School psychologist jobs in Fayetteville, NC - 276 jobs

Inspire health. Serve with compassion. Be the difference. Provides direct neuropsychological and clinical services to patients. Provides neuropsychological consultation. Conducts therapy within a variety of modalities (individual, family or group settings). Assist with patient behavioural management. Consults with other disciplines within the treatment team. Assists with research and administrative functions as needed. Accountabilities Conducts neuropsychological/psychological assessment of adults and/or children with various neurological and psychiatric disorders. Provides neuropsychological consultation to rehabilitation medical and therapeutic staff. Demonstrates advanced knowledge of brain-behavior relationships and proficiency in neuropsychological test selection, administration, interpretation, and report writing. Demonstrates knowledge of the neurological implications of various neurological disorders. Provides staff with input on application of neuropsychological findings to patient care issues. Provides recommendations regarding academic and vocational re-entry. Provides recommendations regarding appropriate cognitive compensatory/remedial interventions. 30% Provides individual, group and/or family therapeutic services as appropriate. Demonstrates clinical skill as a therapist. Responds to clinical needs in a timely fashion. Maintains regular schedule of patient contacts in prompt, timely manner. Demonstrates proficiency in development of treatment plans. Provides case management function for 3rd party payers that require direct contact with psychologist provider. Demonstrates competence in clinical case management. Develops and assists in implementing individual behavior modification programs as needed. 30% Actively participates in patient and family education process. Provides education and training to patients, families, and caregivers regarding diagnoses, progress, long-term functional outcomes.Completes patient/family education in the functional areas noted on the Patient/Family Education Sheet prior to a TLOA or D/C (whichever is appropriate). Supports and conducts HILS as appropriate. Supports and provides educational material to patients/families for support groups as well as community resources. 20% Complies with departmental policies for documentation. Documents all aspects of assessment, planning, treatment, and discharge in the medical record in a timely, legible manner. Ensures weekly patient conference notes are succinct and contain information regarding progress to date and focus of further treatment.10% Assumes leadership role in patient/family support group. Participates in support group leadership meetings. Facilitates and participates in monthly support group meetings. Participates in other support group activities. 10% Supervisory/Management Responsibilities N/A Minimum Requirements Doctorate in Clinical Psychology Two years experience Required Certifications, Registrations, Licenses JOB RELATED CERTIFICATION - COTR Must be eligible to act as a Medicare provider Must be license eligible in SC (Lawson Code L100) Required Knowledge, Skills, Abilities Training and/or experience in Neuropsychological assessment Effective at Data Conversion Work Shift Day (United States of America) Location Roger C Peace Rehab Hosp Facility 1010 Roger C Peace Rehabilitation Hospital Department 10107504 Psychology Share your talent with us! Our vision is simple: to transform healthcare for the benefits of the communities we serve. The transformation of healthcare requires talented individuals in every role here at Prisma Health.

$60-$65/Hour The position of School Psychologist supports the social, emotional, behavioral, and academic well-being of students. They assess and address learning and behavioral issues, collaborate with educators, and help to design interventions for a positive school environment. Conducting assessments and advocating for students' mental health are key aspects of this role. Effective communication and a deep understanding of psychological principles are essential. Benefits/Compensation: Medical, Dental & Vision - Cigna Life, LTD & STD Supplemental Insurances 401k (once eligible) PTO CEUs Referral program Professional development assistance Discipline-specific mentor Online community of clinicians Education/License/Certification: Masters Degree or higher in School Psychology from an accredited institution of higher education. Current Active State License to practice School Psychology in South Carolina. Experience/Requirements: Excellent organizational skills and attention to detail. Self-motivated, with strong problem-solving skills and ability to work independently. Demonstrated ability to effectively prioritize time and meet deadlines. Ability to work under pressure. Ability to maintain confidentiality of data and information. Knowledge of therapy skills as defined as generally accepted standards of practice. Excellent communication - verbal and written, and interpersonal skills. Responsive to requests. Reliable transportation, valid driver's license, and current auto liability insurance. Accepting Applications Though 1/31/2026 Care Options for Kids is proud to be an Equal Opportunity Employer. We celebrate diversity and do not discriminate based upon race, religion, color, national origin, gender, sexual orientation, gender identity, gender expression, status as a protected veteran, status as an individual with a disability, or any other status protected under federal, state, or local law. #RDTHSBS

We are currently seeking dedicated School Psychologist to join our team in a virtual, hybrid, or in-person 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 virtual, hybrid, or in-person 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: Peak Charter Academy - Apex, NC North Oak Charter Academy- Durham, NC PreEminent Charter School - Raleigh, 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 Starting salary of $67,600, commensurate with experience. 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. NHA is only registered for state employment purposes in the following states: Colorado, Florida, Georgia, Illinois, Indiana, Kentucky, Louisiana, Maine, Michigan, Minnesota, Nebraska, New York, North Carolina, Ohio, South Dakota, Texas, and Wisconsin.

Job Description 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.

Certification Requirements: NC requires a 66 hour program for School Psychologist licensure. Completion of all program requirements at the advanced (6 th year level), except for the thesis or internship. Reports To: Superintendent; Level II or Level III School Psychologists; Director; or Associate or Assistant Superintendent Purpose: To facilitate learning and to promote the cognitive, social and personal development of all students. DUTIES AND RESPONSIBILITIES: 1) Assessment and Interpretation Identifies and assesses the learning, development, and adjustment characteristics and needs of individuals and groups, as well as the environmental factors that affect learning and adjustment. Uses assessment data about the student and his/her environment(s) in developing appropriate interventions and programs. Assess, complete reports, and submit evaluation reports in a timely manner 2) Direct Interventions for Students Provides interventions to students to support the teaching process and to maximize learning and adjustment. 3) Consultations and Training Provides consultation to parents, teachers, and other school personnel, and community agencies to enhance the learning and adjustment of students. 4) Program Development Assists in the planning, development, and evaluation of programs to meet identifies learning and adjustment needs. 5) School Psychology Program Implementation Delivers a planned and coordinated program of psychological services 6) Professional Practice and Development 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. 7) Communication and Relationship Skills Communicates effectively with students, parents, and school staff. Performs all other duties and responsibilities as assigned by supervisor PHYSICAL AND COGNITIVE REQUIREMENTS Must be able to: Prepare, read and comprehend a variety of job related forms, reports, spreadsheets, maps, plans, records, documentation and correspondence in all languages required by the job Understand and conform to all rules of punctuation, grammar, diction and style Speak to individuals or groups of people with poise, voice control and confidence Respond adequately to inquiries or complaints Write using standard convention in all languages required by the job Apply principles of logical or scientific thinking to define problems, collect data, establish facts and draw valid conclusions Apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form Communicate effectively and efficiently in all languages required by the job using whatever communication device or system is required (telephone, Braille) Use/interpret job related terminology, mathematical formulas and functions effectively and efficiently Deal with people beyond giving and receiving instructions Perform under stress, deal with persons acting under stress and adapt when confronted with emergency situations Be sensitive to cultural differences among individuals and groups of persons Operate a motor vehicle Operate/use a variety of automated office machines and other job specific office equipment

Student Support Services (High-Needs School) Date Available: 07/01/2025 Closing Date: Until Filled ALLENDALE COUNTY SCHOOLS District Position Description Position Title: School Psychologist Department: Special Services Reports To: Director of Special Services FLSA Status: Exempt Days of Work: 210 GENERAL SUMMARY Under general supervision promotes the conditions whereas students and staff acquire the knowledge, skills, and personal confidence needed for success and provides high-quality comprehensive school psychological services. ESSENTIAL FUNCTIONS Provides appropriate and timely mental health crisis intervention services. Conducts comprehensive psycho-educational evaluations for all initial referrals and reevaluations in accordance with federal, state and District guidelines and with best practices. Processes and coordinates the placement of identified students with disabilities who move into Hampton County from other school Districts, agencies, states and students who may require a change of special education services placement. Completes due process forms to document evaluation and placement decisions (reports, placement forms, parent letters, etc.). Serves as consultant to special education programs by training special education teachers and aides, providing individual and group counseling for students, and counseling, consultation and training for parents. Provides consultation with administrators, regular classroom teachers, special education teachers, guidance counselors, curriculum coordinators, vocational rehabilitation counselors, etc. concerned about children exhibiting particular learning and/or behavior problems. Provides consultation on functional behavior assessments and behavior intervention plans for students exhibiting behavior problems. Conducts evaluations and plans accommodation for students suspected of having disabilities as defined in Section 504 of the Vocational Rehabilitation Act. Provides preventive mental health services. These services include: Individual and group counseling for students considered to be high-risk for developing serious emotional problems. Coordination and consultation with guidance department, principals and curriculum coordinators on regularly scheduled basis. Consultation services for administrators and teachers concerned about specific children exhibiting emotional and/or behavioral problems. Counseling, consultation, and referral services for parents of children who are experiencing adjustment problems. Conducts parent groups. Participates in IEP meetings. Assists in developing transportation plans and provide consultation to transportation department regarding disabled students. Assists in monitoring records to ensure compliance with federal and state regulations. Conducts evaluations of students referred for disciplinary issues and hearings. Acts as liaison between schools and District office staff. Coordinates with community agencies and private service providers. Assists in planning and implementing in-service training for teachers. Willingly performs other related duties as assigned or requested. JOB SPECIFICATIONS Education and Experience: Master's degree plus 30 semester hours or a Doctorate from an accredited college or university. Certification as Psychologist II or III. Eligible for Nationally Certified School Psychologist (NCSP) or any other educational requirements determined by SC State Department of Education. Knowledge: Knowledge of school psychological services including prevention, assessment, and intervention. Knowledgeable of state and federal regulations and compliance requirements applicable to special education. Knowledge of the records, forms and reports which must be prepared and maintained. Has thorough and comprehensive knowledge of all aspects of special education including identification, evaluation, placement, etc. Basic legal knowledge pertaining to the education of disabled students. Knows how to keep abreast of changes in policy, standards, procedures, and regulations pertinent to special services functions. Skills/Effort: Ability to comprehend, interpret, and apply state and federal regulations. Ability to effectively apply knowledge of school psychological services including prevention, assessment, and intervention. Advanced human relations, communications and interpersonal skills, including the ability to communicate effectively with students and their parents, District staff, and all other groups involved in the activities of the job. Ability to complete, process, and maintain all required records, reports, and confidential information. Ability to operate general office equipment in the performance of daily activities. Working Conditions: School environment with little significant exposure to environmental conditions. Requires ability to work under a degree of stress related to duties that require constant attention and working with students. Physical demands are restricted to school activities requiring the movement/lifting of items weighing up to 25 pounds. Occasional local travel required; occasional overnight travel required. Responsibility: Supervises school psychology practicum students. TERM OF EMPLOYMENT: The terms of employment detailed in this job description are based on full time employment during an entire school year. Conditions of employment are adjusted for part time employees or individuals who are hired for less than an entire school year. EVALUATION: Performance of this job will be evaluated annually according to Board Policy. The information contained in this job-description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. I hereby certify that I possess the physical and mental ability to fulfill the essential functions of the above position with or without reasonable accommodation(s). If I require accommodation(s) in order to fulfill any or all of this function, I agree to provide information to the District regarding the requested accommodation(s). Employee's Name (Print): _____________________________ Employee's Signature: _____________________________ Date: _______________ Updated February 2024

REPORTS TO: Director of Exceptional Children and Academically/Intellectually Gifted Programs or Designee (i.e. Lead School Psychologist) 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 1. FOUNDATIONS OF SCHOOL PSYCHOLOGY: 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 duties as assigned. 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, 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. 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, 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. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment. 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.

Student Support Services/Psychologist ');

TITLE (Oracle title) PSYCHOLOGIST WORKING TITLE Preschool Evaluation Team School Psychologist SCHOOL/DEPARTMENT Counseling and Student Services PAY GRADE Psychologist Salary Schedule FLSA STATUS Exempt ELIGIBILITY FOR EMPLOYMENT CONTRACT Yes WORK WEEK SCHEDULE Monday-Friday (occasional evenings and weekends) Position is available for a Hybrid Telework workweek POSITION PURPOSE: Provides evaluation and consultation services as part of a multidisciplinary evaluation team established in Preschool Programs. 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. Conducts relevant assessments, as needed, to provide additional data and understanding regarding a child's developmental needs. Administers and provides written reports of comprehensive psychoeducational assessments to address areas of suspected disability, when required (review of records, interviews with stakeholders, observations of students, and direct testing.) MINIMUM QUALIFICATIONS: KNOWLEDGE, SKILLS, AND ABILITIES (KSAs) 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 Microsoft Office, specifically Word, Excel, Power Point; Google Apps; Knowledge of state and federal policies and regulations related to special education; Knowledge of a variety of formal and informal student assessment measures when considering all areas of suspected disabilities; Knowledge of school environments, child development, and curriculum and instruction; Effective consultation skills; Effective critical thinking and problem-solving skills; 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 reflect on practice and engage in continuous improvement; 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; Experience in assessment of preschool children. CERTIFICATION AND LICENSE REQUIREMENTS Must hold or be eligible for a North Carolina professional educator's license in School Psychology. PREFERRED QUALIFICATIONS: Experience in evaluating characteristics of Autism and other Developmental Delays in young children (2 years-5 years old); NC Traumatic Brain Injury Certification; Training in or Experience with Trans-disciplinary Play Based Assessment. ESSENTIAL DUTIES AND RESPONSIBILITIES: 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. Conducts relevant assessments, as needed, to provide additional data and understanding regarding a child's developmental needs. Administers and provides written reports of comprehensive psychoeducational assessments to address areas of suspected disability, when required (review of records, interviews with stakeholders, observations of students, and direct testing.) Takes initiative to promote a respectful environment for diverse populations, uses knowledge of school environments, child development, curriculum, and instruction to improve student achievement. 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. Performs other related duties, as assigned. WORK ENVIRONMENT/PHYSICAL REQUIREMENTS This job operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, external funding agencies, attorneys, parents, students, and the community. Work is considered light physical work, requiring the exertion of up to ten pounds of force. EFFECTIVE DATE: 10/2025 DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time.

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.

School Psychologist Term of Employment: Full-Time; 10 months Reports To: Director of Exceptional Children Pay Information: State Salary Scale and Local Supplement General Statement of Job To enable students to derive the fullest possible educational experience from school by promoting their sense of self and by treating any psychological or mental health problems Essential Job Functions Engage in consultation, counseling, and crisis response. Assist with addressing mental health needs. Hold conferences with parents. Conduct psychoeducational evaluations when students are suspected of having disabilities. Offer various training to staff. Participate on multi-disciplinary district-level teams. Work with teachers, school staff, and families as part of a collaborative team within the school setting. Other duties assigned by supervisor Knowledge, Skills and Abilities Knowledge of computers, various operating systems, as well as word processing software, spreadsheets, and databases. Knowledge of school procedures and conducting educational assessments for the purpose of disability identification. Knowledge of interventions and best practices in mental health. Knowledge of the MTSS process. Excellent oral and written communication skills. Ability to conduct professional development. Ability to work effectively in a deadline-driven, rapidly changing team environment. Ability to establish and maintain an effective working relationship with district staff. Minimum Training and Experience School psychology degree (M.A., Ed.S. or Ph.D.) from an approved NASP, APA or NCATE program Must hold a valid North Carolina license in school psychology. Minimum Qualifications or Standards Required to Perform Essential Job Functions Physical Requirements: The work regularly requires standing and walking around the classroom and school. 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 often requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights and rarely, the lifting of weights above 30 pounds. The work occasionally handles/works with biohazards and/or risks for potential job-related injury, such as those found in a laboratory or shop environment. The work requires activities occasionally involving driving automotive equipment. 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 receiving instructions, assignments or directions to subordinates or assistants. Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, contracts, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, contracts, policies, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of 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 give oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including educational and legal 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 principles of descriptive statistics, statistical inference 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 and hand tools. Must have minimal levels of eye/hand/foot coordination. 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. 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.

LPR International is seeking a dedicated and compassionate School Psychologist to join our client's team for the 2025-2026 school year. This role serves students across grades K-12, providing support that fosters academic, social, emotional, and behavioral success. Location & Term: Laurens, SC | 2025-2026 School Year Full-Time, In-Person | 37.5 hours/week Day 5x7.5-Hour (07:00 - 14:30) Responsibilities: Conduct psychological assessments and interpret results for the purpose of identifying strengths, challenges, and educational needs. Collaborate with educators, administrators, and parents to develop and implement individualized education programs (IEPs) and intervention plans. Provide counseling, crisis intervention, and consultation services to support student well-being. Monitor student progress and adjust interventions as needed. Ensure compliance with all state and district policies, procedures, and ethical standards. Qualifications: Must hold a valid School Psychologist II Educator Certificate issued by the South Carolina Board of Education. Experience working with diverse student populations across K-12 grade levels preferred. Strong skills in assessment, data analysis, communication, and collaboration. Commitment to in-person service delivery within the district. All applicants requiring alternative methods of application or screening should contact LPR International directly. LPR International is an Equal Opportunity Employer and does not discriminate on the basis of race, creed, color, religion, gender, sex, sexual orientation, gender identity, pregnancy, national origin, citizenship status, age, disability, medical condition, genetic information, marital status, status as a covered veteran, military discharge status, criminal records that have been sealed or expunged, arrest records not resulting in conviction or any other characteristic protected by federal, state and/or local law.

Student Support Services/Psychologist Sumter School District Job Description POSITION: School Psychologist, Exempt QUALIFICATIONS: A master's degree. A valid South Carolina certificate as a school psychologist. Three or more years in public education. Such alternatives to the above qualifications as the Superintendent and the Sumter School District Two Board of Trustees may find appropriate and acceptable. JOB DUTIES: Assesses difficulties of referred students through appropriate testing and diagnostic practices. Maintains case records on all referred students. Conducts individual, group and/or facilitative therapy for students whose diagnosed problems would benefit from behavior modification. Confers with teachers and parents whenever necessary. Consults on special educational needs of slow-learning and exceptional children. Attends staffing on placement of individual students. Serves as a consultant on mental health topics for instructors in the school health program. Interprets the school psychological services for administrators, teachers, parents and appropriate agencies. Cooperates with personnel of community health and social welfare agencies. Attends staff, professional and inter-agency meetings. Assists with in-service training of school personnel Conducts appropriate research. Keeps abreast of new developments in the field. Performs all other duties as assigned. STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS Physical Requirements: Requires sedentary work that involves walking or standing some of the time and involves exerting up to 10 pounds of force on a recurring basis or routine keyboard operations. Requires mobility. Data Conception: Requires the ability to compare and/or judge the readily observable functional, structural or compositional characteristics (whether similar to or divergent from obvious standards) of data, people or things. Interpersonal Communications: Requires the ability of speaking and/or signaling people to convey or exchange information. Includes giving assignments and/or directions to subordinates and receiving assignments and/or direction from supervisor. Language Ability: Requires ability to read a variety of laws, policies and procedures, technical and professional studies, reference books and publications, etc. Requires the ability to prepare performance appraisals, policies, strategic plans, complex reports, schedules, correspondence, etc. with proper format, punctuation, spelling and grammar, using all parts of speech. Requires the ability to speak with and before others with poise, voice control and confidence. Intelligence: Requires the ability to apply principles of logical thinking to define problems, collect data, establish facts and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical, schedule or diagrammatic form; to deal with several abstract and concrete variables. Requires the ability to apply influence systems in managing a diverse staff; to learn and understand complex principles and techniques; to make independent judgments in absence of supervision; to acquire knowledge of topics related to primary occupation. Must have the ability to comprehend and interpret received information. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow and give verbal and written instructions; to counsel and teach employees; to teach, discipline and counsel students. Must be able to communicate effectively and efficiently with persons of varying educational backgrounds and in a variety of technical and/or professional languages including education administration, curriculum development, budgeting, personnel, building maintenance, grant administration, public relations, etc. Numerical Aptitude: Requires the ability to add and subtract totals, to multiply and divide, to utilize mathematical formulas, to determine percentages and decimals and to determine time. Must be able to use practical applications of algebra and statistics. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape, and visually read various information. Motor Coordination: Requires the ability to coordinate hands and eyes using office machinery; to operate motor vehicles. Manual Dexterity: Requires the ability to handle a variety of items, keyboards, office equipment, control knobs, buttons, switches, catches, etc. Must have minimal levels of eye/hand/foot coordination. Color Discrimination: Requires the ability to differentiate 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 when confronted with emergency situations, volatile situations or tight deadlines. Worker may be subject to danger or risk to a slight degree and to tension as a regular, consistent part of the job. Physical Communications: Requires the ability to talk and hear: (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear). TERMS 200 days. The Division of Personnel will establish salary work year based upon the recommendation and approval by the Superintendent and the Sumter School District Two Board of Trustees. EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Board's policy on evaluation by the Director of Special Services. SUMTER SCHOOL DISTRICT IS AN EQUAL OPPORTUNITY EMPLOYER.

District/School Psychologist Date Available: 2026-2027 Work Days: 210-Days Work Hours: 8-hours daily Degree Level Minumum Salary Maximum Salary Doctorate $62,447.37 $86,763.16 Masters +30 $59,684.21 $77,921.05 Masters $58,026.32 $75,434.21 Job Summary Under general supervision promotes the conditions whereas students and staff acquire the knowledge, skills, and personal confidence needed for success and provides high-quality comprehensive school psychological services. Reports to the Director of Special Services. Essential Job Functions Provides appropriate and timely mental health crisis intervention services. Conducts comprehensive psycho-educational evaluations for all initial referrals and reevaluations in accordance with federal, state and District guidelines and with best practices. Processes and coordinates the placement of identified students with disabilities who move into Hampton County from other school Districts, agencies, states and students who may require a change of special education services placement. Completes due process forms to document evaluation and placement decisions (reports, placement forms, parent letters, etc.). Serves as consultant to special education programs. These services include: Training of special education teachers and aides Individual and group counseling for students Counseling, consultation and training for parents Provides consultation with administrators, regular classroom teachers, special education teachers, guidance counselors, curriculum coordinators, vocational rehabilitation counselors, etc. concerned about children exhibiting particular learning and/or behavior problems. Provides consultation on functional behavior assessments and behavior intervention plans for students exhibiting behavior problems. Conducts evaluations and plans accommodation for students suspected of having disabilities as defined in Section 504 of the Vocational Rehabilitation Act. Provides preventive mental health services. These services include: Individual and group counseling for students considered to be high-risk for developing serious emotional problems. Coordination and consultation with guidance department, principals and curriculum coordinators on regularly scheduled basis. Consultation services for administrators and teachers concerned about specific children exhibiting emotional and/or behavioral problems. Counseling, consultation, and referral services for parents of children who are experiencing adjustment problems. Conducting parent groups. Participates in IEP meetings. Assists in developing transportation plans and provide consultation to transportation department regarding disabled students. Assists in monitoring records to ensure compliance with federal and state regulations. Conducts evaluations of students referred for disciplinary issues and hearings. Acts as liaison between schools and District office staff. Coordinates with community agencies and private service providers. Assists in planning and implementing in-service training for teachers. Willingly performs other related duties as assigned or requested. Demonstrates regular and prompt attendance. Maintain confidentiality in the conduct of district business, act ethically, set priorities, and work well under pressure with attention to detail. Performs other related duties as assigned or requested by the Principal or Superintendent of Schools. Education and Experience: Master's degree plus 30 semester hours or a Doctorate from an accredited college or university. Certification as Psychologist II or III. Eligible for Nationally Certified School Psychologist (NCSP) or any other educational requirements determined by SC State Department of Education. Proficient in computers and word processing software; or any equivalent combination of training software and experience that provide required knowledge. Supports the vision, mission and beliefs of Hampton County School District. Knowledge: Knowledge of school psychological services including prevention, assessment, and intervention. Knowledgeable of state and federal regulations and compliance requirements applicable to special education. Knowledge of the records, forms and reports which must be prepared and maintained. Has thorough and comprehensive knowledge of all aspects of special education including identification, evaluation, placement, etc. Basic legal knowledge pertaining to the education of disabled students. Knows how to keep abreast of changes in policy, standards, procedures, and regulations pertinent to special services functions. Written and verbal communication skills necessary to handle difficult and emotional situations. Knowledge of general computer applications and their utilization as related to specific tasks and responsibilities. Knows how to keep abreast of changes in policy, standards, procedures, and regulations pertinent to personnel and community related functions. Thorough knowledge of Business English, spelling, grammar, punctuation, possession of an excellent vocabulary and mathematical computation. Skills/Effort: Ability to comprehend, interprets, and applies state and federal regulations. Ability to effectively apply knowledge of school psychological services including prevention, assessment, and intervention. Advanced human relations, communications and interpersonal skills, including the ability to communicate effectively with students and their parents, District staff, and all other groups involved in the activities of the job. Ability to complete, process, and maintain all required records, reports, and confidential information. Ability to operate general office equipment in the performance of daily activities. Strong organizational skills. Ability to plan, organize and prioritize daily activities. Ability to operate general office equipment in the performance of daily activities. Working Conditions: School environment with little significant exposure to environmental conditions. Requires ability to work under a degree of stress related to duties that require constant attention and working with students. Occasional local travel required; occasional overnight travel required. Job requires the operation of standard office equipment. Physical demands are restricted to general office activities requiring movement/lifting items weighing up to 50 pounds. Requires ability to work under a degree of stress related to duties that require meeting tight deadlines, considerable attention and working with both adults and students. Disclaimer Statement This is not intended as a complete listing of job duties. The incumbent is responsible for the performance of other related duties as assigned/required. The administration has the exclusion right to alter this job description at any time without notice.

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 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!

Classification Title: Bilingual School Psychologist Department: District Wide Pay Grade: Teacher Contract Days: 195 Days QUALIFICATIONS Must hold the required Educator Certificate through the South Carolina Board of Education (School Psychologist II) Educational Specialist's degree in school psychology Experience as a School Psychologist in a public school setting preferred REPORTS TO: Executive Director of Special Services JOB GOAL The School Psychologist provides consultation, support, and direct assessment within the school environment. The School Psychologist serves as a member of the school team to support the academic and behavioral needs of all students. PERFORMANCE RESPONSIBILITIES Conducts comprehensive psycho-educational evaluations of students referred for potential special education services. Tasks involved in fulfilling this responsibility: Provides information to parents and school staff regarding the referral/assessment process, special education services, and their rights relative to special education. Maintains knowledge of all regulations (local, state, and federal) regarding psychological and special education services. Administer, score, analyze, and interpret intellectual, academic, social/emotional/behavioral and other psychometric assessments. Integrates all elements of assessment data into a cohesive whole for the purpose of resolving initial referral question(s) and determining eligibility for special education. Communicates evaluation results, conclusions, and recommendations clearly and concisely through oral and written reporting to parents, school staff, students, and other service providers, as appropriate. Monitor the referral, evaluation, and placement process to ensure that all requirements of due process are met. Consults with teachers, school administration, and parents, regarding the planning, implementation, and evaluation of interventions designed to address students' learning and behavioral difficulties. Tasks involved in fulfilling this responsibility: Serves as a member of the school-level Multi-Tiered Systems of Support (MTSS) team. Conducts systematic observations and consults, as needed, on functional behavioral assessments. Collaborates with school staff and/or parents in developing, implementing, and evaluating academic, behavioral, and social/emotional interventions All candidates must be able to pass an extensive background investigation before being hired. The School District of Pickens County does not discriminate for reasons of age, race, sex, handicap, national origin, or religion in its communications with students, employees, the community, applicants for employment, events, or for access to its services.

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.