School psychologist jobs in Rochester, MN - 166 jobs

Special Education Services - Teacher/Psychologist SouthWest Metro Intermediate District #288 has a full-time opening for a School Psychologist for the 2025-2026 School Year. SouthWest Metro serves students in 11 member districts and 8 associate member districts across the southwestern Twin Cities metropolitan area with programs in Special Education, Career and Technical Education, Care & Treatment, Adult Education, and Alternative Education. We invite you to embrace your own value, potential, and ability at SouthWest Metro, while empowering others to discover theirs. We work to empower ALL learners to realize their self-worth through personalized educational instruction, connection to resources, and access to a supportive learning environment. Description: School Psychologist 1.0 FTE; 185 Contract Days. Job Summary: The School Psychologist is directly responsible for the psychological assessment of academic, social, emotional, and behavioral domains utilizing problem-solving and standardized evaluations. The School Psychologist monitors the completion of case study evaluations and participates in Individual Education Plan (IEP) conferences and problem-solving meetings designing systems, programs and services that maximize students' social, emotional, and educational success. In collaboration with staff, families, students, and communities the school psychologist promotes effective educational environments. Conduct psychological assessments and interpret results for students and participate in IEP conferences, team meetings, and problem-solving meetings. Provide individual, group, and family therapy per IEP requirements. Monitor completion of case study evaluations and participate in IEP conferences and problem-solving meetings. Lead crisis intervention efforts and provide insight into the development of functional assessments and behavior intervention plans. Integrate psychological services into the classroom environment as appropriate. Aid staff in the design and implementation of appropriate interventions and accommodations for students. Evaluate and/or translate research into practice and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services. Contribute to program development that furthers the integration of social, coping, and problem solving in the classroom. Provide support services to parents/guardians as needed. Coordinate and/or collaborate with a range of individuals/agencies to promote and provide comprehensive services to students and families. Provide and/or assist in professional development for staff, parents, and/or community. Participate in professional growth activities on a yearly basis including recertification for CPI, workshops, in services, professional reading materials, and/or other available offerings. Proficiently use technology to communicate, compile reports, and collect data. Participate in building or program activities and meetings as appropriate. Qualifications: Minnesota licensure as a School Psychologist or ability to obtain. Experience working with school aged children. Ability to build successful relationships with students, parents and staff. Effective communication skills and ability to collaborate with teams. Pay & Benefits: The pay range is $55,000-102,000 based on education and experience. Competitive and comprehensive benefit package available: Comprehensive medical, dental, and vision insurance with HSA/FSA options Dependent Care FSA Personal and Sick Time Basic Life Insurance and AD&D Voluntary Life Insurance and AD&D 403(b) with a District dollar for dollar match TRA/PERA (Pension Plan) Long Term Disability Employee Assistance Program (EAP) Pet Insurance Application Procedure: Apply Online at swmetro.k12.mn.us/employment_opportunities Selection Procedure: Applications will be reviewed beginning immediately until the position is filled. Those selected for interviews will be contacted.

Student Support Services/School Psychologist Date Available: 2025-2026 Closing Date: until filled Hiawatha Valley Education District is seeking a talented, motivated School Psychologist serve to serve schools within the Education District. This position is 1.0 FTE. Essential Performance Responsibilities: Conducts psychological assessments; evaluates students for special education/section 504 needs, educational skills, social skills and emotional status Designs and facilitates programs for children at-risk for failure within the typical learning environment Facilitates communication between teachers, administrators, parents and students to find solutions to academic, behavioral, and mental health problems; assists others to understand child issues. Provides psychological counseling; helps students, families and school manage crisis situations to minimize their effect on the learning and mental capacity of the child Evaluates the effectiveness of academic and behavioral management programs being used; disseminates research for use in evaluations and programs Conduct Functional Behavioral Assessments and create Behavior Intervention Plans Provide leadership to staff and administration in the areas of Multi-Tier Systems of support (MTSS), Response to Intervention (RtI), and Positive Behavior Interventions and Supports (PBIS) Facilitate data-team (screening/progress monitoring) and child-study team (individual problem-solving) meetings Knowledge, Skills and Abilities: Knowledge of child psychology principles, assessments, methods, behavior modification, etc., and current developments in child psychology. Knowledge of differentiated instruction based upon student learning styles. Knowledge of data information systems, data analysis and the formulation of action plans. Ability to use computer network system and software applications as needed. Ability to communicate effectively with students and parents. Ability to engage in self-evaluation with regard to performance and professional growth. Ability to establish and maintain cooperative working relationships with others contacted in the course of work. Must demonstrate the ability to coordinate special education/section 504 services and comply with special education/section 504 rules and due process requirements Must demonstrate knowledge of Multi-Tiered System of Support (MTSS) (RtI/PBIS) and various evidence-based practices Additional Duties: Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent of the School District served and/or HVED Executive Director. Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility. Qualifications Profile: Certification/License: School Psychologist Minnesota State Certification as a School Psychologist Motor Vehicle Operator's License or ability to provide own transportation. Education: Bachelors from an accredited college or university in education discipline applicable to teaching assignment. Master's Degree in Psychology. Physical and Mental Demands, Work Hazards: Works in standard office and school building environments. Experience: Successful prior School Psychologist experience preferred. Equipment: Uses standard office equipment such as computer/laptop, printer, copy and fax machines, and telephone. Travel Requirements: Travels to school district buildings and professional meetings as required. Salary/Benefits: Salary Range: $53,885 - $88,223 plus competitive benefits package. Based on years of experience and credentials. FLSA Status: Exempt Hiawatha Valley Education District (HVED) provides special education services to 12 School Districts and 2 Charter Schools within five counties of southeast Minnesota: Fillmore, Houston, Olmsted, Wabasha, and Winona. HVED also has one Setting IV Behavior Programs that provide programming for students in grades K-12 with challenging behaviors currently receiving special education services in Kellogg (SAIL). In addition, HVED provides programming for students with Autism Spectrum Disorder (SPECTRUM). Our SPECTRUM program is located in Hokah. HVED offers an Alternative Learning Center housed in MN College SE located in Winona, MN. HVED is committed to providing the best services to staff, students, and member districts in southeast Minnesota. Come join our team to be a part of a great organization!

Miscellaneous/School Psychologist Date Available: 12/01/2025 Closing Date: Open Until Filled Qualifications/Experience: MDE School Psychologist Licensure required. Successful background check required. School Psychologist interns are welcome to apply. Experience working in K-12 Education as a School Psychologist. Prefer some experience working in multiple school sites. Skills Needed: Assessments, problem solving, organized, team player, behavior analysis, academic, and behavior intervention skills, verbal and written language skills, interpersonal skills. See job description. Specific Tasks: Participates in planning and implementing special education assessments and re-assessments determining if students are eligible for special education services. Ensures that students receiving services are eligible under state guidelines. Provides consultation to other team members; directs student assessment; interprets findings; writes reports. Attends meetings that include parents, educators, County personnel, etc. Consults with regular and special education personnel on programming for students with disabilities; ensures compliance with state and federal guidelines. Participates in pre-referral activities including attending Student Assistant Team meetings, gathering and interpreting data, developing pre-referral interventions and assisting in intervention implementation. Provides training and assistance to initiatives such as Response to Intervention, Positive Behavioral Interventions and Supports, and school-wide data collection. Develops and provides training; keeps abreast of current literature and studies. Pay Based on Teacher Contract: $44,094 - $95,307 Days: 188 days Benefit Eligible: Medical, Dental, Life, Vision, LTD, etc.

Title: School Psychologist DBM Classification: C43/Grade14 Department: Special Education Salary Range: $47,066 - $103,660 Employee Group: P.A.T- Teachers Reports to: Director of Special Services FTE/ FLSA Status: 1.00 FTE-10-Months- Exempt SUMMARY OF RESPONSIBILITIES The School Psychologist supports two elementary schools by implementing comprehensive school psychological services in accordance with Minnesota Statutes and district goals. This role is split between: * Academic and behavioral supports, evaluation, and implementation of Multi-Tiered Systems of Support (MTSS) at two elementary sites * Supporting Medical Assistance (MA)/third-party billing processes through collaboration with families, service providers, and adherence to DHS and HHS requirements districtwide. The successful candidate will demonstrate cultural responsiveness, effective communication with staff, students, and families from diverse backgrounds, and understanding of equitable practices in school psychology. DUTIES AND RESPONSIBILITIES MTSS & Evaluation Focus * Serve as a key team member in school-wide MTSS processes, including academic and behavioral interventions. * Conduct comprehensive evaluations in compliance with Minnesota Rule Chapter 3525 and IDEA regulations. * Participate in special education due process procedures (initial evaluations, re-evaluations, IEP meetings). * Collaborate with intervention teams and general education teachers to develop, monitor, and adjust student supports. * Provide consultation and guidance to staff around progress monitoring, data-based decision-making, and problem-solving models. * Support SEL and mental health initiatives that promote safe, inclusive learning environments. * Utilize assessment tools and practices that are culturally responsive and aligned with best practices for diverse learners. * Maintain accurate and timely documentation as required by state and district policies. MA/Third-Party Billing Focus * Provide training and ongoing support to school psychologists, special education staff, related service providers, and case managers on compliant MA documentation, service logging, and timelines. * Audit service logs regularly to identify missing, incomplete, or non-billable documentation; follow up promptly with providers to correct issues and prevent claim denials. * Develop and maintain internal billing procedures that streamline data collection, consent workflows, and communication between schools and the district billing office. * Monitor provider enrollment status (e.g., MN-ITS and NPI requirements where applicable) to ensure all eligible service providers remain active and billable. * Run monthly or bi-monthly reports to track service delivery, documentation issues, and projected reimbursement; share updates with special education leadership. * Collaborate with evaluation teams to ensure assessment activities that are MA-billable (e.g., medically necessary evaluations) are documented correctly. * Support IEP teams in understanding how service minutes, provider types, and delivery methods affect MA eligibility and billing potential. * Ensure compliance with parental consent processes, including annual renewal, revocation tracking, and culturally/linguistically accessible communication. * Coordinate corrective action plans when audits (internal or external) identify billing concerns, ensuring timely resolution and prevention of repeat errors. * Assist in preparation for state audits or DHS reviews, gathering necessary documentation, service logs, provider credentials, and district policies. * Review and validate encounter data before claim submission, ensuring accuracy of dates, frequencies, codes, and provider information. * Collaborate with technology/data teams to improve electronic documentation systems, automate compliance prompts, and enhance accuracy of submitted billing data. * Analyze reimbursement trends to recommend staffing, training, or procedural changes that increase revenue potential while maintaining compliance. * Develop district-wide communication materials that help families understand MA billing, consent, privacy protections, and how reimbursement supports student services. * Participate in professional development offered by DHS, MDE, HHS, and professional associations to remain up-to-date on billing regulations and best practices. * Serve as a resource for culturally responsive billing practices, ensuring diverse families understand MA processes and feel respected and supported. * Document and maintain internal compliance records (e.g., credential files, consent forms, provider training) in alignment with DHS and district audit needs. Performance will be evaluated in accordance with district policies, teacher development rubric, and the Minnesota educator evaluation model. KNOWLEDGE, SKILLS & ABILITIES * Training and experience with MTSS frameworks, progress monitoring tools, and intervention problem-solving models. * Demonstrated competence in psychoeducational and functional assessments, including cognitive, academic, social-emotional, and behavioral evaluation. * Knowledge of federal and state regulations, including IDEA, Section 504, FERPA, Minnesota Chapter 125A, and relevant DHS policies. * Experience collaborating with families from racially, culturally, and linguistically diverse backgrounds, with evidence of culturally responsive practice. * Familiarity with MA/third-party billing requirements, including: * Eligible service types * Documentation standards * Consent processes * DHS compliance expectations * Strong written and verbal communication skills, especially for documentation, consultation, and interdepartmental coordination. * Ability to manage data and electronic systems, including service logging platforms, student information systems, and evaluation software. * Capacity to work independently across multiple schools, prioritize tasks, and meet strict billing and documentation timelines. Preferred Qualifications * Prior experience in a public school setting, particularly elementary-level experience supporting MTSS, evaluations, and service delivery. * Knowledge of trauma-informed practices and restorative approaches that support safe, supportive school climates. * Advanced knowledge of MA/third-party billing, including experience with: * Minnesota DHS billing audits * MA provider enrollment * Claim reconciliation processes * Experience using due process platforms, such as SpEd Forms, EdPlan, or similar systems for IEPs, evaluations, and service logging. * Bilingual or multilingual ability, particularly in languages represented in the district's community (e.g., Spanish, Somali, Hmong, Oromo). * Training in culturally responsive evaluation tools and procedures, including practices that minimize bias in assessments and interpretations. * Familiarity with data systems used to track MA reimbursement and generate reports for district-level monitoring. * Experience providing staff training on documentation, compliance, or MTSS practices. PHYSICAL DEMANDS * This position is school-based and will require movement between classrooms and buildings. Must be able to conduct assessments and attend meetings in person. Occasional travel for training or district-wide meetings may be required. * Sitting: The majority of work, such as conducting assessments, writing reports, and counseling, requires extended periods of sitting. * Standing & Walking: Occasional standing and walking around the school to attend meetings, observe classrooms, or collaborate with staff and parents. * Bending & Stooping: Occasional bending or stooping to access materials files or assist students in certain activities. * Crisis Intervention: In some situations, the School Psychologist may need to be physically involved in de-escalation or crisis intervention efforts, which may require movement or standing for extended periods. * Counseling Sessions: Sessions with students may involve sitting on low chairs or the floor, especially in counseling settings with younger students. * Fine Motor Skills: Required for typing, using computers or assessment tools, writing reports, and managing paperwork. * Assistive Technology: The use of adaptive tools and devices, which may require physical manipulation or positioning to assist students with special needs. WORK ENVIRONMENT * School Campuses: Most work is conducted in a school setting, including classrooms, counseling offices, meeting rooms, and occasionally outdoor or community spaces during assessments or interventions. * Private Offices or Counseling Rooms: Psychologists often have designated spaces for one-on-one or small group counseling, assessments, and confidential meetings. * Classroom Observations: The psychologist may observe classrooms to assess student behavior, collaborate with teachers, or consult on interventions. * Students: Regular interactions with students of varying age groups and diverse needs, including providing individual or group counseling and conducting assessments. * Educators & School Staff: Close collaboration with teachers, administrators, and paraprofessionals to develop strategies that support students' academic, social, and emotional well-being. * Parents & Families: Frequent communication with parents and guardians to discuss student progress, behavioral concerns, and interventions. * External Agencies: Collaboration with community-based services, mental health professionals, or outside specialists for additional student support. * Noise Levels: The work environment may vary from quiet offices or counseling rooms to louder and more dynamic school settings, such as classrooms or hallways. * Student Behavioral Needs: Interaction with students who may display challenging behaviors, requiring de-escalation techniques or interventions. * Flexible Work Spaces: Psychologists may need to move between classrooms, offices, and other locations within the school or district, depending on where services are needed. * Student Well-Being: Managing the emotional demands of supporting students with mental health challenges, behavioral issues, or trauma histories. * Crisis Situations: The psychologist may be involved in crisis intervention, which can be stressful and require quick, decisive action. * Confidentiality & Sensitive Topics: Maintaining confidentiality while addressing sensitive issues related to student mental health, special education needs, and family dynamics. * Standard School Hours: Typically works during school hours but may occasionally be required to attend meetings outside of regular hours for IEPs, parent conferences, or school-related events. EDUCATION and/or EXPERIENCE * Valid Minnesota School Psychologist license (Tier 3 or Tier 4) required to deliver and document MA-billable psychological services in schools. * A graduate degree in School Psychology (Specialist or Doctoral level) is required for MN licensure and ensures foundational assessment and consultation skills. CERTIFICATES, LICENSES, REGISTRATIONS * Licensure and Certification: State Certification/Licensure as a School Psychologist. * Completion of a state-approved training program in school psychology. * Specialized coursework in trauma-informed care, special education, or mental health counseling. * National Certification in School Psychology (NCSP) (optional). * Crisis Prevention & Intervention Certification (may be required). BENEFIT INFORMATION St. Louis Park Schools provides a comprehensive benefits package for employees working 20 or more hours per week. Key benefits include: * Health and Dental Insurance * Flexible Spending Accounts (FSA) for medical and dependent care expenses * Life Insurance * Accidental Death and Dismemberment (AD&D) Insurance * Short- and Long-Term Disability Insurance The cost of benefits varies based on the employee group and full-time equivalent (FTE) status. For detailed information, including specific benefits and associated costs, please refer to the applicable group or bargaining unit contract Employment Contracts.

Intermediate District 287 is looking for a School Psychologist for an opening at West Education Center in Minnetonka, MN! Intermediate District 287 serves students in grades K-12, as well as transition age students (18-22 years old), from our 12 member districts in the west metro area. Our district offers a wide range of services and specialized programs, primarily focused on setting IV special education, that is designed to meet the diverse needs of our students. To better understand our student population and work environment check out this video. Why Work with Us?: At Intermediate District 287, we are committed to fostering an inclusive and supportive environment for both students and staff. Here's what makes our district special: Trauma-Informed Approach: We prioritize understanding the impact of past trauma on student behaviors, creating a safe and supportive space to help each student thrive. Comprehensive Support Services: Each school is equipped with a dedicated team, including School Social Workers, Psychologists, Counselors, Behavior Intervention Specialists, and Student Safety Coaches who are all working together to build meaningful relationships and support student success. Small Class Sizes: We offer personalized attention in small classes, with an average of 6-8 students per class, ensuring every student receives the individualized care they deserve. Commitment to Diversity: We value diverse perspectives and life experiences, and our strategic vision is focused on hiring and retaining racially diverse and racially conscious staff across all levels of our organization. Salary & Benefits: Salary is based on Local 2209 Salary Schedule A: $48,819 - $96,833 (depending on experience and education) Tier 3 or Tier 4 School Psychologist license from PELSB may be eligible for a $3000 signing & retention bonus!! Generous Benefits including: Low cost medical and dental insurance Life insurance and long-term disability Extensive wellness services that includes 6 free confidential counseling sessions Retirement benefits through TRA & PERA Optional 403b with district match Paid time off Mental Health benefits Ongoing professional development More details can be found on our webpage: Contracts/Benefits - Intermediate District 287 Requirements: Interested in candidates who are: diverse, bilingual, or have experience working with diverse populations. Educational Specialist (Ed.S.) degree or doctorate degree in school psychology from an accredited college or university Current license as a School Psychologist issued by Professional Educator Licensing Standards Board (PELSB). If not currently licensed, must be willing and eligible to apply for and receive a Tier 2 License in School Psychology View the Job Classification Interview Process: Interviews will be conducted on a rolling basis until position is filled. Website: *********************************** Email: ******************

Student Support Services-Licensed SCHEDULE: Full-time - school hours Hours may vary based on building/program needs REPORTS TO: Executive Director of Special Education/Student Services, Building Principals SUPERVISION: None SALARY: $69,850 - $90,362/yr QUALIFICATIONS: Required Licensed as a School Psychologist in the state of Minnesota Preferred 2-5 years' experience working in an education setting Certification from the National Association of School Psychologists POSITION SUMMARY: The school psychologist functions as a member of a multi-disciplinary team by collaborating with educators, administrators, support staff, families, and other mental health professionals to create safe, healthy and supportive learning environments for students and to strengthen connections between home and school. The school psychologist provides a full range of school psychological services to students ages 0-21 including screening and assessment, consultation and advisement, and program evaluation to help school staff recognize and provide for the individual differences and needs of all children and ensure their academic, social, and emotional success. ESSENTIAL DUTIES: Provides collaborative consultation to parents, teachers, and other appropriate staff; assists school teams with suggestions and implementation of RtI, pre-referral intervention strategies, and classroom accommodations to facilitate improved student performance in the classroom and at home Engages in consultation processes with educators and parents, consistent with established models; participates in integration of all available data pertaining to students (home, school, community-based) Assists with the development of intervention and accommodation plans; provides jargon free and understandable recommendations to staff and parents Keeps current with literature on crisis prevention and early intervention Develops and maintains a regular building schedule and informs building level staff of variations in schedule availability; actively participates in school meetings and on school teams; is punctual for appointments and meetings within buildings Maintains a log of consultation activities Screens and evaluates referred children including selecting appropriate instruments, administering assessments, completing observations, and writing reports which state the evaluation findings and provide for educational program recommendations Selects evaluation techniques appropriate to the referral concern Follows best practice guidelines in all evaluation and diagnostic practices (e.g. standardized administration, rapport building, ethical evaluation behaviors) Interprets and communicates psycho-educational evaluation results in written and oral communication to the team and parents; provides an accurate and technically correct interpretation of the evaluation data available; provides information in a jargon-free and understandable manner Actively listens to and assists with questions regarding evaluation data and information provided by other members of the team Effectively makes determination of need for outside resource referral and need for further evaluation or consultation with other staff Participates in team decision-making regarding eligibility for special education services and contributes to documentation of eligibility in written reports Adheres to the ethic standards and codes of the profession and to the established rules, regulations, and laws governing special education Participates as a member of the Individualized Education Program (IEP) team, contributing evaluation findings and collaborating on the child's education program Has knowledge of the building special education meeting schedule; meets with building staff to set priorities for attendance at building meetings Has appropriate materials ready and is well prepared to present information at meetings Provides input to IEP teams regarding direct service activities, appropriate methods and/or skill training curricula Works cooperatively to accomplish the goals of the IEP Provides direct services through a variety of methods including crisis intervention, early intervention services, classroom presentations, co-teaching, and in-service training Schedules and is present for individual/group sessions Fosters active involvement of individuals and groups in sessions; recognizes and utilizes current and motivating teaching techniques; demonstrates ability to adjust to and use new approaches Maintains appropriate data on students to document current levels of performance and other pertinent information; re-evaluates, as appropriate, to determine extent of progress and effectiveness of therapy Informs parents, students, and school staff of the goals and objectives of direct service activities Engages in crisis intervention Provides in-service training to school personnel; is well prepared and informed on topics to be addressed; assesses level of audience and the need to adjust material to their specific needs Accomplishes evaluation of in-service activities Participates in decision making regarding the development and delivery of District school psychology services Supports and implements District policies, regulations, procedures, and administrative directives; demonstrates loyalty to the District Attends all scheduled school psychologist meetings unless otherwise excused Participates in district and school level planning for crisis prevention Submits records, reports, and assignments promptly and efficiently Reviews and evaluates new/revised evaluation instruments and procedures and makes determinations regarding their acquisition and use in the District Elicits feedback from schools regarding psychological services and what changes or activities may be needed Participates in District level committees Communicates psychological principles and information in a useable and practical manner for broad use with schools or systems Participates in activities that promote professional development and uses clinical/educational research to enhance therapy services Provides immediate supervision of school psychologist interns and support staff, when applicable Uses effective and current teaching techniques and feedback processes in instructing interns Makes certain interns are oriented to department practices and activities Provides regular supervision and consultation Actively assesses progress of interns' skills and professional development; provides feedback to district supervisor as well as educational/training facilities as requested Facilitates development of internship experience which fulfills specific program requirements and affords opportunities to develop skills in specific areas of interest to the intern Directs and monitors the activities of assigned support staff Consults with community, health, and social service agencies regarding students Informs parents, students and educators of community-based resources as needed Recognizes and operates within ethical standards regarding referral Maintains working and cooperative relationships with outside agencies Respects the confidentiality of communications, releases of information, etc. Provides school-related evaluation information to community, health, and social service agencies to improve functioning of students through diagnosis, treatment, and post-secondary placements Gathers diagnostic and follow-up information as needed by physicians, therapists, etc. Other duties as assigned PHYSICAL FACTORS: Frequent: walking, standing, sitting, hearing, talking, and seeing BENEFITS: We offer a comprehensive benefits package for employees working a minimum of 30 hours per week*. This includes health, dental, and vision insurance, Flexible Spending Accounts for medical and dependent care, as well as life insurance, accidental death and dismemberment (AD&D) coverage, and long-term disability insurance. (*Temporary, seasonal, and substitute positions not eligible.) All Employees of Saint Cloud School District 742 are responsible to support District goals, to work collaboratively and respectfully with diverse populations of staff, students and parents and to model and promote a welcoming working and learning environment. Employees are expected to support and adapt to change and to demonstrate commitment to continuous performance improvement. Employees are responsible to establish and maintain effective communication with students, teachers, support staff, colleagues and parents, respect confidential matters, encourage a safe and secure environment throughout the District, and to be dependable and accountable in the performance of their work St. Cloud School District 742 prohibits sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located at ***************************************** It is the prerogative of the District to assign staff so as to best meet the needs of the District. For inquiries, please contact ***************

Substitute/Substitute Student Services Date Available: 9/2/25 The Appleton Area School District has a need for Substitute School Psychologists Substitute School Psychologists continue student care when the staff psychologist cannot be there. Daily rate of pay is $260. Opening: From 9/2/25 - 9/26/25 Qualifications: Active Wisconsin license for school psychologist After we receive your application we will follow up with a phone interview and do reference checks. If you are recommended for hire, you will be emailed a new hire packet. Candidates who apply prior to the posting deadline will receive first consideration. -- An Equal Opportunity Employer --

Posting # 9005 Qualifications: Master's degree or specialist degree in the area of School Psychology, Iowa Board of Educational Examiners license as a school psychologist, or school psychologist intern. Job Purpose: Provide support to assigned schools to improve academic, social, emotional, and behavioral outcomes for students. Click for a complete job description It is the policy of Northwest Area Education Agency not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age, marital status, sexual orientation, and socioeconomic status in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy, please contact Jerome Schaefer, Equity Coordinator, 5800 Discovery Blvd., Sioux City, IA 51111, ************.

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

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

QUALIFICATIONS: EDUCATION: Completion of 60-hour Master's Degree program or a Master's Degree with sufficient additional graduate hours to toal 60. Completion of a Specialist Degree with a total of 60 graduate semester hours (Ed.S) Experience: Previous experience working with children, families and resources in human services/mental health setting and/or educational setting is desired. ESSENTIAL JOB FUNCTIONS: Assist in the process of finding and identifying children with special needs. Work collaboratively with school staff and families in prevention strategies. Work collaboratively with school staff to implement the problem solving process through development, implementation and monitoring of research-based interventions. Provide consultation on the emotional, academic, cognitive, behavioral, and vocational needs of children. Encourage family involvement in problem solving and the IEP process. Collaborate with schools in crisis intervention. Conduct appropriate assessments for developing individual or system-wide interventions during the problem solving process or to determine eligibility for special education services. Provide consultation to educators, parents, children, and other professionals and agencies. Provide cognitive assessments as needed for children. Conduct assessment for making differential diagnoses when needed. For evaluations, the School Psychologist may serve as case manager, assist in writing and implementing IEPs, and help interpret data for decision-making. Provide individual and group counseling when appropriate and within the scope of psychologist's training and expertise. Provide in-service and training to school personnel, families and community agencies. Assist schools with technical assistance and ongoing monitoring of progress toward measurable goals related to district-wide assessment and action research. Collaborate and communicate with other professions and agencies to improve client services. Participate in design, implementation, and interpretation of research from single subject or group designs. Recommend and use assessment methods that are appropriate, valid, and reliable. Participate in professional development to remain current and up-to-date in research, training and professional practices in the field of School Psychology. Serve as an advocate for children. Adhere to the professional standards and ethics of the profession. Fulfill the building rep duties as assigned. COMMON TO ALL EMPLOYEES: Contributes to a positive and productive work, learning and team environment Believes in, advocates for, understands, supports and delivers the priority work of the AEAs, Iowa Public and Accredited Schools, the Iowa Department of Education and Prairie Lakes AEA Focuses upon agency and team efforts to deliver equitable, efficient and effective educational services that prepare Iowa children for a life well-lived Anticipates and responds to needs, requirements and expectations of clients resulting in acceleration, inspiration and innovation Demonstrates effective verbal, non-verbal, written, listening and visual communication Possesses effective interpersonal, collaboration, facilitation skills and is committed to relationships and partnerships, within and outside of the agency Exhibits self-motivation, reliability, organization, detail and quality and engages in continuous improvement of professional practice to build skills needed to perform job duties and meet agency goals and expectations Manages time effectively so that timelines are met and improved results are evident in learning, professional capacity and system effectiveness Problem solves by utilizing data-based decisions, preventing and resolving conflicts and providing comprehensive, high quality solutions Works with integrity and maintains confidentiality Models and integrates technology into daily work Leads professional development for at least one course, internally, externally or both Understands other duties and responsibilities may be assigned, according to current needs of the agency or districts served PHYSICAL REQUIREMENTS: Ability to travel between schools and sites served. Normal, routine levels of activity related to bending, carrying, climbing, hearing, lifting, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that can't always be anticipated.

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

TEACHER ASSOCIATE ( includes Regular Education, Special Education, Transportation and Secretarial Associate positions) Under the general superivision of the building principal and designated teacher(s), to assist and support all staff in the education of children. Essential Performance Responsibilities Assists in the supervision of students in the classroom and other areas of the school facility. This may include bus arrival/dismissal, lunch and/or recess, school related activities or field trips during contracted hours, and emergency drills/situations. Assists staff in preparation of materials. This may include reproducing and preparing materials and equipment used in the classroom; correcting papers, workbooks and tests; and creating and preparing materials for bulletin boards. Works with individual or a group of students in the daily routine of the classroom under the teacher's direction. This may include assisting the teacher with classroom management and/or implementation of behavioral management plan(s); assisting students with homework, tests and/or seatwork; assisting students with technology (audio-visual, computer, adaptive educational equipment); and maintaining records for individual students. Keeps teacher/administrator informed of all relevant student-related matters. Maintains working knowledge and use of available technology. Attends scheduled training sessions. Duties and responsibilities as requested by supervisor may vary from time to time. Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility. Knowledge, Skills, and Abilities Works well with others. Contributes to creating a positive working environment. Demonstrates integrity and respects confidentiality. Arrives on time and works consistently until the end of his/her scheduled day. Takes advantage of professional growth opportunities related to his/her specific job. Works independently and with confidence. Demonstrates ability to grasp and adjust to new and changing situations. Demonstrates initiative and ability to work without close supervision. Qualifications Profile High school diploma or GED. Ability to relate to all children regardless of needs and/or abilities. Possess collaborative and interpersonal skills. Travel Requirements Travels to school district buildings and professional meetings as required. Physical Requirements Bending, carrying, climbing, lifting, pushing, pulling, reaching, sitting, standing, and walking. Working Conditions Includes extremes of temperature and humidity. Hazards include stairs and communicable diseases. Any employee not covered by a negotiated contract agreement is an “at-will” employee. Either the school district or the employee can terminate the employment relationship at will, with or without cause, so long as there is no violation of applicable federal or state law. The school district can define the number of days notice required of a terminating employee. NOTICE OF NONDISCRIMINATION The school district does not discriminate on the basis of age (except students), race, color, religion, national origin, sex, disability, sexual orientation, gender identity, socioeconomic status, creed, or marital status in admission or access to, or treatment in, its hiring and employment practices. Any person having inquiries concerning the school district's compliance with the regulations implementing Title VI, Title VII, Title IX, the Americans with Disabilities Act (ADA), § 504 or Iowa Code § 280.3 is directed to contact: 504 Coordinator Indianola Community School District 1301 E. Second Ave. Indianola, IA 50125 **************, who has been designated by the school district to coordinate the school district's efforts to comply with the regulations implementing Title VI, Title VII, Title IX, the ADA, § 504 and Iowa Code § 280.3 (2007).

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

Birch Agency is seeking a dedicated and compassionate School Psychologist to support middle school students in an in-person educational setting. This role focuses on working with students in Setting I/II and III, including those with Developmental Cognitive Disabilities (DCD). You will collaborate with educators, families, and support staff to provide assessment, intervention, consultation, and support services that promote students academic, social-emotional, and behavioral success. Key Responsibilities Conduct psychoeducational evaluations and assessments Provide interventions and support for students with diverse needs Collaborate with school teams to develop and implement effective strategies Participate in IEP meetings and contribute professional recommendations Support positive school climates and student outcomes Qualifications Master s or Doctoral degree in School Psychology Valid Minnesota License/Certification as a School Psychologist (or ability to obtain) Experience working with middle school students preferred Knowledge of assessments and interventions for students with DCD and other special education needs Strong communication and collaboration skills Work Schedule Full-Time: Monday through Friday 7: 20 AM 3: 20 PM Remaining of the 2025 2026 School Year How to Apply Please submit a current resume to Angel Valdez at ***********************. Questions? Reach out to Birch Agency at ************ for more information. #promoted

Under the direction of the Building(s) Principal, and/or the guidance of the Assistant Director of Special Education, the School Psychologist is responsible for providing a full range of psychological services to support the academic and behavioral competence of students (ages birth to twenty-one), parents, and staff in one or more sites in the Willmar Public Schools. The School Psychologist is responsible to serve as a member of the Special Education Assessment Team (SEAT) for the proper interpretation and performance of essential duties and responsibilities. ESSENTIAL DUTIES AND RESPONSIBILITIES: * Participate in design, implementation, and evaluation of early interventions with children experiencing academic and behavioral difficulty. * Conduct diagnostic assessments of referred students throughout the school district using direct and indirect methods. * Administer standardized tests to determine cognitive functioning and academic skill. * Assess students' social/emotional and behavioral needs through observation, student interview and standardized scales. * Assess adaptive behavior through teacher and parent interview and administration of standardized scales. * Assist in team decision making, student placement and planning decisions, especially when out-of-district placement is considered. * Provide services to students receiving special education services. * Consult with mainstream and special education teachers regarding individual students. * Provide school psychology services to groups and individuals and training to staff and parents. * Facilitate referrals and act as a liaison with outside agencies. * Deal with cases of child abuse/neglect and crisis intervention regarding suicide concerns. * Assist in development of crisis response teams and systems within buildings. * Establish and maintain contact with parents through participation in team meetings, consultation and facilitation of parent groups. * Participate on school district teams as appropriate. * Provide short term consultation and/or support for students not identified as disabled. * Provide psychological assessment as part of team making decisions concerning early admittance to kindergarten and interprets results of early childhood screening as necessary. * Consults with and collaborates with instructional staff, parents, community services, social workers, police liaison and other professionals in addressing student concerns, making appropriate referrals, to address problems. * Performs other duties of a comparable level or type, as required. * Provides professional expertise and assistance to individuals, other district staff and the community concerning areas of expertise/knowledge. * Attends training sessions, conferences, seminars, district and departmental meetings. * Keeps abreast of changing developments, trends, counseling and educational technologies. Licensed School Psychologist in the State of Minnesota. Essential knowledge and specialized subject knowledge required to perform the essential functions of the job: * Advanced knowledge of educational and personal school psychology principles, trends, methods and procedures; * Knowledge of educational and personal development resources; standardized testing; graduation requirements, and curriculum standards; * Crisis intervention concepts, principles and techniques; * Knowledge of the fundamentals, concepts, methods and techniques of quantitative and qualitative statistics; * Knowledge of all laws, statutes, or guidelines related to special education programming, due process and related requirements, data privacy, and ethical standards of school psychology; * Knowledge of medical assistance requirements, eligibility requirements and service requirements; * Knowledge of resources, service alternatives and options, community and referral sources; * Knowledge of fundamentals of staff leadership and coordination; * Knowledge of district administrative procedures and policies pertaining to school finance, human resources, purchasing and other administrative programs of the district; * Operation and use of office productivity software and applications utilized by the district in the maintenance of student records, files, and communications

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

Student Support Services/Associate Description: DeSoto Intermediate is seeking highly motivated, quality applicants for these positions. DeSoto Intermediate is a progressive 5th & 6th grade building with small class sizes and an energetic, collaborative staff. The staff at DeSoto Intermediate is incredibly caring and who work in a collaborative manner. The approximate hours for this position are 7:30 am to 3:15 pm (M-Th) and 7:30 am to 1:15 pm (Fri) Job Summary: The associate role is one to assist the teacher in supporting specific learning goals by working with individual students or small groups to help them achieve appropriate skill levels. Responsibilities: Work with individual students or in small groups to help achieve skills and understanding of class material Work with a wide range of various needs, including academic, behavior and social Examples: Reads to students, listens to students read and participates in other forms of oral communication with the students Guides each student toward making appropriate choices and accepting responsibility for their own behavior Assisting the teacher in devising special strategies for reinforcing material or skills based on an understanding of individual students, their needs, interests, and abilities Alerts the regular teacher to any problem or special information regarding an individual student Supervises students outside during arrival, recess, dismissal and may provide lunchroom supervision A successful candidate will: Be student-focused, team-oriented and have a strong desire to actively engage with students Holds a humble philosophy that doing whatever it takes to help students be successful is required Have effective time management skills and organizational skills Enjoys kids, working with others and making a positive difference in the lives of children Maintains the same high level of ethical behavior and confidentiality of information regarding students as is expected of fully licensed teachers Qualifications: High school diploma. Demonstrated aptitude for the work to be performed. Ability to maintain confidentiality. Ability to work well with staff, parents, and students Competitive benefits! Pay range: $15.96 - $17-76 This vacancy will remain open until filled. AA/EOE Equal Opportunity Employer

Before & After School Programs/Before & After School Programs Please read the full job description attached to this posting before applying. Substitute After School Club Associates Substitutes will cover vacant positions as needed and also cover absences of current club associates. Hours will vary depending on business needs. This position is on an as-needed basis. When needed, hours may be between 3:30 p.m. - 5:30 p.m. on weekdays. $16.50 per hour INTERNAL APPLICANTS/CURRENT EMPLOYEES: If you apply for this position, please log in to the current application you already have with us. Simply go to *************************** log in to your application, and click apply. If you have questions or need assistance, please contact Tammy at ************. POSITION SUMMARY Assist with daily site operations for after school programs, including student attendance, snack distribution, and preparing club materials for daily programs. Additionally the After School Club Associate will lead pre-planned club activities to students daily and support student supervision until club dismissal. EDUCATION and/or EXPERIENCE Required: High school diploma, general education degree (GED), or equivalent. Preferred: Previous experience working with children. These positions are open until filled. Please apply as soon as possible. It is the policy of the Council Bluffs Community School District not to illegally discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age, genetic information, ancestry, geographic location, citizenship, political party preference or belief, familial status (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) or any other protected trait or characteristic in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact Human Resources at ************ or ************. Attachment(s): After School Club Associate JD - May 2025.pdf