standards. • Maintain data on tests administered. • Serve on various task forces. • Prepare and present at workshops. • Collaborate with colleagues. • Other duties as assigned. Knowledge, Skills, and Abilities • Knowledge of federal and state laws governing programs and services for exceptional children. • Knowledge of technology to operate a computer to generate psychological reports and data. • Ability to communicate effectively in written and oral forms. • Ability to establish and maintain effective working relationships with parents, teachers, students, and administrators. • Ability to participate in the development and implementation of Individualized Education Plans (IEPs). • Ability to organize time efficiently and to be self-motivated in scheduling assigned work. • Ability to move from school to school to address student needs. • Ability to use sound judgment in approaching and working with sensitive and difficult situations. • Ability to work with colleagues and families in a professional manner. Physical Requirements • Must be able to physically perform the basic life operational functions of climbing, balancing, stooping, kneeling, crouching, crawling, reaching, standing, walking, pushing, lifting, grasping, talking, hearing, and repetitive motions. • Must be able to perform light work exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. • Must possess the visual acuity to prepare data, work with records processes, and do extensive reading and research. • Must be able to physically transport and/or carry psychological materials and laptop computer from one workspace to another, in all types of weather. Minimum Education and Experience • Master's degree in School Psychology from a regionally accredited college/university. • Holds or is eligible for North Carolina Certification as a School Psychologist (00026). This Position Reports Directly to: Lead Psychologist/Executive Director of Department for Exceptional Children Classification: Exempt Salary: North Carolina Salary Schedule for School Psychologist (************************ along with a local and DEC supplement based on years of experience Disclaimer The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job. If offered a position, the prospective employee must pass a required health exam, criminal records check, and drug test.

Student Support Services/School Psychologist POSITION TITLE: School Psychologist REPORTS TO: Exceptional Children Director BEGINNING DATE: Open Until Filled PERFORMANCE RESPONSIBILITIES: Facilitates learning and promotes the cognitive, social, functional, and personal development of all students Identifies and assesses the learning, developmental, behavioral, functional, and mental health needs of students Uses assessment data about the student and his/her environment(s) to develop appropriate interventions and programs Assists in the planning, development, and evaluation of programs to support student growth and development Provides consultation to parents, teachers, other school personnel, and community agencies to enhance the student growth and development Delivers a planned and coordinated program of psychological services Participates as active IEP team member and contributes to building capacity in school EC staff Applies ethics and standards of professional practice in the delivery of school psychological services and observes relevant laws and policies that govern practice Participates in professional organizations and continually seeks to improve professional knowledge and skills Communicates effectively with students, parents, and school staff Keeps accurate records and adheres to timelines and standards EDUCATION AND TRAINING: Must hold or be eligible to obtain a North Carolina educator's license as a School Psychologist. TERM OF EMPLOYMENT: 10 Months SALARY: NC School Psychologist Salary Schedule FLSA STATUS: Exempt PHYSICAL REQUIREMENTS: Must be able to stand, sit, or walk for prolonged periods of time Ability to reach with hands and arms routinely Ability to bend, stoop, carry, push, or pull Ability to carry furniture such as tables and chairs, supplies and materials Must be able to lift up to 15 pounds routinely and 30 pounds occasionally Must be able to facilitate the evacuation of students during emergency situations and/or drills Must be able to visually and auditorily effectively communicate with staff and students Must be able to drive to variety of sites Must be able to tolerate a noisy, busy work environment with occasional very loud noises Must be able to physically assist with the therapeutic/de-escalation process The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job. Onslow County Schools does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. EOE

School Psychologist (1.0 FTE) Collaborates, problem solves, intervenes, and evaluates to support the whole child within a Multi-Tiered System of Support (MTSS). Uses evidence and/or research-based interventions to overcome barriers to student success. Evaluates and analyzes data to support student growth across the tiers. MINIMUM QUALIFICATION: KNOWLEDGE, SKILLS, AND ABILITIES: Considerable knowledge of the National Association of School Psychologists' Model for Comprehensive and Integrated School Psychological Services and the NC Professional School Psychology Standards; Considerable knowledge of Multi-Tiered System of Supports (MTSS) framework for service delivery including universal screening, progress monitoring, problem solving process, and Implementation Science; Considerable knowledge of school environments, child development and curriculum and instruction; Considerable knowledge of state and federal policies and regulations related to special education; Considerable knowledge of Microsoft Office specifically Word, Excel, and PowerPoint; and Google Apps; Effective consultation skills; Experience with a variety of formal and informal student assessment measures when considering all areas of suspected disabilities; Effective critical thinking and problem-solving skills; Ability to reflect on practice and engage in continuous improvement; Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback; Ability to establish and maintain effective working relationships with school system staff, students, parents, mental health professionals, external agencies. EDUCATION, TRAINING, AND EXPERIENCE: Advanced sixth-year level degree in School Psychology. CERTIFICATION AND LICENSE REQUIREMENTS: Must hold or be eligible for a North Carolina professional educator's license in school psychology; Must hold and maintain a valid motor vehicle operator's license according to the State of North Carolina requirements. PREFERRED QUALIFICATIONS: Experience that incorporates comprehensive and integrated school psychological services; Experience providing crisis and suicide prevention and intervention; Demonstrated skills to design and deliver professional development; Understanding Section 504/Americans with Disabilities Act (ADA) policies; Nationally Certified School Psychologist (NCSP) credential. ESSENTIAL DUTIES AND RESPONSIBILITIES: Collaborates with district and school level staff to deliver a MTSS that provides high quality instruction and intervention matched to student need across tiers. Provides services to schools including direct and indirect support of universal screenings, use of databased problem-solving, data-based decision making, development of academic and behavioral interventions, progress monitoring, and interpretation of data to various stakeholders. Consults with school system staff, families, community members, private agencies and others individually or through team meetings regarding cognitive, academic, social and behavioral performance/needs of individuals and groups of students. Administers relevant assessments, as needed, to provide additional data and understanding regarding a student's response to intervention. Administers and provides written reports of comprehensive psychoeducational assessments to address areas of suspected disability when required, including review of records, interviews with stakeholders, observations of students, and direct testing. Promotes a respectful environment for diverse populations by using knowledge of school environments, child development, curriculum, and instruction to improve student achievement. Addresses and promotes student safety through intervention and crisis response to schools, suicide screenings and threat assessments. Provides mental health and social-emotional learning within a MTSS. Provides professional development to stakeholders on pertinent topics; participates in professional learning activities. Engages in professional growth that is linked to professional goals and district/school improvement plans and strategic plans. Perform other related duties as assigned. LEGAL, ETHICAL, AND PROFESSIONAL PRACTICE School psychologists provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills. WORKING CONDITIONS: PHYSICAL ENVIRONMENT Must be able to use a variety of office equipment such as computers, copiers, and scanners. Be able to frequently lift, carry, push, pull or otherwise move objects up to twenty-five pounds. The work frequently requires driving automotive equipment. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for medium work. WORK ENVIRONMENT Must be able to work in an office and school environment, and come into direct contact with school system staff, students, parents, mental health professionals, and external agencies.

Qualifications: Must have or be eligible for Virginia licensure. Licensure as a school psychologist. Knowledge of Special Education laws of Virginia. Bilingual preferred. Dual endorsement in English as a Second Language and/or Special Education, or in any other content area, is preferred but not required. Experience: Experience working as a School Psychologist. Experience working directly with students Pre-K -- 12. Counseling experience. Experience with program planning for students and families. Responsibilities: Extensive knowledge of psychological instruments. Excellent oral and written communication skills. Ability to work effectively with a multi-ethnic population. Must have effective writing skills. Good knowledge of Office of Student Services functions. Ability to communicate effectively in English both orally and in writing. Ability to meet monitor and meet deadlines. Technology skills (Microsoft Word, Outlook, Excel, Power Point). Ability to work effectively with staff and parents from various cultural backgrounds. Knowledge of the resources and programs of the Arlington Public Schools and the local community. Knowledge of state and federal laws (e.g., IDEA, Section 504). Salary: Salary will be based on the FY2026-27 salary schedule. Arlington Public Schools is an Equal Opportunity Employer It is the policy of the Arlington School Board, as stated in Policy G-2.30, Employee Relations - Equal Employment Opportunity - that “Employment opportunities shall not be restricted, abridged or otherwise adversely affected on the basis of race, national origin, creed, color, religion, gender, age, economic status, sexual orientation, national origin, marital status, genetic information, gender identity or expression, and/or disability.”

Reports to: Supervisor of Personnel and Middle School Education FLSA Status: Exempt Evaluates needs of average, gifted, disabled, and disturbed children within educational system or school, and plans and carries out programs to enable children to attain maximum achievement and adjustment by performing the following duties. ESSENTIAL DUTIES AND RESPONSIBILITIES: Conducts diagnostic studies to identify child's needs, limitations, and potentials, observing child in classroom and at play, studying school records, consulting with parents and school personnel, and administering and interpreting diagnostic findings; Provides psychological services for students to assist in the measurement and interpretation of their intellectual, social, physical, emotional, and educational development; assist in the identification of handicapping conditions; provide practical recommendations for implementation in the classroom; Prepares clearly written, comprehensive psychological reports which address the referral issues and provide practical recommendations that can be realistically implemented by school personnel and used to assist in the development of the Individual Educational Plan (IEP); Plans special placement or other treatment programs; Provide Medicaid Supervision of Plan of Care for students with a Behavioral Intervention Plan; Maintains accurate and careful records of all psychological services provided; Counsels pupils individually and in groups to assist pupils to achieve personal, social, and emotional adjustment; Follows federal, state, and local laws, regulations and policies regarding children's educational welfare; and serves as an advocate for students and parents; Assists, as needed, with the development and provision of in-service programs related to child behavior, child development, special programs, and preventative mental health in the school setting; Serves as liaison between the schools and consulting clinical psychologists, psychiatrists, and mental health agencies; Carries out research to aid in introduction of programs in schools to meet current psychological, educational, and sociological needs of children; Advises teachers and other school personnel on methods to enhance school and classroom atmosphere to provide motivating educational environment; Refers individuals to community agencies to secure medical, vocational, or social services for child or family; Serves as a member of The Child Study Team, as requested, and the Special Education Eligibility Committee. Serves as chairperson of certain eligibility committees, as assigned; Serves as consultant to school board, superintendent, administrative committees and parent teacher groups in matters involving psychological services within educational system or school; Administers individual diagnostic techniques for the assessment of intelligence, personality, aptitude, achievement and perception; Conducts short-term individual and/or group counseling whenever possible; Conducts in-service workshops or consultative conferences for school personnel on request or as needed; Interprets test results to parents and teachers; Serves on School Crisis Team; Serves as a member of the Scott County Juvenile drug court team; Attends professional workshops and conferences to refine skills and gain new competencies; Keeps abreast of the professional literature in order to remain alert for ways in which psychological services to students can be improved, and makes such suggestions and recommendations; Complies with and supports school and division regulations and policies; Models non-discriminatory practices in all activities; Performs other duties as assigned. KNOWLEDGE, SKILLS AND ABILITIES: Knowledge of psychological theory and practice including assessment and test theory, diagnostic categories, personality assessment, learning disabilities, statistics, and counseling theories; knowledge of and adherence to legal procedures as contained in local, state, and federal policies governing special education, including IDEA laws and guidelines; knowledge of and adherence to professional and ethical standards of the American Psychological Association and the National Association of School Psychologists; knowledge of counseling techniques, behavioral management techniques, classroom instructional interventions, and parent training strategies. EDUCATION AND/OR EXPERIENCE: Master's degree (M.A.) or equivalent; Hold appropriate Virginia Department of Education certification. Hold a license from the Board of Psychology. 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. While performing the duties of this job, the employee is regularly required to stand, sit, and talk or hear. The employee is occasionally required to walk; use hands to finger, handle or feel; and reach with hands and arms. The employee must frequently lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, and depth perception. Occasional personal and close contact with children in the learning environment is required. Regular contact with staff members, administration, and parents is required. Frequent contact with parents by phone and in person is necessary. Occasional contact with medical professionals may be required. EVALUATION: Performance on this job will be evaluated in accordance with school board policy and administrative regulations on evaluation of personnel.

Beginning August 20, 2024 DAVIE COUNTY SCHOOL SYSTEM SCHOOL PSYCHOLOGIST - PSYCHOLOGICAL SERVICES EXCEPTIONAL CHILDREN SERVICES REPORTS TO: Director of Exceptional Children SUPERVISES: May supervise professional, paraprofessional and clerical staff. PURPOSE: School psychologists help students succeed academically,socially, and emotionally. They collaborate with educators, administrators, families, and other mental health professionals to create safe, healthy, and supportive learning environments for all students and strengthen connections between home and school. DUTIES AND RESPONSIBILITIES I. FOUNDATIONS OF SCHOOL PSYCHOLOGY School Psychologist: Professional Legal, Ethical, and Professional Practice Practice in ways that meet all appropriate ethical, professional, and legal standards. Understand and apply federal, state, and local policies and regulations in the delivery of school psychological services. Maintain confidentiality of student records and information. Use technology in ways that are consistent with ethical and responsible professional practice. Student Diversity in Development and Learning Recognize issues of diversity that affect routine interactions with other people and organizations. Modify or adapt routine practice to effectively meet these diverse needs. Demonstrate sensitivity and skills needed to work with families,students, and staff from diverse cultures and backgrounds. Information Technology Establish and maintain expertise in using technology such as data management, report writing, web pages, literature reviews, and data analysis. Use spreadsheets or other software programs to organize and graphically display data and monitor progress when appropriate for use at the system, building, and individual student level. Research and Program Evaluation Evaluate and synthesize a cumulative body of research findings as a foundation for effective service delivery. Collect, analyze, and interpret program evaluation data in applied settings. Evaluate the effectiveness of school-based intervention plans. School Systems Organizational Change, Policy Development, and School Climate Understand the organization of schools and systems change to provide leadership in developing and implementing early intervention and prevention programs. Demonstrate knowledge and leadership when assisting in the development of school policy that impacts student learning and safety. Demonstrate knowledge of school and classroom climates and use such knowledge to assist in developing school improvement plans and classroom interventions. II. PROFESSIONAL PRACTICE COMPETENCIES School Psychologist: Home/School/Community Collaboration Use empirically supported strategies to design, implement, and evaluate effective policies. Employ practices that promote home, school, and community partnerships and enhance learning and mental health goals for students. Identify diverse cultural issues, situations, and other factors that influence family, school, and community interactions and address such issues when developing and providing services. Enhancement of Student Wellness, Social Skills, and Life Competencies Demonstrate knowledge regarding the social, affective, and adaptive domains of child development. Identify and apply sound principles of behavior change within these domains to assist in designing and implementing prevention and intervention programs. Enhancement of Student Cognitive and Academic Skills Help schools develop challenging, but achievable, cognitive and academic goals for all students. Collaborate with others to develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, needs, and develop interventions to achieve these goals. Implement appropriate and alternative ways to monitor and assess the effectiveness of interventions and individual student progress toward goals. Assess students' cognitive abilities using a variety of instruments and techniques that are appropriate for the individual student. Systems-Based Service Delivery Provide leadership in developing a safe, caring, and inviting school with a sense of community where contributions of all persons are valued, where there are high expectations of excellence for all students, and where home-school-agency partnerships are valued. Data-Based Decision Making and Accountability Demonstrate expertise in collecting, managing, and interpreting various types of individual and group data. Apply sound principles of data-based decision making to all aspects of practice (e.g., designing interventions, monitoring student progress, consulting with school administrators, and disseminating intervention research findings within the school setting). Consultation and Collaboration Demonstrate strong interpersonal skills and the ability to work, communicate, and collaborate effectively with teachers, other school staff, and families as part of a team within the school setting. Ensure that students and families know about community services and programs and assist them in accessing these, as appropriate. Prevention, Early Intervention, and Crisis Management Participate in planning and implementing prevention programs to address the social and affective needs of students (e.g., programs to address bullying,school violence, and school safety). Have knowledge of universal screening, as well as early reading and math literacy. Participate in designing prevention and intervention methods to address programs that influence student learning. Group and Individual Counseling Techniques Provide direct services to individuals or groups of students (e.g., counseling, crisis interventions, mentoring, and individual safety plans, when appropriate). Consult and confer with teachers, staff, and families about strategies to facilitate the social and affective adjustment of students. Promoting Safe and Effective Learning Environments Participate in planning and/or implementation of school or system-level crisis response. Identify resources and coordinate services with other professionals and/or agencies to address students' behavioral, affective, or social needs. ADDITIONAL JOB FUNCTIONS Performs other related work as required. MINIMUM TRAINING AND EXPERIENCE 60 hour Master's degree in school psychology from an approved school psychology training program plus a one year internship providing psychological services; or any equivalent combination of training and experience which provides the required knowledge, skills and abilities. SPECIAL REQUIREMENTS Must be certified as a school psychologist by the State of North Carolina. Must possess a valid North Carolina driver's license. MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, typewriters, overhead projectors, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 80 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree. Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things. Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to assistants or subordinates. Language Ability: Requires the ability to read a variety of correspondences, reports, forms, requisitions, referrals, manuals, etc. Requires the ability to prepare correspondence, reports, forms, records, proposals, appraisals, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak to people with poise, voice control and confidence. Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including psychological terminology. Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the theories of descriptive statistics and statistical theory. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment. Manual Dexterity: Requires the ability to handle a variety of items such as office equipment. Must have minimal levels of eye/hand/foot coordination. Color Discrimination: Requires the ability to differentiate between colors and shades of color. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.). Must be able to communicate via telephone. KNOWLEDGE, SKILLS AND ABILITIES Considerable knowledge of federal, state and local policies and procedures regarding psychological services. Considerable knowledge of psychological services appropriate for school age children. Considerable knowledge of appropriate actions to be taken in emergency situations. Considerable knowledge of the current literature, trends, methods and developments in the area of school psychological services. General knowledge of the ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state and local laws, rules and regulations. General knowledge of the principles of supervision, organization and administration. Ability to interpret student behavior, system policies and state procedures. Ability to coordinate large programs. Ability to develop, counsel and support staff. Ability to evaluate the effectiveness of programs and make recommendations for improvements. Ability to use common office machines and popular computer-driven word processing, spreadsheet and file maintenance programs. Ability to maintain complete and accurate records and to develop meaningful reports from them. Ability to effectively express ideas orally and in writing. Ability to establish and maintain effective working relationships as necessitated by work assignments. DISCLAIMER The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

Invo Healthcare is the nation's leading provider of behavior, mental health and therapy services in schools, centers and communities. We're seeking a talented full time School Psychologists to join our school-based services team in Gastonia, NC Professional License Requirements: Applicants are required to have the following, legally mandated certifications. Applicants without these requirements will not be considered. Hold Master's Degree or higher in School Psychology Have active state-level credential as a School Psychologist What to expect from this role: Experience working in schools or with children is a plus Providing psychological counseling to students, parents, and staff Conducting psycho-educational evaluations of school-aged children identified or suspected of having learning or behavioral disabilities, and to develop reports on findings Providing psychological counseling to students, parents, and staff, and as needed make referral to appropriate community resources Observing pupils in classrooms and other school settings Serving as member of the Individualized Education Plan (IEP) team for students with psychological concerns Facilitating goals and objectives per individual child's educational plan Administering and evaluating standard psychological tests to assess the intellectual, educational, emotional, social and behavioral development of referred students, if needed Maintaining appropriate records Working in coordination with school personnel and parents to develop appropriate programs for eligible students Ensuring all services are performed in accordance with state laws and regulations Fulfilling any other school psychologist needs that arise in the school How Invo Supports You We know there's more to life than a job, so we've put together a supportive package of insurances, allowances, and development tools to help you grow no matter your season of life. -- Your Basics -- Paid Time Off, with flat and accruing options so you can rest as needed Multiple medical & supplemental benefit options; from RBPs to PPOs, you're covered Professional Liability Coverage so you can focus with peace of mind Company sponsored Short-Term Disability, with additional options for long-term disability & critical illness Day-1 401(k) options with discretionary company match options -- Professional Development -- Up to $500 Professional Development allowance for items including subscriptions, education materials, classroom materials and more. Up to $225 per year Professional Membership Dues for organizations including ASHA, AOTA, NBCOT, APTA, and more. Licensure Reimbursement for qualifying licenses and expenses Unlimited access to a library of CEUs Access to Employee Assistance Programs -- Personalized Assistance -- Your dedicated Employee Relationship Manager provides tailored support for you throughout your time at Invo, becoming a one-stop-shop to help navigate your career change We offer district intervention if you're struggling to find the support you need day-to-day Who is Invo Healthcare? Invo Healthcare has been providing therapy services to children for 30 years in school-based contracts and clinics, with the mission of inspiring and nurturing growth for all learners. The Invo team is comprised of education and therapy leaders who have a keen understanding of how to meet the unique needs of school districts, children and families and help them succeed. Each of our employees are wholeheartedly committed to providing positive outcomes for children and helping them shine in their own way. As a school-based opportunity, this role requires: While performing the duties of this job, the employee is regularly required to sit, stand, walk, talk, hear, and reach with hands and arms. The employee must have the ability to move freely throughout school facilities, including classrooms, hallways, playgrounds, and therapy spaces. The position frequently involves bending, kneeling, crouching, and assisting students at their physical level (e.g., floor activities or adaptive seating). The employee may be required to lift, carry, push, or pull materials and equipment weighing up to 25 pounds and occasionally assist students with mobility or transfers. Vision and hearing abilities must be sufficient to observe student behavior, read printed materials and digital screens, and communicate effectively. The employee must be able to maintain visual and auditory attention to ensure student safety and engagement throughout the school day. Work is typically performed in a school environment with moderate noise levels and frequent movement between classrooms or buildings. The employee may occasionally be exposed to body fluids or communicable diseases while performing job duties and must follow district and company safety protocols. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the job. Learn more about Invo at: *********************

is for 32 hours per week. We are currently seeking dedicated School Psychologist to join our team in a local traveling role. This position offers a dynamic work environment and requires a flexible, adaptable approach to meet the evolving needs of students and schools. As a traveling School Psychologist, you'll have the opportunity to make a meaningful impact while helping students reach their full potential. You will provide services at the following school locations: Summit Creek Academy- Browns Summit, NC Gate City Charter Academy- Greensboro, NC What We Offer: Flexible scheduling options Competitive salary Affordable, comprehensive benefits package 401(k) plan with employer match A meaningful, mission-driven work environment COMPANY INFORMATION: National Heritage Academies (NHA) partners with communities to build and operate public charter schools. Founded in 1995, today NHA serves over 100 schools in nine states, with more than 65,000 students in kindergarten through 12th grade. Our schools are designed to eliminate the achievement gap and provide school choice to families so their children are prepared for success in college, career, and life. A majority of our schools consistently outperform their local district on the state test. According to the Center for Research on Education Outcomes at Stanford University, NHA is a leading performer among charter schools and management organizations, outperforming both conventional district schools and other charter school operators. In addition, according to our employee survey, over 90% of respondents agree that the work they do is meaningful to them. Join our team. DUTIES AND RESPONSIBILITIES: Administer and interpret a wide range of standardized assessment instruments to evaluate cognitive, academic, social-emotional, and behavioral functioning. Guide and support staff in administering achievement tests as needed. Conduct comprehensive psychological and psycho-educational evaluations to inform eligibility determinations and intervention planning. Develop and implement evidence-based interventions and instructional supports to assist in developing students' academic, behavioral, and social-emotional skills. Assist in the development, writing, and implementation of Individualized Education Programs (IEPs), collaborating with school staff to ensure goals are meaningful and achievable. Provide direct counseling services to students and consult with families, offering guidance and connecting them with additional resources when necessary. Participate in the IEP and Section 504 processes, providing input on assessment results, intervention strategies, and student progress. Support the implementation of systematic intervention by assisting with data collection, progress monitoring, and intervention planning. Conduct risk assessments for students experiencing emotional or behavioral crises and collaborate with school teams to ensure appropriate interventions and supports. Provide training and professional development to school staff on topics such as behavior management, trauma-informed practices, and mental health awareness. Support school-wide initiatives that promote a positive school climate. Maintain an accurate record of student caseload requirements and update the Administrator over Special Education on any changes. Maintain a detailed schedule and service logs, and track student progress toward intervention goals. Demonstrate professionalism in handling confidential matters and materials. Pursue ongoing professional development to stay informed about current practices and research in school psychology. Participate in school initiatives such as crisis response planning and student wellness programs. Attend parent-teacher meetings and IAT meetings as needed to discuss student progress and support plans. Perform additional duties as assigned by the building principal. QUALIFICATIONS: Valid state certification or licensure as a School Psychologist Strong communication and interpersonal skills Ability to collaborate effectively with educators, parents, and other professionals Please click here to learn more about our core values. National Heritage Academies is an equal opportunity employer.

Open Until Filled. (200 or 220 day contract) KNOWLEDGE, SKILLS, AND ABILITIES Decision-making skills are an important aspect of this position, affecting a large segment of the organization, students, and teachers. Extensive knowledge of acceptable psychological testing procedures and practices is required. Knowledge of special education laws and regulations is required. Candidates must be knowledgeable of school law and the legal provisions related to childcare. Must be able to demonstrate the ability to function effectively as a team member in determining appropriate services for the children through such meetings as Child Study, Eligibility, IEP, etc. EDUCATION AND EXPERIENCE Candidate must be a graduate of an accredited college or university and must hold an Ed.S. Degree or equivalent from an approved program in school psychology or have otherwise qualified for DOE licensure in the State of Virginia. EEO Job Description Salary Scale

School Psychologists Needed! >Virtual or In-Person LPA Required Apply Here: *********************** VARIOUS LOCATIONS THROUGHOUT MOST OF NORTH CAROLINA - POSTED AND UNPOSTED UPCOMING OPPORTUNITIES Virtual Opportunities are available for select school districts, but in person is preferred. >PK through 12-multiple openings >Sign-on Bonus available for select positions Requirements: Master's or Doctorate degree in psychology NC Psychology Board license NC School Psychologist license preferred (may be waived for certain districts Kinetic offers a range of incentives to its employees: Generous compensation and benefits Long-term job stability Mentoring for new professionals Excellent administrative support Annual supplies stipend Opportunities for continuing education, growth, and advancement Discover what it means to be a part of Team Kinetic: Kinetic Culture Video Glassdoor Indeed (Kinetic received a high work well-being score of 88 via a third-party survey by Indeed.com! Facebook Full-Time Benefits Paid Holidays (10), Paid Vacation Days (10), Paid Sick Leave (48 hours) Medical, Dental, Life, Vision, AD&D Insurance Plans Long-Term and Short-Term Disability Insurance (covers maternity leave*) AFLAC insurance available Retirement: 401k and/or Roth IRA; company matches and no waiting period for vesting Malpractice Insurance Continuing Education Direct Deposit / Financial Services Package 12-month pay plan available for school employees *terms apply Choose a path that aligns with your values, interests, skills, and aspirations. It is a journey of self-discovery and exploration. Kinetic has a multidisciplinary team approach!

School Psychologist Reports to: Director/Assistant Director of Exceptional Children, Lead Psychologist Terms of Employment: 10 months Pay Range: NC Salary Schedule (commesurate with experience) plus local supplement FLSA Status: Exempt Nature of Work To facilitate the learning and development of student by promoting their cognitive, emotional, behavioral, and social development. Education and Experience A master's degree or higher from an accredited college or university Such alternatives to the above qualifications as the Board may find appropriate and acceptable. Certification and Licensure Requirements (if applicable): Valid license to practice as a school psychologist (Level II or III) Must pass and qualify for work in Pre-K (NCDHHS Background Check) Essential Functions/Typical Tasks Conduct assessments appropriate to the focus of concern and according to prevailing professional standards Uses assessment data to make recommendations relative to instructional strategies and program eligibility Assists in planning and developing interventions, programs, and/or services base on the identified needs of students Counsels students on education and personal adjustment issues on a priority basis, as time permits, and assists with crisis intervention counseling Consults with teachers, other school staff, and parents about ways to facilitate learning and adjustment for individuals or groups of students Helps provide liaison and coordination between the school system and other relevant agencies to facilitate services for students and families Plans and implements in-service programs for staff and/or parents, as needed Delivers services consistent with the National Association of School Psychologists (NASP) and the American Psychologist Association (APA) principles and professional standards of practice. Observes federal, state, and local policies and regulations in the delivery of school psychological services Works to ensure students' rights and welfare in the school and community Engages in continuing professional development by assessing one's own needs and seeking ways to address needs Physical ability (able to exert p to 20 pounds of force occasionally) and dexterity to perform the duties and responsibilities of the job Position is contingent on finishing all required duties and may involve minimal extended employment beyond the school year Knowledge, Skills, and Abilities Experience and knowledge of students needs at different ages, educational and developmental levels Working knowledge of educational practices, processes, and techniques Willingness to become familiar with Craven County School Districts educational policies and rules as well as federal and state laws, regulations, policies, and rules Skill in communicating verbally, and written, through translation and interpretation Skill in establishing and maintaining effective working relations with others Maintain confidential student information Participates in staff development opportunities by the District Participates in CPI certification yearly Physical Requirements The work is primarily sedentary. It requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work at times requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights. The work requires activities involving driving automotive equipment. Special Requirements NA *In compliance with Federal Law, Craven County Schools administers all education programs, employment activities and admissions without discrimination against any person on the basis of sex, race, color, religion, national origin, age and disability.

We are seeking a licensed Clinical Psychologist or School Psychologist to provide essential psychological services, with a strong emphasis on diagnostic testing and evaluation, to level II Residential youth in North Carolina. This role focuses on conducting comprehensive diagnostic assessments, psychological interventions, and diagnosing residents with intellectual and developmental disabilities (IDD), including autism spectrum disorder (ASD), in a residential setting that offers 24-hour care to promote independence, skill development, and community integration. Diagnostic testing will include intellectual functioning assessments evaluating cognitive abilities such as verbal and nonverbal reasoning, memory, and processing speed; personality assessments examining traits, emotional functioning, and behavioral patterns; behavioral assessments observing and evaluating behavior in various settings, including natural environments; and norm-referenced measures using standardized tests to compare an individual's performance against a larger group. Services must align with evidence-based practices, North Carolina General Statutes (including Chapter 122C for Mental Health, Developmental Disabilities, and Substance Abuse Services; G.S. 90-270 for the Psychology Practice Act; and G.S. 58-3-192 for ASD coverage), and North Carolina Medicaid Clinical Coverage Policies, particularly Policy 8C (Outpatient Behavioral Health Services Provided by Direct-Enrolled Providers) and Policy 8F (Research-Based Behavioral Health Treatment for Autism Spectrum Disorder). The position emphasizes culturally competent, age-appropriate care in natural environments, with a focus on comprehensive diagnostic assessments, individualized treatment plans, and collaboration with interdisciplinary teams. As a direct-enrolled Medicaid provider, the psychologist will ensure all services are medically necessary, supported by DSM-5 diagnoses, and compliant with ethical standards from the North Carolina Psychology Board and the American Psychological Association. For beneficiaries under 21, services may qualify under Early and Periodic Screening, Diagnostic, and Treatment (EPSDT) provisions if they ameliorate defects or conditions. Recent updates to behavioral health policies effective January 1, 2025, have removed certain utilization management requirements for parity compliance, but core service delivery standards remain. Essential Duties and Responsibilities - Child Treatment & Development: Conduct comprehensive diagnostic assessments and diagnostic testing using standardized, culturally appropriate tools (e.g., CPT codes 96130-96133 for psychological evaluation, 96136-96139 for test administration and scoring) to assess cognitive, psychological, and functional impairments, informing treatment plans and ASD/IDD diagnoses per Policy 8C and 8F requirements. This includes: Intellectual functioning assessments to evaluate cognitive abilities, including verbal and nonverbal reasoning, memory, and processing speed. Personality assessments to examine personality traits, emotional functioning, and behavioral patterns. Behavioral assessments involving observation and evaluation of a person's behavior in various settings, including natural environments within the group home. Utilization of norm-referenced measures, such as standardized tests, to compare an individual's performance against a larger normative group for accurate diagnosis and intervention planning. Provide psychological interventions such as individual, group, and family psychotherapy (e.g., CPT codes for psychotherapy services), crisis intervention (e.g., psychotherapy for crisis under Policy 8C), and behavioral strategies to reduce symptoms, improve functioning in social, educational, and occupational domains, and support habilitation goals in the group home setting. Perform diagnosing for ASD and other IDD conditions, ensuring diagnoses are based on DSM-5 criteria, scientifically validated tools, and documented evidence of functional impairment; collaborate with physicians or other licensed professionals as needed. Develop and oversee individualized treatment or habilitation plans, incorporating diagnostic findings, environmental adaptations, and skill-building techniques (e.g., social skills instruction, video modeling) while ensuring generalization across residential routines like meals, recreation, and daily living. Collect and analyze data on resident outcomes using objective measures, maintain accurate records compliant with 10A NCAC 27G standards, HIPAA, and Medicaid documentation requirements (e.g., service notes supporting medical necessity and billed CPT/HCPCS codes). Participate in crisis response, commitment examinations (as an eligible psychologist under Chapter 122C), and interdisciplinary team meetings with physicians, ABA therapists, occupational therapists, and social workers to ensure cohesive, least-restrictive care. Adhere to client rights under Chapter 122C, including dignity, privacy, informed consent for treatment (or advance instructions if incapable), and freedom from abuse; obtain necessary permissions for interventions in shared spaces and promote client self-determination. Ensure services are provided in the group home or other natural settings (e.g., community access sites with approval), Engage in ongoing professional development, cultural competency training, and quality assurance activities to maintain compliance with state and federal regulations, including recent parity updates removing quantitative and non-quantitative treatment limitations. Other duties as assigned. Qualifications To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education/Experience Doctoral degree (Ph.D., Psy.D., or Ed.D.) in clinical psychology, school psychology, or a related field from an accredited program. At least two years of post-licensure clinical experience working with individuals with IDD or ASD in residential or outpatient settings, including extensive diagnostic testing; familiarity with Level II group home operations (licensed by the North Carolina Division of Health Service Regulation) preferred. Experience in commitment examinations, capacity determinations, and substance abuse assessments under Chapter 122C is a plus. Direct enrollment as a Medicaid provider with a National Provider Identifier (NPI) and Medicaid Provider Number (MPN) Required Skills/Abilities Must have the ability to respond effectively within and cope with an environment that can be extremely stressful on the mind and body. All potential job candidates must pass a drug screening test, TB, and an extensive background check. Proficiency in DSM-5 diagnosing, psychological testing (e.g., intellectual, personality, behavioral, and norm-referenced assessments), evidence-based interventions (e.g., CBT, behavioral therapy), and ethical guidelines. Strong understanding of North Carolina statutes (e.g., Chapter 122C for facility operations, client rights, and involuntary commitments; G.S. 90-270 for scope of practice), Clinical Coverage Policies 8C (for outpatient therapy and testing) and 8F (for RB-BHT diagnosis and supervision), and Medicaid enrollment standards. Expertise in cultural humility, crisis de-escalation, and promoting independence for residents with moderate to severe needs. Certificates, Licenses, Registrations A valid NC driver's license, at least three years of driving with a driver's license and clean driving record are required. Must hold a current license as a Psychologist (LP) or Licensed Psychological Associate (LPA) from the North Carolina Psychology Board; school psychologists must have credentials allowing clinical practice in non-school settings (e.g., NC Department of Public Instruction licensure with eligibility for health services provider certification). For ASD/IDD services, must qualify as a Licensed Qualified Autism Service Provider (LQASP) under Policy 8F. Note: Supervision for LPAs follows current requirements under G.S. 90-270.139, with amendments for independent practice after specified experience effective October 1, 2025, per Session Law 2025-37. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 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. Will frequently perform a wide variety of physical tasks such as standing, walking, running, stooping, bending, climbing stairs, and lifting of individuals, which requires strength, coordination, endurance, and agility. In addition, there may be occasional contact with hostile individuals, and incumbents may be subjected to physical and verbal abuse while restraining children and adolescents.

School Nutrition Associate (5 Hours) GENERAL INFORMATION Title: School Nutrition Associate (5 Hours) Department: School Nutrition Salary Grade: Schedule A FLSA Status: Non-Exempt Site/Location: Dunbar Middle School Reports to: Site Manager Date: 12/18/2025 POSITION SUMMARY Support the LCS School Nutrition Program by preparing and serving food and maintaining the kitchen and service area. Employees in this class receive on-the-job training in the basics of food preparation and cafeteria operation. Nature of work requires sustained moderate physical effort, operation of standard food service equipment, and continuous standing. The work is performed under the supervision of a cafeteria manager or other cafeteria employee. ESSENTIAL FUNCTIONS Perform daily cooking, serving, and cleaning duties as assigned by the Manager. Help organize and maintain the inventory system for food and supplies. Follow all local, state, and federal guidelines for health and safety. Develop and maintain effective working relationships. Demonstrate professionalism and excellent customer service. Perform duties with awareness of all division requirements and School Board policies. Attend all training sessions recommended by the manager and director. Wear only approved uniforms and shoes to work. Other duties as assigned. LYNCHBURG CITY SCHOOLS COMPETENCIES Personal Competencies Honesty Integrity Ethical Equity Minded Emotional Intelligence Cultural Competence Safety Quality Leadership Competencies Models Excellent Customer Service Thinks Strategically Shows Initiative Acts Decisively Communicates Effectively Works Collaboratively Resolves Conflict Proactively Functional Competencies Technical Capabilities Computer Literacy Data Analysis and Management Fiscal Planning and Management Project Management Strategic Planning EDUCATION AND EXPERIENCE High school diploma or equivalent No experience required: experience with food services and/or school nutrition programs preferred KNOWLEDGE, SKILLS AND ABILITIES Some knowledge of food preparation. Ability to follow food sanitation procedures. Ability to perform basic math. Ability to learn prescribed food preparation methods and school cafeteria operations. Ability to lift and move objects weighing a maximum of 50 pounds. Ability to stand for the duration of the work day, allowing for breaks as outlined in the School Nutrition Employee Handbook. Ability to retrieve necessary menu items and recipe ingredients. Ability to communicate clearly and concisely, both orally and in writing. Ability to read, write, and comprehend simple instructions, correspondence, and memos. Basic human relations skills needed to work cooperatively in close proximity with others under constant deadlines. SUPERVISORY RESPONSIBILITY None TRAVEL REQUIREMENTS Local travel to meetings and alternate work assignments as required. WORK ENVIRONMENT AND 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. While performing the duties of this job, the employee is required to frequently stand; sit; walk; talk or hear; use hands to finger, handle, type, or feel; and stoop, kneel, or crouch. OTHER DUTIES Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice. AAP/EEO STATEMENT LCS is an EEO/Affirmative Action Employer and does not discriminate on the basis of age, race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, protected veteran status, disability or any other legally protected status. JOB STATUS: OPEN SALARY: Please refer to LCS Employee Pay Scales found here: ***************************************************************** DAYS: 180 START DATE: 2025-26

Qualifications: Advanced Degree Nature of Work School psychologists help students succeed academically, socially, and emotionally. They collaborate with educators, administrators, families, and other mental health professionals to create safe, healthy, and supportive learning environments for all students and strengthen connections between home and school. Essential Job Functions: Practice in ways that meet all appropriate ethical, professional, and legal standards. Understand and apply federal, state, and local policies and regulations in the delivery of school psychological services. Maintain confidentiality of student records and information. Use technology in ways that are consistent with ethical and responsible professional practice. Recognize issues of diversity that affect routine interactions with other people and organizations. Modify or adapt routine practice to effectively meet these diverse needs. Demonstrate sensitivity and skills needed to work with families, students, and staff from diverse cultures and backgrounds. Establish and maintain expertise in using technology such as data management, report writing, web pages, literature reviews, and data analysis. Use spreadsheets or other software programs to organize and graphically display data and monitor progress when appropriate for use at the system, building, and individual student level. Evaluate and synthesize a cumulative body of research findings as a foundation for effective service delivery. Collect, analyze, and interpret program evaluation data in applied settings. Evaluate the effectiveness of school-based intervention plans. Understand the organization of schools and systems change to provide leadership in developing and implementing early intervention and prevention programs. Demonstrate knowledge and leadership when assisting in the development of school policy and impacts student learning and safety. Demonstrate knowledge of school and classroom climates and use such knowledge to assist in developing school improvement plans and classroom intervention. Use empirically supported strategies to design, implement, and evaluate effective policies. Employ practices that promote home, school, and community partnerships and enhance learning and mental health goals for students. Identify diverse cultural issues, situations, and other factors that influence family, school, and community interactions and address such issues when developing and providing services. Demonstrate knowledge regarding the social, affective, and adaptive domains of child development. Identify and apply sound principles of behavior change within these domains to assist in designing and implementing prevention and intervention programs. Help schools develop challenging, but achievable, cognitive and academic goals for all students. Collaborate with others to develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, needs, and develop interventions to achieve these goals. Implement appropriate and alternative ways to monitor and assess the effectiveness of interventions and individual student progress toward goals. Assess students' cognitive abilities using a variety of instruments and techniques that are appropriate for the individual student. Provide leadership in developing a safe, caring, and inviting school with a sense of community where contributions of all persons are valued, where there are high expectations of excellence for all students, and where home-school-agency partnerships are valued. Demonstrate expertise in collecting, managing, and interpreting various types of individual and group data. Apply sound principles of data-based decision making to all aspects of practice (e.g., designing interventions, monitoring student progress, consulting with school administrators, and disseminating intervention research findings within the school setting). Demonstrate strong interpersonal skills and the ability to work, communicate, and collaborate effectively with teachers, other school staff, and families as part of a team within the school setting. Ensure that students and families know about community services and programs and assist them in accessing these, as appropriate. Participate in planning and implementing prevention programs to address the social and affective needs of students (e.g, programs to address bullying, school violence, and school safety). Have knowledge of universal screening, as well as early reading and math literacy. Participate in designing prevention and intervention methods to address programs that influence student learning. Provide direct services to individuals or groups of students (e.g., counseling, crisis interventions, mentoring, and individual safety plans, when appropriate). Consult and confer with teachers, staff, and families about strategies to facilitate the social and affective adjustment of students. Participate in planning and/or implementation of school or system-level crisis response. Identify resources and coordinate service with other professionals and/or agencies to address student's behavioral, affective, or social needs. Performs other duties and responsibilities as assigned by supervisor.

Position performs specialized psychological work in an educational setting to enable students to achieve optimal learning. Position collects, interprets, and synthesizes information about a student's sensory motor/perceptual functioning, academic achievement, intelligence, social/emotional adjustment, and significant crises that influence academic and behavioral functioning. Position works cooperatively as an interdisciplinary team member to provide services and to devise an appropriate service plan for referred students and their families. Essential Duties Performs casework services with students/families to help resolve student's behavioral, learning, & social problems. Selects and administers age appropriate psychological tests, assessment methods, and materials in order to determine the needs of the student. Consults with teachers and other school personnel to obtain information regarding the reason for referral. Gathers background information on the student's psychological history by conducting behavioral observations, making home visits, conducting interviews, and reviewing school records. Interprets assessment results and compiles comprehensive psychological assessment reports that address the reason for referral and include appropriate recommendations. Serves as a member of the interdisciplinary assessment team assigned to each school and works as a team member in making placement decisions, developing intervention plans, and planning programs to meet the special needs of children. Communicates case findings and recommendations to teachers and other school personnel as needed. Participates in eligibility committee meetings and contributes to the development of the Individualized Education Plan (IEP). Serves as a resource to teachers and staff regarding psychological services and the academic/psychological needs of students. Conferences with and provides information, support, and counseling to parents/guardians of students. Conducts in-service training and workshops for teachers and staff regarding mental health issues and proper procedures for the identification and referral of students. Organizes and conducts specialized programs to include parent training classes and student support activities. Conducts specialized individual and group counseling sessions to address specific emotional, social, and behavioral needs of students. Serves as a liaison between the student, home, school, private counseling facilities and community resources such as social services, court services, and family service agencies. Provides follow-up support and periodic re-evaluation services as necessary. Acts as a member of the school crisis team to provide intervention to students as necessary. Makes court appearances to present data and performs court-requested evaluations. Compiles monthly reports; maintains accurate case records; and completes necessary documentation for work completed on Medicaid eligible children Models nondiscriminatory practices in all activities. Minimum Qualifications (Knowledge, Skills and/or Abilities Required) Must possess a Master's degree and be eligible for a Virginia License as a school psychologist. Must possess the ability to synthesize and interpret diagnostic and assessment data. Must possess a comprehensive knowledge of school psychology theory, child development, substance abuse education, tests and measurements, and crisis management. Must possess the ability to practically apply assessment, counseling, interviewing, and crisis intervention skills. Must possess the ability to work cooperatively as an interdisciplinary team member. Must possess excellent communication and time management skills. Must possess the ability to establish and maintain effective working relationships with community agencies, students, families, team members, and others. For full job description, please visit ***************************************************

School Psychologist Birch Agency is seeking dedicated School Psychologists to join a collaborative, student-focused school team in the Winchester, Virginia area. This full-time, in-person opportunity allows you to play a vital role in supporting students academic achievement as well as their social, emotional, and behavioral well-being. Position Details: Role: School Psychologist Setting: School-based / In-person (1 middle school or 1 preschool) Schedule: Monday Friday, 8-hour days Employment Type: Full-time Key Responsibilities: Conduct student screenings, psychoeducational evaluations, and assessments Monitor student progress and support data-driven decision-making Participate in the development and implementation of IEPs Assess risk factors and provide academic, behavioral, and mental health interventions Provide individual and group counseling services as appropriate Collaborate with teachers, families, and related service providers Participate in Response to Intervention (RTI) processes Attend IEP and eligibility meetings Maintain compliance with state and school evaluation requirements Complete thorough, accurate, and timely documentation and written reports Qualifications: Master s or Doctoral degree in School Psychology (preferred) Active Virginia School Psychologist Certification (required) Strong communication skills and a collaborative, team-oriented mindset Benefits & Compensation: Competitive pay (based on experience) 401(k) with company match Medical, dental, and vision insurance Short-term disability coverage Paid time off (PTO) Work Environment: This in-person, school-based role offers the opportunity to work closely with educators and families to help foster a supportive, inclusive learning environment where students can thrive academically and emotionally. If you re passionate about supporting student success and well-being, Birch Agency would love to connect with you about this opportunity. #promoted #LI-JB1