School psychologist jobs in Sartell, MN - 77 jobs

Title: School Psychologist DBM Classification: C43/Grade14 Department: Special Education Salary Range: $47,066 - $103,660 Employee Group: P.A.T- Teachers Prepared Date: December 2025 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.

Student Support Services (Licensed)/Psychologist Job Summary South St. Paul Public Schools is hiring for a school psychologist who will be responsible for the special education evaluation process and the school-wide implementation of the multi-tiered system of support (MTSS). Conduct special education evaluations, including problem identification, assessment selection and administration, result interpretation and team eligibility decisions, and documentation according to state and federal requirements and relevant ethical guidelines. Provide support, assistance and consultation to teachers in addressing assessment needs of students who may have a disability. Provide intellectual, behavioral and occasional academic assessments. Participate in IEP meetings and facilitate communication between staff and families as necessary. Lead the implementation of a school-wide MTSS model consistent with the district framework to ensure high quality instruction and preventative interventions, assessment practices are applied across all levels of the system for a deeper understanding of each student's needs, and alignment of resources and supports necessary for each student's academic and social-emotional success. We offer a competitive salary and benefits package. Salary Range: $44,929 - $102,918 Salary placement is based on education and experience as indicated in Teacher's Collectively Bargained Agreement. Job Functions Conduct special education evaluations, including problem identification, assessment selection and administration, result interpretation and team eligibility decisions, and documentation according to state and federal requirements and relevant ethical guidelines Coordinate the school MTSS framework, including scheduling, record keeping, permissions, and data management Coordinate and implement interventions for individual or groups of students including appropriate assessment and progress monitoring Analyze assessment and intervention data and develop data-based decision-making protocols across tiers of service delivery Assist with staff training and supervision of staff providing tiered services and interventions Assist in selection, administration, and/or interpretation of assessments to inform instruction or fulfill other school needs Conduct analyses or research as needed to support decision-making, evaluate effectiveness of programs or interventions, etc. Conduct risk and threat assessments and create student safety plans and/or Functional Behavior Assessments, as needed Other duties as assigned Knowledge, Skills and Abilities Required 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. Current Minnesota School Psychologist licensure Preferable: Three years successful experience in a school district setting Experience with implementing and organizing RTI/MTSS models Knowledge of State and Federal Special Education Child Find requirements Experience working with adult learners of all content areas, including general education and special education Understanding of best practices in social/emotional learning and behavior management Effective verbal and written communication skills Ability to work collaboratively with district staff, community partners and leadership team Strong technology skills Sensitivity and compassion for the needs and issues for families and students with disabilities. Desire to provide assistance and advocacy to families and children with disabilities. Well-versed in understanding, analyzing, organizing, and presenting data. Cultivate and develop inclusive and equitable working relationships with all students, staff, families and community members. Demonstrate prompt, regular and reliable attendance Physical Requirements 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. Regularly required to sit, stand, walk, talk, hear, operate a computer and other office equipment, reach with hands and arms, and must occasionally lift and/or move up to 10 pounds. Vision abilities required include close vision. Benefits at South St. Paul Public Schools HealthPartners coverage for medical and dental 403(b) retirement with district match TRA (Teacher Retirement Association) benefits Flexible spending account Paid time off and leave benefits Complete benefits details available through Human Resources. Benefits vary by position and contract.

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!

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: ******************

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.

CVSEC Student Support Services/Psychologist Date Available: 8/2025 About The Cannon Valley Special Education Cooperative: The Cannon Valley Special Education Cooperative (CVSEC) serves the vibrant Minnesota communities of Faribault, Medford, Northfield, and Owatonna. We offer a unique opportunity to make a lasting impact in a collaborative and compassionate environment. At Cannon Valley Special Education Cooperative, you'll find: A team-oriented and supportive culture: Work alongside committed educators and staff who are passionate about helping every student succeed. Specialized and impactful programming: Contribute to our innovative programs where students with unique needs receive the education and support they deserve. Opportunities for growth and development: Advance your career through professional development, training, and wellness resources designed to help you thrive. A commitment to student success: Be part of a community that believes all students can achieve their best when given the right tools and support. If you're looking for a rewarding career where you can make a meaningful difference in students' lives, we invite you to join our team at CVSEC. Together, we're building brighter futures every day! Position Overview: The successful candidate will be an individual who firmly believes: All students can and will learn, and their learning can be directly influenced by focusing on factors over which we have control. You can work interdependently with teachers, school, and district leaders throughout the system, aligning the work of adults around improving student learning by meeting students' needs, interests, and aspirations. You want to work with staff to continuously improve practices that enhance student and family engagement, creating the conditions for student success. Primary Responsibilities: Duties of this job include, but are not limited to: Conduct psychoeducational assessments to evaluate students' cognitive, emotional, and academic functioning. Use standardized tests, observations, and interviews to gather data on a student's needs, strengths, and areas for growth. Interpret assessment results and work with other professionals to determine appropriate interventions. Advocate for the needs of students with disabilities and ensure that they have access to the appropriate resources. Collaborate with a multidisciplinary team (teachers, special educators, parents, administrators) to develop and review students' Individualized Education Plans (IEPs). Provide recommendations for specific services, accommodation, and modifications based on assessment results. Help monitor student progress and adjust interventions as necessary. Work with students who have behavioral or emotional difficulties by implementing strategies to improve social skills, self-regulation, and classroom behavior. Design behavior intervention plans (BIPs) for students with significant behavioral challenges. Provide counseling and support for students dealing with anxiety, depression, or trauma. Provide individual and group counseling to students, focusing on coping skills, social skills, and emotional regulation. Support students in building self-esteem and resilience. Participate in school-wide assessments and initiatives to improve educational outcomes for students with disabilities. Maintain compliance with federal, state, and district policies regarding special education documentation, assessments, and reporting. Participate in professional development and training to stay current on best practices in special education. Preferences: We strongly prefer candidates who have excellent collaboration skills with colleagues and an enthusiasm for working with students. Qualifications: Minimum: Master's Degree in School Psychology (internship year) Education Specialist or Doctorate in School Psychology (all other candidates) Commitment to all students' education, creative planning and organizational skills, and highly effective interpersonal skills. Minimum: MN Teaching Licensure in School Psychology or ability to obtain licensure Preferred: Nationally Certified School Psychologist Salary and Benefits: The salary range for this position is based on the CVSEC Master Agreement, with a range of $52,522- $94,864. Your initial placement depends on your qualifications, including education and years of experience. We are proud to offer our employees a wide array of benefits, including medical, dental, vision, life, short-term disability, long-term disability, free telehealth options through HealthiestYou, an employee assistance program, and retirement contributions. How to Apply: The position will remain open until filled. Individuals who wish to be considered for this position must apply online at: ********************************************************** Salary: Based on CVSEC Master Agreement 1 Position Available Cannon Valley Special Education Cooperative, ISD 6094-52, is an equal-opportunity employer and supports workforce diversity.

School Psychologist - Contract Required Qualifications: Must have a PELSB Tier 3 or Tier 4 license Candidates eligible for a PELSB Tier 2 license are also considered, provided they are enrolled in a teacher preparation program or have a Master's degree in the content area. Experience working in schools or with children. A Master's degree from a NASP-accredited university. Job Description Conduct individual and group counseling sessions to help students overcome behavioral and psychological problems Assess and evaluate students' learning abilities, emotional well-being, and social skills Provide direct and indirect psychological services to prekindergarten through grade 12 students who are at risk of social and academic failure Serve as a technical assistant for the support of implementation of RTI in the assigned schools (if applicable) Collaborate with the school's Special Education team Benefits: Lucrative pay! Long-term contract! Health/Dental/Vision Insurance is available! Principal is well respected and liked!

About STMA Schools We are a district that serves over 6,000 students and employs 800+ employees in a northwestern suburb of Minneapolis, Minnesota. Our district is comprised of one primary school for preschool and kindergarten students, three elementary schools for grades 1-4, two middle schools for grades 5-8, and one high school for grades 9-12. Position Overview & Responsibilities Under the direction of the director of special services, the School Psychologist is directly responsible for conducting comprehensive psycho-educational evaluations utilizing problem-solving and standardized assessments. The School Psychologist monitors the completion of special education 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 safe, healthy, and supportive learning environments. For more information, please see the job description for this position. Part-time available candidates also encouraged to apply. Dates: 3/16/26 - 6/5/26 FTE: 0.5 FTE - 1.0 FTE Schedule: Monday-Friday; flexible Requirements & Qualifications Licensed as a School Psychologist by the Minnesota Professional Educator Licensing and Standards Board (PELBS); job experience preferred. Salary & Benefits Wages: Long-Term Substiute Certified Staff Rate with appropriate PELSB subject area Certification from PELSB: $249.55/8-hour day or 31.19/hour. Benefits: Full-time (1.0 FTE) certified staff benefits apply to full-time, long-term certified substitute assignments greater than 30 contract days for individuals holding the appropriate state and educator licenses. Less than 1.0 FTE long-term subs may be eligible for benefits with or without distrit contribution, but it is dependent on final schedule, FTE, and length of assignment. Earned Safe and Sick Time is available as required by law for all assignments. Application Process Please apply online and attention application materials to Dr. Amy Larkin, Director of Special Services at STMA district office. Equal Employment Opportunity Employer St. Michael-Albertville School District is committed to providing equal opportunity to all employees and applicants for employment in accordance with all applicable laws. STMA Schools does not discriminate against any employee or applicant on the basis of race, color, creed, religion, national origin, sex, marital status, status with regard to public assistance, disability, sexual orientation, age, veteran status, or status with regard to public assistance. If any employee or applicant needs assistance with any aspect of the application or benefits process, please contact us and alternative formats will be made available upon request. FMLA Notice: ************************************ Poster2023.pdf.

About STMA Schools We are a district that serves over 6,000 students and employs 800+ employees in a northwestern suburb of Minneapolis, Minnesota. Our district is comprised of one primary school for preschool and kindergarten students, three elementary schools for grades 1-4, two middle schools for grades 5-8, and one high school for grades 9-12. Position Overview & Responsibilities Under the direction of the director of special services, the School Psychologist is directly responsible for conducting comprehensive psycho-educational evaluations utilizing problem-solving and standardized assessments. The School Psychologist monitors the completion of special education 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 safe, healthy, and supportive learning environments. For more information, please see the job description for this position. Part-time available candidates also encouraged to apply. Dates: 3/16/26 - 6/5/26 FTE: 0.5 FTE - 1.0 FTE Schedule: Monday-Friday; flexible Requirements & Qualifications Licensed as a School Psychologist by the Minnesota Professional Educator Licensing and Standards Board (PELBS); job experience preferred. Salary & Benefits Wages: Long-Term Substiute Certified Staff Rate with appropriate PELSB subject area Certification from PELSB: $249.55/8-hour day or 31.19/hour. Benefits: Full-time (1.0 FTE) certified staff benefits apply to full-time, long-term certified substitute assignments greater than 30 contract days for individuals holding the appropriate state and educator licenses. Less than 1.0 FTE long-term subs may be eligible for benefits with or without distrit contribution, but it is dependent on final schedule, FTE, and length of assignment. Earned Safe and Sick Time is available as required by law for all assignments. Application Process Please apply online and attention application materials to Dr. Amy Larkin, Director of Special Services at STMA district office. Equal Employment Opportunity Employer St. Michael-Albertville School District is committed to providing equal opportunity to all employees and applicants for employment in accordance with all applicable laws. STMA Schools does not discriminate against any employee or applicant on the basis of race, color, creed, religion, national origin, sex, marital status, status with regard to public assistance, disability, sexual orientation, age, veteran status, or status with regard to public assistance. If any employee or applicant needs assistance with any aspect of the application or benefits process, please contact us and alternative formats will be made available upon request. FMLA Notice: ************************************ Poster2023.pdf.

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.

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

Student Support Services/Psychologist Date Available: 08/27/2025 Closing Date: Open until filled Rock Ridge Public Schools is accepting applications for a 1.0 FTE School Psychologist for the Rock Ridge School District for the 2025-2026 school year. Position: School Psychologist - 1.0 FTE Start Date: Approximately 8/27/25 Posting Closes: Open until filled. Questions: Contact Stephanie Aagenes, Special Education Director, at **************************. ISD 2909 is an Equal Opportunity Employer.

Special Education/School Psychologist Date Available: 08/25/2025 Closing Date:

SCRED - Related Services/School Psychologist Date Available: As soon as practicable Closing Date: Open until Filled School Psychologist **$5,000 signing bonus provided** Position Location: Pine City Elementary School Position Purpose School psychologists provide direct and/or indirect support and interventions to students, consult with teachers, families, and other school-employed mental health professionals (i.e., school counselors, school social workers) to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services. Through their work, school psychologists help SCRED member districts and buildings successfully implement a multi-tiered system of supports (MTSS) framework in order to: improve academic achievement, promote positive behavior and mental health, support diverse learners, create safe, positive school climates, strengthen family-school partnerships, improve school-wide assessment and accountability, and monitor individual student progress in academics and behavior. Essential Duties Behavior Intervention, Support, and Crisis Response Facilitate behavior and crisis response procedures and participate in the school's crisis team at the discretion of the building principal Provide consultation in crisis prevention and response Complete student risk assessments when necessary Assist in completing student threat assessment activities when necessary Provide an immediate response to students, families, and school staff in crisis situations and determine when a referral to an outside agency is needed MTSS Implementation Promote and assist in effective and efficient school-wide implementation of an MTSS framework for both academics and social emotional learning, in partnership with building administrators and teams Facilitate the problem solving team (PST) in each building, ensuring that each PST is: using standard data for decision making defining problems in observable and measurable terms collecting sufficient information for intervention planning developing detailed intervention plans evaluating integrity of implementation supporting classroom teachers or interventionists in data collection activities graphing intervention effectiveness Participate in various data team meetings within each building Provide consultation to parents and/or teachers regarding social emotional learning and/or academic difficulties, utilizing the SCRED 5-step problem-solving model: Problem Identification, Problem Analysis, Plan Development, Plan Implementation, and Plan Evaluation Assist in conducting needs assessments to support various resource allocation and/or programming decisions Special Education Leadership Facilitate Student Support Team (SST) meetings Attend special education department meetings Serve as a liaison between SCRED and its member districts, in promotion of a positive, collaborative culture Provide consultation on special education due process to staff and parents Assist in the improvement of special education services (e.g., program evaluation, evaluation/service process, resource allocation, transitions), under the direction of SCRED Administration and the principal Facilitate the child find process by assisting in responding to referrals for initial special education evaluations for students suspected of having disabilities Assist in coordinating the reevaluation process for students receiving special education and related services Administer and interpret intellectual ability tests, social behavior assessments, and adaptive assessments as part of comprehensive evaluations for current and potential special education students when necessary Assist in the planning process for the provision of Extended School Year (ESY) services in building(s)/district of assignment Assist with facilitating transition planning, including attending IEP meetings (as needed) for children moving from ECSE programs to kindergarten, elementary to secondary, or between buildings and programs Support special education staff in reviewing progress monitoring data on IEP goals and designing appropriate interventions Assist with state compliance review activities, including the implementation of any resulting corrective action plans Serve as an active member of the SCRED Implementation Team (I-Team) Plan and implement professional learning opportunities at SCRED and building(s)/district of assignment? Academic Assessment and Services Support building-wide academic screening processes Complete diagnostic assessments in reading, math and written expression, as deemed appropriate by the Problem Solving Team or Student Support Team Develop, implement and monitor the fidelity of academic interventions, as requested Assist in ensuring compliance with child find requirements related to the implementation of Scientific Research-Based Interventions Social Emotional Learning (SEL) Assessment and Services Provide direct SEL services to individuals, small groups, classrooms or school-wide, as requested Provide direct counseling services to individuals or groups, as requested Complete mental health screenings and assist students, families, and school staff in determining appropriate mental health supports, both internally and through outside agencies Complete function-based behavior assessments (FBAs), when deemed appropriate by the Problem Solving Team or Student Support Team Assist in the development of Behavior Support Plans (BSPs), in collaboration with special education staff to write Behavior Support Plans, and track BSPs data with integrity checks Gather and organize data to assist teams in making manifestation determination, when needed Provide behavior consultation services to general education and special education staff Crisis Response Services Facilitate crisis response procedures and participate in the school's crisis team at the discretion of the building principal Provide consultation in crisis prevention and response Complete student risk assessments when necessary Assist in completing student threat assessment activities when necessary Provide an immediate response to students, families, and school staff in crisis situations and determine when a referral to an outside agency is needed Other Duties Perform other duties as assigned Education & Training Minimum: Master's Degree in School Psychology (internship year) Education Specialist or Doctorate in School Psychology (all other candidates) Work Experience Preferred: Three or more years working in a related position. Licensure/Certification Minimum: MN Teaching Licensure in School Psychology or ability to obtain licensure Preferred: Nationally Certified School Psychologist Personal Skills Ability to work collaboratively on a team Organizational skills to manage multiple projects independently A passion and willingness to learn and help others learn Strong oral and written communication skills Adaptability based on changing needs Solutions-focused problem-solving skills Adept in using and learning new technology Physical Demands Travel within assigned district; occasional travel to the SCRED office and outside of the SCRED member districts Frequent computer use including long periods without movement The use of physical restraint with students demonstrating behaviors that constitute an emergency Salary and Benefits Salary: $50,000 - $80,000 (subject to negotiated agreement and work experience). Current contract linked to our Teacher Master Agreement Benefits: We offer a comprehensive benefits package for employees. This includes health, dental, and vision insurance, Flexible Spending Accounts for medical and dependent care, as well as retirement, life insurance, accidental death and dismemberment (AD&D) coverage, and long-term disability insurance. Application Procedure Apply online

Special Education Teaching/Psychologist Date Available: 2026-2027 School Year Closing Date: Until Filled Description: Performs professional work preforming diagnostic evaluation of students, assessing and interpreting intellectual, social and/or emotional development, conducting consultations, preparing and maintaining files and records, and related work as apparent or assigned. Work is performed under the limited supervision of the Special Services Director. Job Summary: Conducts student assessments; interprets assessment results; provides educational plan based on assessment. Participates in meetings involving assessment planning, assessment result dissemination, program planning, disability determination and progress review. Provides pre-referral consultation to educational staff by assisting with designing student interventions for those having academic or behavioral issues. Consults with community agencies and professionals coordinating care and enhancing service quality and program planning for children in school. Maintains updated information regarding community resources; assists parents in pursing services outside the school setting when appropriate. Serves as a consultant to administration, educational staff and parents for issues and policies impacting the psychological well being of children. Provides crisis intervention counseling across the district when necessary. Participates in planning and implementing special education assessments and re-assessments determining if students are eligible for special education services. Consults with regular and special education personnel on programming for students with disabilities; ensures compliance with state and federal guidelines. Attends workshops; develops and provides training, keeps abreast of current literature and studies. Qualifications: Masters Degree in Educational Psychology Valid Minnesota License in School Psychology or eligible for license Application Procedure: Apply online Studies have shown that some people are less likely to apply for jobs unless they believe they meet every one of the qualifications as described in a job description. We are most interested in finding the best candidate for the job, and that candidate may be one who comes from a less traditional background. We would encourage you to apply, even if you don't believe you meet every one of our qualifications described. Equity is one of ISD728's core values and is essential to our goal of putting children first to ensure college and career readiness. A diverse workforce fuels innovation and allows us to better understand, communicate with, and educate our students. ISD728 will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability, or status with regard to public assistance.

School Psychologist; 2026-2027 School Year; 1.0 FTE JobID: 18444 Special Education Teaching/Psychologist Date Available: 2026-2027 School Year Additional Information: Show/Hide Description: Performs professional work preforming diagnostic evaluation of students, assessing and interpreting intellectual, social and/or emotional development, conducting consultations, preparing and maintaining files and records, and related work as apparent or assigned. Work is performed under the limited supervision of the Special Services Director. Job Summary: Conducts student assessments; interprets assessment results; provides educational plan based on assessment. Participates in meetings involving assessment planning, assessment result dissemination, program planning, disability determination and progress review. Provides pre-referral consultation to educational staff by assisting with designing student interventions for those having academic or behavioral issues. Consults with community agencies and professionals coordinating care and enhancing service quality and program planning for children in school. Maintains updated information regarding community resources; assists parents in pursing services outside the school setting when appropriate. Serves as a consultant to administration, educational staff and parents for issues and policies impacting the psychological well being of children. Provides crisis intervention counseling across the district when necessary. Participates in planning and implementing special education assessments and re-assessments determining if students are eligible for special education services. Consults with regular and special education personnel on programming for students with disabilities; ensures compliance with state and federal guidelines. Attends workshops; develops and provides training, keeps abreast of current literature and studies. Qualifications: Masters Degree in Educational Psychology Valid Minnesota License in School Psychology or eligible for license Application Procedure: Apply online Studies have shown that some people are less likely to apply for jobs unless they believe they meet every one of the qualifications as described in a job description. We are most interested in finding the best candidate for the job, and that candidate may be one who comes from a less traditional background. We would encourage you to apply, even if you don't believe you meet every one of our qualifications described. Equity is one of ISD728's core values and is essential to our goal of putting children first to ensure college and career readiness. A diverse workforce fuels innovation and allows us to better understand, communicate with, and educate our students. ISD728 will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability, or status with regard to public assistance.

Special Education Cooperatives/School Psychologist Date Available: 2025-2026 SY Closing Date:

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