School psychologist jobs in South Hill, WA - 66 jobs

Benefits: 401(k) Competitive salary Dental insurance Health insurance Exciting Opportunity for a School Psychologist for the 2024-25 School Year Summer will soon be over, and we're gearing up for an exciting new school year! Join our team as a School Psychologist in beautiful Lakewood, WA, and make a meaningful impact on the lives of students. Position: School Psychologist Location: Lakewood, Washington Duration: 2024-25 School Year Pay Rate: $59 - $64 per hour Qualifications: Certification: Washington Endorsement - School Psychologist Experience: Experience in an urban public school system is a plus Why Join Us? Rewarding Work: Make a difference in the lives of students by providing essential psychological services Professional Growth: Work in a dynamic and supportive environment that values your expertise Competitive Pay: Earn $59 - $64 per hour Location: Enjoy working in Lakewood, WA area, a community that offers both urban amenities and natural beauty Responsibilities: Conduct psychological assessments and evaluations Develop and implement intervention strategies Collaborate with teachers, parents, and administrators to support student success Participate in the development of Individualized Education Programs (IEPs) Get ready for a fulfilling career that allows you to contribute to the educational and emotional well-being of students. If you're passionate about making a difference and meet the qualifications, we'd love to hear from you! Contact us today for more information!!! Compensation: $59.00 - $64.00 per hour Great jobs. Great company. Great community of caregivers. At Aura Staffing Partners, we know that partnering with you to find the right opportunity in healthcare is just the beginning. We don't leave you high and dry, instead we help you grow even brighter with quarterly reviews, continued training and plenty of communication.

We are seeking a School Psychologist to provide on-site psychological services to students in a middle school setting. This role involves supporting students with mental health and developmental needs, conducting evaluations, and assisting in qualifying students for additional support services. Assignment Details: + Location: Seattle, WA + Start Date: January 19, 2026 + End Date: March 2, 2026 (possibility of extension) + Schedule: Monday-Friday, regular school hours + Hours: 37.5 per week + Duration: 20 weeks + Pay Rate: $80/hour + Openings: 1 + Modality: In-person + Interview: 30-minute virtual Teams interview Responsibilities: + Provide psychological services to students under state and district guidelines + Conduct evaluations and assessments + Collaborate with administrators and staff to support student needs + Maintain accurate documentation and compliance with all regulations Requirements: + Current Washington State licensure/certification as School Psychologist + Master's degree in Psychology (preferred) + Experience with pediatric/adolescent populations (preferred) + Current CPR certification (if applicable) + TB questionnaire, PPD or chest X-ray (if applicable) + Must meet all federal, state, and local requirements + Must be at least 18 years of age Contact Information: Cyrus Vess National Recruitment Manager ************ ****************** Benefits At Amergis, we firmly believe that our employees are the heartbeat of our organization and we are happy to offer the following benefits: + Competitive pay & weekly paychecks + Health, dental, vision, and life insurance + 401(k) savings plan + Awards and recognition programs *Benefit eligibility is dependent on employment status. About Amergis Amergis, formerly known as Maxim Healthcare Staffing, has served our clients and communities by connecting people to the work that matters since 1988. We provide meaningful opportunities to our extensive network of healthcare and school-based professionals, ready to work in any hospital, government facility, or school. Through partnership and innovation, Amergis creates unmatched staffing experiences to deliver the best workforce solutions. Amergis is an equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to sex, gender identity, sexual orientation, race, color, religion, national origin, disability, protected Veteran status, age, or any other characteristic protected by law.

*Total Possible Salary Range: $66,110 - $124,606/yr Contracted Days: 183 FTE - 1.0 IDENTIFYING INFORMATION A. Class Title: School Psychologist B. Reports to: Building Administrator SUMMARY OF ASSIGNMENT Under the general direction of the assigned Building Administrator, assists students, parents and school personnel through application of professional studies in the following areas: student assessment, learning consultant, counseling, program development, consultant in child growth and personality development and research. ESSENTIAL FUNCTIONS Provides counseling and consultation services for students individually, and in both large and small groups. Measures the intellectual, social and emotional development of students, and interprets the results of psychological studies. Diagnoses educational and personal disabilities, and collaborates in the planning of re-education and therapeutic programs. Identifies exceptional students and collaborates in the planning of appropriate educational and social placement and programs. Develops ways to facilitate the learning and adjustment of students. Administers intellectual assessments, behavioral or adaptive assessments, gathers medical information and coordinates all necessary reports. Assist teachers and administrators in understanding child behavior and intellectual and personality differences as they apply to the individual student and the class. Serves in a consultative capacity in curriculum planning. Consults with individual students and/or families, thereby serving as an agent for positive education and/or personal change. Encourages and initiates research, and helps utilize research findings for the solution of school problems. Participates in meetings of multidisciplinary teams, and coordinates multidisciplinary team paperwork. Attends Individual Educational Program meetings as necessary. Participates in informal student staffing teams at schools. Provides counseling as a related service as indicated in IEPs. Ensures complete documentation of the psychologist report and the summary assessments for students. Establishes beneficial relationships with students and staff based upon respect and rapport. Interacts positively with students, parents, co-workers, staff, volunteers and teacher interns. Communicates current Special Education rules, regulations, and Clover Park School District policy and procedures. Performs other duties as assigned The essential functions listed above are not exhaustive and may be supplemented as necessary. The position may perform a variety of non-essential functions consistent with the scope and intent of the position. MINIMUM QUALIFICATIONS Education and Experience 1. Master's degree in Psychology or closely related field. Required Knowledge, Skills and Abilities Knowledge of and ability to use psychological and behavioral assessment tools to evaluate students. Knowledge of and ability to use instructional skills and principles of learning. Ability to communicate effectively with students, parents, staff, and volunteers in a diverse environment. Ability to provide leadership for building activities and to adjust to new situations and guidance concepts. Ability to facilitate the educational development of students. Ability to lift 20 pounds and push/pull 40 pounds. Ability to work additional time as necessary to complete reports, assess new students for placement, etc. Additional days may be determined centrally for assessments, and psychologist will be contacted on an as-needed basis for these assessments. Certification and Licenses 1. Washington State ESA Certificate in School Psychology 2. Fingerprinting and background check DESIRABLE QUALIFICATIONS 1. Recent experience as school psychologist. WORKING CONDITIONS Work is performed a regular elementary or secondary school building. Work requires time spent beyond the school day, to meet with students and parents at the convenience of the family. Exposure to normal amounts of dust and fumes from office machines and occasional loud noises. Ability to use arms, hands and fingers; lift 20 pounds and push/pull 40 pounds; and to sit for prolonged periods of time are all required. FLSA: Exempt AFFILIATION: CPEA JOB CLASS: Psychologist WORK YEAR: 183 CONDITIONS OF EMPLOYMENT Employment with Clover Park School District is conditional pending completion of a Washington State Patrol and Federal Bureau of Investigation fingerprint background check as required by RCW28A.400.303. (NOTE: All associated background check fees are the employee's responsibility.) The fingerprint scan must be completed prior to the first day of employment. Insurance Benefits Employees who are anticipated to work 630 hours during the school year (September 1 through August 31) are eligible for medical, dental, vision, long term disability and basic life insurance benefits. Clover Park School District benefits are administered by the Washington State Healthcare Authority under the School Employees Benefits Board (SEBB). Click on the link ***************************************************************** for information on available benefit options. Retirement and Deferred Compensation Eligible employees are required to be a member of the Washington State Department of Retirement Systems Plan. For eligibility information, check on the link to the Department of Retirement Systems' web site. Employees also have the ability to participate in tax deferred 403(b) and 457 Deferred Compensation Plans (DCP). These are supplemental retirement savings programs that allows you control over the amount of pre-tax salary dollars you defer as well as the flexibility to choose between multiple investment options. Clink on the link ******************************** for information on 457 plan (DCP) with the Department of Retirement Systems. To enroll in an eligible 403(b) plan, employees must consult with their own financial planner that is an approved vendor. *Clover Park School District total possible pay consists of base salary plus the following: Building Centered Responsibility - 5 days District Centered Responsibility - 2.5 days Event Responsibility - 1 day Attendance required for compensation of responsibility pay (building-centered, district-centered, and event). Equal Opportunity Employer Clover Park School District does not discriminate in any programs or activities on the basis of sex, race, ethnicity, creed, religion, color, national origin, immigration or citizenship status, age, honorably discharged veteran or military status, sexual orientation, gender expression, gender identity, homelessness, the presence of any sensory, mental, or physical disability, neurodivergence, the use of a trained dog guide or service animal by a person with a disability, or marital status. The District provides equal access to the Boy Scouts and other designated youth groups. Address questions and complaints of alleged discrimination to the following individuals at Clover Park School District, 10903 Gravelly Lake Dr. SW, Lakewood, Washington 98499-1341: Civil Rights Compliance Coordinator and Title IX Coordinator, Greg Davis, Executive Director of Compliance and Student Services, **************, ***************************; Section 504/ADA Coordinator, Jennifer Herbold, Executive Director of Special Education, **************, **************************. Title IX inquiries may also be directed to the U.S. Department of Education, Office for Civil Rights (OCR), ********************** Information about the nondiscrimination and sex-based discrimination policies and grievance procedures, and how to report a concern or complaint, is available at ***************************** OSPI required language per RCW 28A.300.286 is available at *********************************

School Psychologist - Full Time | Olympia, WA | 2025-2026 School Year Ampersand Therapy is hiring a dedicated and compassionate School Psychologist for the 2025-2026 school year in Olympia, Washington. We are a local, women- and therapist-operated company on a mission to improve the school-based employment experience for professionals like you. If you're looking to work with a supportive local district and a values-driven agency, we'd love to hear from you! Job Highlights: Location: Olympia, WA Position: School Psychologist Caseload TBD 1.0 FTE ASAP start date through the end of the 25-26 school year Middle School and Private School Evaluations In-person candidates only Responsibilities: Conduct student evaluations Write comprehensive IEP reports Attend IEP and staff meetings Provide progress monitoring and documentation Collaborate with educators, families, and special education teams Other duties as assigned by district team Requirements: Master's degree in School Psychology or equivalent Valid Washington ESA Certification (required before start) NASP membership a plus School-based experience preferred but not required Benefits: Paid Sick Leave Healthcare Benefits* 401(k) with company matching W-2 employment with general and professional liability insurance Reimbursement for licensure, CEUs, and other professional expenses Mileage reimbursement at IRS rate between school sites Referral bonuses No non-compete clauses Paid time off for volunteer work and donation matching* (*Benefits apply to 0.8 FTE and above, following a short waiting period) Why Join Ampersand Therapy? Ampersand Therapy is a local, women- and therapist-operated company founded by providers who understand what it's like to work in schools. Our mission is to build a community of therapists who feel supported, appreciated, and empowered to make a difference. We proudly serve school districts throughout Western Washington and across several other states. You'll work alongside a small, passionate team of school-based specialists-some of whom are still active providers in schools themselves. We offer mentorship and support, especially for newer school-based specialists, and are deeply committed to equity, sustainability, and community involvement. Our Core Values: Equity & Inclusion: Creating a diverse and inclusive environment for all Community Impact: Supporting nonprofits and empowering our team to give back Environmental Responsibility: Committed to reducing our carbon footprint and supporting sustainable practices Ampersand Therapy is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment and sense of belonging for all employees. We do not discriminate based on race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or any other identity characteristics. We encourage all qualified individuals to apply and join our team. Apply today to join a supportive team of school-based professionals in Olympia, WA!

Employment Information BAINBRIDGE ISLAND CONTEXT AND MISSION: The Bainbridge Island School District serves approximately 3,500 students. In 2020, parents, students, community members, and staff at all levels of the district developed a district improvement plan that reflects our goals for each student. As a community, we collectively commit to honoring and nurturing the unique skills, talents and passions of every student. We provide a welcoming and respectful environment where students flourish and forge a life-long love of learning through relevant, engaging learning experiences. We empower our students to find purpose and contribute to a more just and equitable world. Our plan centers on three goals for students: Teaching and Learning: All students will engage in learning experiences that empower them to become productive citizens of a diverse society who are committed to social and environmental justice. Equity, Anti-Racism, Inclusion, Diversity & Justice: The Bainbridge Island School District will ensure our students feel honored, welcomed, respected, and connected. We are committed to embracing and honoring our island's diversity and creating a vibrant and inclusive community. We will engage our community in becoming an anti-racist organization ensuring equitable access to learning, opportunities, and resources for all students. Health, Well-Being, & Safety: The Bainbridge Island School District will focus on and develop students' social and emotional skills to lead positive and emotional skills to lead positive and healthy lives with strong connections, feeling of belonging, and a sense of hope. BAINBRIDGE ISLAND SCHOOL DISTRICT ADDITIONAL INFORMATION: Note: Prior to the start of employment, all new employees are required to have their fingerprints taken with results from the Washington State Patrol and FBI uploaded to OSPI. Human Resources will direct you to the closest facility to have this done. Fees for fingerprinting are paid for by the applicant and vary depending on location. BAINBRIDGE ISLAND NON DISCRIMINATION STATEMENT: Bainbridge Island School District does not discriminate in any programs or activities on the basis of sex, race, ethnicity, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, homelessness, immigration or citizenship status, the presence of any sensory mental, or physical disability, neurodivergence or the use of a trained dog guide or service animal by a person with a disability. The BISD provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Compliance Coordinator & Title IX Coordinator: Kristen Haizlip, Associate Superintendent ************ ******************** Section 504/ADA Coordinators: Annalisa Sanchez, Director of Student Services ************ ******************** Maria Kuffel ************ ******************* 8489 Madison Avenue North Bainbridge Island, WA 98110 Conditions of Employment * Are you a citizen of the United States or will you have a visa which permits you to work in the United States at the time of employment? * I authorize the Bainbridge Island School District to make any investigation of my personal, educational, vocational, or employment history. I further authorize any former employer, firm, corporation, educational or vocational institution, and/or government agency to provide the Bainbridge Island School District with information they have regarding me. I hereby release and discharge the Bainbridge Island School District and those who provide information and any and all liability as a result of furnishing, receiving or using this information. * I certify that answers given herein are true and complete to the best of my knowledge. In the event of employment, I understand that if I provide false or misleading information, including omissions in my application or interview(s), I will be subject to dismissal at any time during my period of employment with the Bainbridge Island School District. I will provide verification of my certification, education, and experience. I understand also that any offer of employment will be considered temporary and conditional pending a satisfactory outcome of a criminal history background check and approval of the Bainbridge Island School District's Board of Directors. I also agree to abide by all rules and regulations of the Bainbridge Island School District. * I understand that BISD requires that the individuals entered in the "References" section of this electronic application be current or former supervisors, if possible. I further understand that the information received from said references will remain on file and will be used for future applications for two years from the date of receipt. Once a response is received, it cannot be deleted or replaced with another reference during this two-year time frame. General Questions * Opportunity gaps exist amongst students based on demographic factors (for example, race, students who qualify for free or reduced lunch, English language learners, and students who qualify for additional services such as special education, 504, etc). If you are an existing teacher/counselor/librarian, describe how have you approached closing opportunity gaps in your classroom/work. What have been the key elements involved? If you are a new educator, describe how you would approach closing opportunity gaps in your classroom/work. Please be specific. * BISD believes that in order for students to thrive, there must be positive relationships between families, students and teachers and staff. Please provide specific examples of how you holistically integrate racial justice and social justice issue strategies in teaching/your work. How have you developed and maintained effective relationships with students so that you understand and are able to address each students' name, strength and need? * What training/coursework/classroom/life experiences have you had for addressing systemic, institutional racism and advancing social justice for marginalized communities? * Are you presently under contract? - If yes, with whom? What is your present position (Title)? * Are you a former employee of our District? If yes, list dates and positions: * Have you ever been on a plan of improvement or placed on probation? * Have you ever been the subject of a complaint to the Superintendent of Public Instruction or any other disciplinary board or licensing body? * Have you ever resigned or otherwise separated from any employment (inclusive of regular or extracurricular positions) in order to avoid discharge or non-renewal? * Have you ever been discharged or non-renewed from any employment (inclusive of regular or extracurricular positions)? * Have you ever been disciplined for misconduct by a past or present employer? * If you answered YES to questions 6, 7, 8, 9, and/or 10; provide an explanation of the circumstances, including the underlying facts, place, date, and outcome. * Are you presently charged with, but not convicted of, a crime? (Exclude civil infractions, such as minor traffic citations.) If yes, provide an explanation of the nature of the charge, place, date, and court. A pending criminal charge will not necessarily bar you from District employment. * Have you ever been convicted of a crime? (The term "convicted" means all adverse dispositions, including a finding of guilty, a plea of guilty or nolo contendere, an Alford plea, a stipulation to the facts, a deferred or suspended sentence, or a deferred prosecution. Exclude civil infractions, such as minor traffic citations.) If yes, provide an explanation of the nature of the crime, place, date, and court. A conviction record will not necessarily bar you from District employment. * List any of the following for which you have been convicted, including any crimes which may have been renamed: (See above for definition of "convicted"). Custodial Assault. First, Second, or Third Degree Assault of a Child. First, Second, or Third Degree Assault. Simple Assault. First or Second Degree Custodial Interference. Incest. First, Second, or Third Degree Rape of a Child. Child Abandonment. Child Abuse or Neglect as Defined in RCW 26.44.020. Violation of Child Abuse. Restraining Order. Child Buying or Selling. First or Second Degree Kidnapping. First, Second, or Third Degree Child Molestation. First or Second Degree Sexual Misconduct with Minor(s). Patronizing a Juvenile Prostitute. Selling or Distributing Erotic Material to Minor(s). Sexual Exploitation of Minor(s). Communication with a Minor for Immoral Purposes. First Degree Arson. First Degree Burglary. Aggravated Murder. First or Second Degree Murder. First or Second Degree Extortion. Endangerment With a Controlled Substance. First or Second Degree Manslaughter. First, Second, or Third Degree Rape. First or Second Degree Robbery. Indecent Liberties Felony Indecent Exposure Vehicular Homicide Unlawful Imprisonment Malicious Harassment Criminal Abandonment First or Second Degree Criminal Mistreatment. Promoting Pornography First Degree Promoting Prostitution. Prostitution. First or Second Degree Custodial Sexual Misconduct. * I have not been convicted of any of the above, including any crime which may have been renamed. * Have you ever been (a) found by a court in a protection proceeding under Chapter 74.34 to have abused or financially exploited a vulnerable adult or (b) convicted of any of the following crimes where the victim was a vulnerable adult: (Vulnerable adult means adults of any age who lack the functional, mental, or physical ability to care for themselves.) * First, second, or third degree extortion * First second or third degree theft * First or second degree robbery * Forgery * Any of the foregoing crimes as they may have been renamed IF YES, EXPLAIN. * Have you ever been convicted of any crime involving the manufacture, delivery, or possession with intent to manufacture or deliver a controlled substance? IF YES, EXPLAIN. * Have you ever been found in any dependency action under RCW 13.34.040 to have sexually assaulted or exploited any minor or to have physically abused any minor? IF YES, EXPLAIN. * Have you ever been found by a court in a domestic relations proceeding under Title 26 RCW to have sexually abused or exploited any minor, or to have physically abused any minor? IF YES, EXPLAIN. * Have you ever been found in any disciplinary board final decision to have sexually or physically abused any minor or developmentally disabled person, or to have abused or financially exploited any vulnerable adult? "Disciplinary board final decision" means (a) any final decision by the director of the Department of Licensing for real estate brokers and salespersons and (b) any final decision by a disciplinary authority under Chapter 18.130 RCW or the secretary of the Department of Health for the following businesses or professions: chiropractic, dentistry, dental hygiene, naturopathy, massage, midwifery, osteopathic medicine and surgery, physical therapy, physicians, practical nursing, registered nursing, and psychology. IF YES, EXPLAIN. * Are you presently charged with, but not convicted of, any of the crimes or offenses described in the questions above? SCHOOL PSYCHOLOGIST .2 to 1.0 FTE CONTINUING / DISTRICT OFFICE JOB DESCRIPTION Job Summary: Perform duties of school psychologist, to include evaluation for special education eligibility and participation on a multidisciplinary team toward this end; development of behavior modification programs. Work and communicate effectively with students, staff, parents, and community agencies. Essential Job Functions: * Evaluate students for special education eligibility, using appropriate testing and diagnostic practices; write reports. * Participate on a multidisciplinary team to determine special education eligibility and recommend appropriate program(s). * Confer with staff, parents, and other agencies as necessary. * Assist staff and parents in conducting functional behavioral assessments and developing behavior intervention plans. * Interpret the school psychology services and special education programs to teachers, parents, and the community at large. * Keep abreast of new developments in the field of psychology. Other Job Functions: Perform other job-related duties as assigned. Essential Job Requirements/Qualifications: * Experience Required: Successful experience at the elementary, middle and high school levels as a school psychologist preferred. * Skills, Knowledge and/or Abilities Required: Broad background in psycho-educational evaluations. Possess good writing and word processing skills. Ability to work and communicate effectively with staff, parents, and community agencies. * Licenses & Certifications: Master's degree and valid Educational Staff Associate Certificate. Salary per the BIEA negotiated agreement. Benefits Please reference the BIEA Negotiated Agreement for benefit details. Information can be found by visiting *********************** Attachments Cover Letter - Psychologist* Resume - Psychologist* Letter of Reference 1 - Psychologist* Letter of Reference 2 - Psychologist* Letter of Reference 3 - Psychologist* Certificate Other - Psychologist References CERTIFICATED: 3 of 5 external references required.

Job Description Support a close-knit district in Bothell, WA, offering broad school psychology services across small campuses. Key Responsibilities Conduct evaluations and support eligibility decision-making Assist with academic and behavioral interventions Partner closely with teachers, families, and administrators Travel between nearby campuses as needed Support crisis response and safety planning Qualifications WA ESA certification Strong relationship-building skills Bonus Highlights Community-centered work Wide variety of responsibilities and growth opportunities Support a close-knit district in Bothell, WA, offering broad school psychology services across small campuses. Location: Bothell, Washington Key Responsibilities Conduct evaluations and support eligibility decision-making Assist with academic and behavioral interventions Partner closely with teachers, families, and administrators Travel between nearby campuses as needed Support crisis response and safety planning Qualifications WA ESA certification Strong relationship-building skills Bonus Highlights Community-centered work Wide variety of responsibilities and growth opportunities

Maxim Healthcare is an industry leader, providing compassionate home healthcare since 1988. As a full-service healthcare company, we have earned a reputation for providing innovative solutions that improve health and enhance the quality of life for our patients. Maxim specializes in contractual and direct placement positions. Job Description Maxim Seattle is currently looking for experienced School Psychologists that are interested in working in high schools, middle schools or elementary schools in WA. Duration of the assignment would be for the 2015-2016 (9 months) School year, thus commencing in early September of this year. Our client would like to begin setting up interviews in the later part of July, so interested candidates need apply as soon as possible. We have three school locations in need of School psychologist Qualifications Minimum Qualifications: ESA certification in School Psychology. Master's Degree in Psychology or School Psychology Demonstrated desire and ability to collaborate through work and communication with staff, students and parents from diverse cultural backgrounds. Additional Information If you are interested or know someone that will benefit in this opportunity, please let us know. You can call 866-21116190 or send us your most updated resume and we'll get in touch ASAP!

Salary $74,736.00 - $146,088.00 Annually Job Type Full-Time Job Number 26668 Department Psychological Services Opening Date 12/15/2025 Closing Date 4/1/2026 12:00 AM Pacific Subject Area FTE 1.0 * Description * Benefits * Questions Overview of Position Seattle Public Schools utilizes certificated ESA pools for various reasons related to recruitment. * Pools provide ability to engage in recruitment of ESAs prior to when specific vacancies are identified. * Pools provide candidates the ability to create their profiles and refine their application for consideration. * Pools will also be utilized for hard to fill recruitment throughout the year as well as for consideration related to potential centralized hiring events. * Pool applicants will receive updates and email communication related to opening of site specific postings in the Spring with encouragement to apply for full consideration. * You do not need to hold WA State ESA certification at time of application. This posting is for anyone who has eligibility and or expectation of holding a state certificate with a School Psychologist endorsement prior to September, 2026. Current Psychology program students and out of state certificate holders are encouraged to apply. Please note that if you are a current contracted certificated employee with Seattle Public Schools, you do not need to fill out this application. You will apply directly to site specific positions through the internal transfer application when hiring for the 2026-2027 school year begins in the spring of 2026. Within the Department of Student Services and under the supervision of the Coordinator of Diagnostic Support Services and working in coordination with building principals and other staff; provides diagnostic and consultative psychological services in accordance with Board policy and standards set by professional psychological organizations. Essential Functions * Consults and collaborates with parents, school staff, and outside agency personnel regarding the psycho-educational needs of students, their implications, and means of intervening. * Conducts multifactored psychological and psycho-educational assessments of children and youth, as appropriate, such assessments may use a variety of standardized and non-standardized instruments/procedures to collect data; areas assessed may include social-emotional adjustment, cognitive and aptitude, academic achievement, language and communication skills, learning styles, sensory and perceptual-motor functioning, adaptive behavior, environmentalcultural influences. * Participates in facilitating the design and development of building level procedures to prevent educational failure and meet the mental health and learning needs of students. * Integrates information into an accurate and useful overview to be used for determining intervention, programs and service needs; participates as a multidisciplinary team (MDT) member and compiles information, which may include a written report integrating assessment results and implications, and providing feedback to MDT members and parents for all students formally referred. * Consults and collaborates in developing and maintaining positive relationships among students, parents and teachers, and involving them in assessment, interventions, and program evaluation procedures. * Provides, as appropriate, direct and indirect psychological interventions to facilitate the functioning of individuals and groups, such as developing, implementing and monitoring behavioral management strategies, providing group and individual counseling, designing intervention programs to enhance cognitive, affective, social, and vocational development in the school environment. * Initiates, expedites, and manages referrals to other agencies and specialists, as appropriate. * Integrates and interprets the steps and processes involved in implementing Board policies and other appropriate laws used in determining students· program and service needs. * Develops and assists in the development of inservice and other skill enhancement activities for school personnel, parents and others within the school and district, where appropriate. * May consult with program staff on how to design and interpret research to improve program effectiveness within total school programs, as appropriate. * Performs related duties as assigned. KNOWLEDGE, SKILLS AND ABILITIES: Ability to: Communicate effectively in speech and writing; establish and maintain relationships with students, parents, staff, and the public in a multicultural community; prepare diagnostic, planning, statistical, and other reports; work as a member of a team. Typical Qualifications EDUCATION: B.A/B.S. degree in psychology plus completion of all requirements for a master's degree, of an approved program (except special examinations, projects or thesis) with a major or specialization in school psychology. LENGTH AND TYPE OF EXPERIENCE: Completion of a practicum or internship under supervision in an educational setting. PREFERRED: Three (3) years professional psychological experience providing services to children and youth; National Certified School Psychologist certificate; experience working with students with limited English proficiency and multicultural, global and interdisciplinary education; teaching experience; knowledge pf public school operations; valid Washington State driver's license. LICENSE: Valid Washington State ESA School Psychologist Certificate Knowledge of: State and Federal laws in assigned area. Seattle Public Schools benefits are administered by the Washington State Healthcare Authority (HCA) under the School Employees Benefits Board (SEBB). Click HERE for an overview of available benefit options. Eligibility for benefits is determined by the number of hours employees are anticipated to work during the school year (September 1 through August 31). Any employee who is scheduled to work 630 hours or more in a year is eligible for benefits. Salary Schedule Please find the salary schedule associated with this role and others like it HERE. 01 Are you a current Seattle Public Schools certificated substitute? * Yes * No 02 Do you currently hold, or will you hold by September 1, 2026, a B.A/B.S. degree in psychology plus completion of all requirements for a master's degree, of an approved program (except special examinations, projects or thesis) with a major or specialization in school psychology? * Yes * No 03 Please indicate your regional preference in relation to school location. * Central * North East * North West * South East * South West 04 Will you hold a WA State Educational Staff Associate (ESA) Certificate by September 1, 2026? * Yes * No 05 Are you under contract with a district other than Seattle Public Schools for the next school year? * Yes * No 06 Have you completed, or will you complete by September 1, 2026, a practicum or internship under supervision in an educational setting? * Yes * No 07 Do you meet any of the preferred qualifications listed below? Please feel free to select multiple or all options. * Three (3) years professional psychological experience providing services to children and youth. * National Certified School Psychologist certificate. * Experience working with students with limited English proficiency and multicultural, global and interdisciplinary education. * Teaching experience. * Knowledge of public school operations. 08 Please acknowledge your understanding that references you list in this Pool application will receive system generated online forms to complete on your behalf. Please include professional references including current or most recent supervisors that can best speak to your abilities. * Yes * No Required Question

About Lyra Lyra Health is the leading provider of mental health solutions for employers supporting more than 20 million people globally. The company has delivered 13 million sessions of mental health care, published more than 20 peer-reviewed studies, and delivered unmatched outcomes in terms of access, clinical effectiveness and cost efficiency. Extensive peer-reviewed research confirms Lyra's transformative care model helps people recover twice as fast and results in a 26% annual reduction in overall healthcare claims costs. Lyra is transforming access to life-changing mental health care through Lyra Empower, the only fully integrated, AI-powered platform combining the highest-quality care and technology solutions. About the Role Lyra is committed to addressing urgent and costly mental health needs with specialized support where it's needed most. Our Center of Excellence for Neurodiversity offers neuropsychological assessments, diagnosis, with tailored care for ADHD, and support for autism and learning differences. We are looking for a contract Neuropsychologist who is passionate about whole-person, whole-family mental health care. This contract role is a great fit for providers who enjoy working in a collaborative team environment, including the patient's psychologist, therapist, and/or psychiatrist. Traits for success include: Results driven, detailed, process oriented, and comfortable with data. Candidates with an independent work ethic who are flexible and adaptable, we encourage you to apply. What You'll Do: Provide comprehensive neuropsychological evaluations for clients of all ages, in collaboration with their families and/or other collateral sources Interpret a wide variety of psychological and neuropsychological test batteries, with occasional direct test administration Serve as a subject matter expert in the use and interpretation of neuropsychological assessments Supervise and oversee the work of the patient's assigned psychometrist to ensure accurate and reliable data collection Complete detailed neuropsychological evaluation reports and prepare separate brief summary documents tailored for clients, families, and referring providers Conduct clear, supportive feedback sessions to explain findings, diagnoses, and personalized recommendations Collaborate with the patient's care team (psychiatrist, care manager, and/or mental health wellness coach) to inform and coordinate treatment planning Comfortable completing in-person and virtual sessions with patients and their families Requirements: Doctorate degree in Psychology from an American Psychological Association accredited program One year predoctoral internship with specialization in neuropsychology preferred Two year postdoctoral fellowship with specialization in neuropsychology preferred An equivalent combination of experience, supervision, or training will be considered on a case-by-case basis Licensed in California or New York preferred PSYPACT authorized or PSYPACT eligible preferred Experience conducting testing virtually and in person Familiarity with online web-based applications Effective therapeutic communication skills Able to deliver care virtually or in person and within your own office space Candidates must successfully pass a drug screen and background check for this opportunity Here are some of the advantages of joining the Lyra + Bend network: Connect with highly compatible clients who are a good fit for your clinical expertise Set your own schedule, without a minimum hours requirement Focus less on the administrative burden of billing with Lyra's paperless billing and quick payment turnaround Have peace of mind with Lyra's 24/7 Care Navigation team for client crisis support Access to a robust offering of live and recorded CE credited courses (approved by APA, ASWB, and NBCC) Access to cutting edge technology and a team of support staff (e.g., psychometrists, psychometrist assistants) to help ease the administrative burden of the evaluation process "We are an Equal Opportunity Employer. We do not discriminate on the basis of race, color, religion, sex (including pregnancy), national origin, age, disability, genetic information or any other category protected by law. By applying for this position, you acknowledge that your personal information will be processed as per the Lyra Health Workforce Privacy Notice. Through this application, to the extent permitted by law, we will collect personal information from you including, but not limited to, your name, email address, gender identity, employment information, and phone number for the purposes of recruiting and assessing suitability, aptitude, skills, qualifications, and interests for employment with Lyra. We may also collect information about your race, ethnicity, and sexual orientation, which is considered sensitive personal information under the California Privacy Rights Act (CPRA) and special category data under the UK and EU GDPR. Providing this information is optional and completely voluntary, and if you provide it you consent to Lyra processing it for the purposes as described at the point of collection, for example for diversity and inclusion initiatives. If you are a California resident and would like to limit how we use this information, please use the Limit the Use of My Sensitive Personal Information form. This information will only be retained for as long as needed to fulfill the purposes for which it was collected, as described above. Please note that Lyra does not “sell” or “share” personal information as defined by the CPRA. Outside of the United States, for example in the EU, Switzerland and the UK, you may have the right to request access to, or a copy of, your personal information, including in a portable format; request that we delete your information from our systems; object to or restrict processing of your information; or correct inaccurate or outdated personal information in our systems. These rights may be subject to legal limitations. To exercise your data privacy rights outside of the United States, please contact ************************. For more information about how we use and retain your information, please see our Workforce Privacy Notice."

ABOUT US Together, we are the Epic Special Education Staffing family and family is how we view each member of this incredible community. From our family to the nation's schools, we remain focused on providing a world of opportunities for you to leverage your abilities and make an impact on special education. Apply today! POSITION DESCRIPTION Epic Special Education Staffing is partnering with an exceptional school district who is looking for a contract School Psychologist for the 2025 - 2026 school year. · Duration: ASAP - 06/12/2026 · Location: Centralia, WA · Location Type: On-Site · Schedule: Full Time · Hours: 37.50 · Grade/Age Levels: Elementary School;Kindergarten;Pre-K · Weekly Pay Range: $45.00 - $51.75 per hour on a local contract BENEFITS We offer a variety of benefits for you and your loved ones. As a valued and respected part of the Epic family, you will enjoy: · Competitive compensation packages for both local and travel contracts · Medical, Dental, and Vision benefits · Infertility & Domestic Partner Coverage · Summer Insurance Coverage · Paid Non-Student Days & Holiday Pay · 401K matching · Wellness and Employee Assistance Program (EAP) · CEU & license reimbursements · Referral bonuses of $1000 QUALIFICATIONS The minimum qualifications for School Psychologist: · 1 year of verifiable, professional experience as School Psychologist within the last 3 years (may include residency or clinical practicum) · Valid School Psychologist credential/license or in process in state of practice · Employees must be legally authorized to work in the United States and will be asked for proof upon hire. We are unable to sponsor or take over sponsorship of an employment Visa at this time. At Epic Special Education Staffing, you will have the opportunity to apply your unique experience and expertise with school-based special education as your singular focus. We offer stimulating and rewarding careers that provide an opportunity to make a difference in a child's life! By applying for this position, you agree that any calls from Epic Staffing Group and its subsidiaries may be monitored or recorded for training and quality assurance purposes. Epic Staffing Group is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, genetic information, veteran status, or any other characteristic protected by law. We also consider qualified applicants with criminal histories, consistent with applicable law. If you need assistance or an accommodation during the application process, please contact us.

About Magnolia: Founded in Seattle, Washington, Magnolia is a healthcare company dedicated to providing personalized, clinically-supported, and virtual-first services for older adults and their family caregivers or care partners. We understand that chronic and serious illnesses related to aging impact not only those diagnosed but also those who care for them. Magnolia's mission is to elevate family caregiving as a central component of healthcare. Our goal is to transform the way caregiving is perceived and valued, ensuring that family caregivers have the resources, knowledge, and support they need so no one has to navigate this journey alone. Our Vision, Mission and Values are very important to us and can be found here. Position Overview: We are seeking a part-time WA state licensed neuropsychologist, with the potential for a full-time role as the company grows. As a neuropsychologist on our transdisciplinary team, you will conduct neuropsychological assessments for individuals affected by chronic conditions, including neurodegenerative diseases such as Alzheimer's and other dementias. Assessments will be conducted primarily via telehealth, with occasional in-person evaluations for patients unable to participate virtually. Your role will involve evaluating cognitive and psychological functioning, formulating diagnostic impressions, developing tailored treatment plans for patients and their family caregivers, delivering collaborative and compassionate feedback, and ensuring a seamless transition of care to transdisciplinary team members. By offering centralized support for inquiries, scheduling, insurance contracting, billing and collections, you will have the opportunity to focus on providing expert neuropsychological care and supporting patients and their families through this often difficult journey. Join us in redefining healthcare by ensuring our patients and caregivers receive the comprehensive support they deserve. Together, we can create a more compassionate, accessible, equitable and effective care system! Primary Responsibilities Include (but are not limited to): Conduct primarily tele- neuropsychological assessments to clients of Magnolia as scheduled and in accordance with company policies Maintain proper licensure and abide by all laws, rules, regulations, and codes of ethics which are binding upon or applicable to the services performed at Magnolia Completion of written records for each patient including, but not limited to: comprehensive neuropsychology reports (i.e., current concerns, patient history, behavioral observations, testing data, impression, treatment recommendations), feedback summaries, and any other necessary documentation required by Magnolia or third parties in relation to patient care. Maintain up to date and accurate patient files at all times. Collaborate with transdisciplinary team members to support holistic patient care. Opportunities to participate in team discussions on collaborative patient-centered care as well as engage in community activism, outreach, and knowledge dissemination to support the broader community. Experience/Skills/Requirements : Doctoral degree in psychology (Ph.D. or PsyD) from an APA-accredited training program. Completion of a one-year APA-accredited internship/residency. Completion of a two-year post-doctoral fellowship in neuropsychology or comparable post-doctoral experience in a neuropsychology role. Active, unrestricted license in the State of Washington. A copy must be provided to Magnolia. Licensing in the states of California and/or Oregon is preferred, or the willingness to obtain licenses in those states. Required experience in administering neuropsychological and psychological assessments, integrating test data, formulating diagnostic impressions, providing clear recommendations, and providing clinical case notes in compliance with healthcare plans. 2 years of experience (professional or lived) in understanding the needs and challenges faced by family caregivers and older adults with chronic conditions preferred Demonstrate a deep understanding of cultural humility and the ability to communicate and effectively interact with individuals from different cultures, abilities, genders, ethnicities, and races. Excellent written and verbal communication skills. Ability to demonstrate and model stable, appropriate boundaries with clients. Social justice oriented and practices anti-racism work. Proficiency in another language, other than English, is a plus but not required. Work environment This is a remote role for candidates licensed in the state of Washington. Expected hours: 20 to 30 hours per week Benefits of being a part of the Magnolia Care Team: In-house billing support to coordinate benefits and eligibility and submit claims. In-house scheduler to answer calls and schedule intake appointments. Regular individual clinical supervision. Regular case consultation. Magnolia is an early-stage startup committed to healthcare transformation. The opportunities to learn, grow and contribute to our mission are endless. Various training programs, workshops, and resources are available to help you enhance your skills, knowledge, and expertise in the fields of caregiving and aging. We will pay for licensing updates. We are focused on caregiving and this permeates our working culture. Most of our team have lived experiences as family caregivers. We prioritize your wellbeing and provide a flexible work schedule to accommodate other life responsibilities. This is a remote first position that allows for some scheduling flexibility. We prioritize inclusivity, teamwork, open communication, and mutual respect, fostering a positive work environment where you can excel and contribute to our shared goals. Magnolia is dedicated to creating and sustaining a workplace environment that fully integrates diversity, equity and inclusion to all aspects of our operations. Consequently, we actively prioritize and welcome Black, Indigenous and people of color, a multigenerational workforce, LGBTQ+ and people with disability to join our highly talented team. Don't meet every requirement? Studies have shown that women and people of color are less likely to apply to jobs unless they meet every single requirement. If you're excited about our mission and values, and the job itself, but your past experience doesn't perfectly align, we encourage you to apply anyway.

Job Description School-Based Speech-Language Pathology Assistant (SLPA) Model: Full-time 1.0 FTE | On-site School Year: 2025-2026 Therapy Solutions Collective (TSCO) is looking for dedicated and motivated Speech-Language Pathology Assistants (SLPAs) to join our team for the 2025-2026 school year. We partner with school districts across the country, providing school-based opportunities for SLPAs in a variety of settings. Whether you're looking for a full-time, part-time, on-site, hybrid, or remote role, we have options that will fit your needs! We are a creative and innovative team, and we'd love for you to join us in providing essential services to students across the country. From our leadership team to the clinicians, we aim to support each other, make an impact, and create awork environment that fosters collaboration and positive relationships with our districts. What You'll Be Doing*: Provide speech/language services to students under the supervision of a licensed speech-language pathologist. Collaborate with teachers and other educational professionals to ensure the consistency and effectiveness of therapy interventions. Maintain accurate documentation of student progress and participation in therapy sessions. Assist in the preparation and organization of therapy materials and resources to support student needs. Follow all relevant legal and ethical guidelines in the provision of speech-language pathology services within the school setting. Stay informed about best practices and advancements in speech-language pathology through professional development activities and continuing education opportunities. *More specific job roles will vary based on state and district requirements What We're Looking For: Associate's degree or higher in Speech-Language Pathology Assistance or a related field. Current state certification or licensure as a Speech-Language Pathology Assistant, or eligibility to obtain licensure in the state where you are applying. Completion of the required 100 hours of supervised clinical practice under the guidance of a licensed Speech-Language Pathologist. Experience in a school or educational setting preferred. Ability to work collaboratively with a team of educational professionals. Strong communication skills and a commitment to student success. Someone who is organized, detail-oriented, and dedicated to providing high-quality therapy support. Why Work With TSCO: W2 employment with weekly pay Option for 12-month salaried pay if starting at the beginning of the school year (Clinicians starting later in the year may receive prorated salary or hourly pay) Full benefits available (medical, dental, vision, PTO, 401k match, CEU support) In-house tech team to provide tech packages and IT support as needed Flexible scheduling and clinician-first culture Direct access to leadership and a responsive, supportive team Referral bonuses for referring other qualified clinicians to join TSCO A team that advocates for our clinicians, provides support, and values work-life balance We prioritize collaboration, teamwork, and creating an environment where you feel appreciated and respected If you're looking for a Speech Language Pathology Assistant (SLPA) role where you're supported, valued, and surrounded by a team that cares about your success, we'd love to talk. Apply today and let's find the right fit for you.

Intern Psychologist (2026-27 School Year) JobID: 4803 Intern/Intern Psychologist (High-Needs School) Date Available: 09/01/2026 Additional Information: Show/Hide APPLICANTS MUST BE CURRENTLY ENROLLED IN A GRADUATE PROGRAM Job Title:Intern PsychologistReports To:Building AdministratorUnit Classification:N/ASalary:Stipend - $25,000. First review January 30, 2026 of all completed applications received by end of day Friday, January 23, 2026.

The Institute for Systems Biology (ISB) is an internationally renowned non-profit research institute dedicated to the study and application of systems biology. Founded in 2000 in Seattle, Washington, ISB´s goal is to unravel biological complexity by deciphering vast amounts of data in order to gain valuable insights and achieve breakthroughs across scientific disciplines. We are offering 4 opportunities for high school students. The application process for each of these opportunities is the same. When completing the Google form portion of the application you will be prompted to indicate which of these experiences you are most interested in. The deadline for application is 4:00pm Pacific Time on Wednesday, March 11, 2026. No late applications will be accepted. Timeline for applying and notifications: * Mid-January: Application window opens. Use this To-do Checklist to guide you as you prepare and submit your materials. * March 11: Application window closes promptly at 4:00 pm Pacific Time. Late applications will not be accepted. * March 12 - April: Application Review. You will be contacted at least two times throughout this time period by email. Please make sure to set your email client to mark emails from "isbscience.org" and "systemsbiology.org" as important and not spam or promotions. If you do not know how to do that, please see this page. * If your application was completely submitted (all parts were received and thoroughly completed), you will receive an email inviting you to sign up for a "Systems are Everywhere" 2-hour workshop. * You will be contacted again by the end of April regarding the status of your application. * * April 15 - May 31: Phone interviews, video interviews, Q&A Sessions, and informal offers * June: Formal offer letters sent to selected applicants Brief Position Descriptions: 1) Systems Thinkers in STEM Ambassadorship (STiSA) Current 10th and 11th graders can apply for STiSA. All applicants who complete the full application will be accepted into STiSA and can choose whether or not to participate. You can participate in both STiSA and either the internship or DREAM-High, should you be selected. As a STiSA participant, you will first be invited to attend a 2-hour, virtual workshop: "Systems are Everywhere." You will learn about systems modeling and how systems thinking is used in research and careers. You will then have the opportunity to enroll in one of two virtual micro-courses: "Introduction to Systems Medicine" or "Environmental Systems, Research, and Stewardship." From there, you will be invited to participate in other courses including the final virtual micro-course of the series, "Learning in Motion: Taking Action in Your Community." These workshops will be held several times throughout the summer. The invitation to these workshops will come to the email address you share with us in your application materials. After you attend a 2-hour workshop, you will be invited to join an interactive Slack channel. This will allow you to stay connected with other ambassadors, and to our team so you can hear about upcoming opportunities to advance your systems thinking in STEM. These opportunities will be a combination of virtual and in-person offerings that you can participate in according to your interest and availability. As a STiSA participant, you will also be eligible to join one of our LEADS Cohorts. This is a free program. See this page for more info on STiSA and this page for more info on LEADS. 2) 8-Week Summer Internship for Rising Seniors Current 11th graders only are eligible for ISB's 8-week (~300 hours) in-person summer internship. This summer's possible internship topics include but are not limited to: computational biology (which can include scenarios in health and/or the environment), cancer, microbiology (which includes microbial interactions, antimicrobial resistance, resilience and collapse of complex systems), engineering laboratory systems, technology development, the microbiome, infectious disease, immune system diversity, and aging and fragility. All projects are aligned with a current ISB project which is driven by a mentor. Students will learn about systems biology and apply their learning to a research project. Depending on the project, students will also learn and/or deepen their understanding of scientific, engineering, math, coding, leadership and other professional and computer-based skills. All projects also include: a) interviewing ISB professionals to learn about various career paths, b) building a website that describes the internship project and experience, and c) helping out with school-based curriculum development if pertinent. We will host 4-10 temporary High School Interns in the Baliga Lab and/or in other ISB Labs. The internship will begin on June 29 and end on August 21, 2026 (excluding July 4). The Interns will be at ISB up to 40 hours per week. Unpaid service learning and paid positions are available. 3) 6-Week, Virtual or In-Person DREAM-High Collaborative Summer Experience for Rising Seniors Current 11th graders only are eligible to apply for DREAM-High (~32 hours over 6 weeks). DREAM-High is a partnership program brought to you by Columbia University, ISB and Stanford University. Through hands-on programming in R and Python, you will learn to visualize and analyze genomics, clinical, and physical data from cancer cells. You will apply that learning to related challenge projects. Students will also collaborate with others across the nation and showcase their skills online. See this page for more details. We will host 12 DREAM-High Scholars to join ISB's summer cohort which will tentatively begin the second week of July and extend through to the third week of August. DREAM-High Scholars join flexibly arranged online sessions once per week for 3-4 hours with other DREAM-High scholars. These sessions are led by active cancer systems biology researchers from all partner institutes. This is a free program with $500 stipends available on an as-needed basis. 4) Full Academic Year Internship for Students During their Senior Year Current 11th graders only are eligible to apply for an Academic Year Internship (~10 or more hours per week during your senior year). Many local schools have programs that provide students release time during their senior year to complete an internship. If you are one of these students, now is the time to apply rather than during the summer before 12th grade. ISB generally hosts between 2 and 6 high school seniors to intern. The internship runs very similar to the 8-week summer program, but is flexibly scheduled according to the intern and mentor's time. In all cases, participation is during business hours between Monday and Friday, from 9am to 5pm. The research topics available are the same as those available in the summer, so please see the summer description for more information. For more information on these positions please see these pages and the connected links found within the pages: ***************************************************************************** ************************************************************************** *********************** Please follow these instructions to prepare and complete a competitive application: * Reach out to your school's registrar to obtain your complete unofficial transcript. You may also be able to request or download this from your school's web resources. Make sure this is for all of your high school years, not just the most recent semester or quarter term. If you do not have high grades, that is okay. In that case, you might want to address why this is the case in your cover letter. You will be prompted to upload your transcript into the Google form. * Request a letter of recommendation from an adult teacher, coach, supervisor, or other mentor. Give them plenty of advance notice for this. Have your recommender directly email their letter to Systems Education Experiences (SEE) at ******************. Or they can mail a hard copy to Human Resources, High School Internship Application, 401 Terry Avenue N., Seattle, WA 98109. * If your recommender is over capacity and does not have time to submit a letter of recommendation on your behalf, they can instead email our team (again at ******************) to set up a 15-minute video call to talk to a SEE staff member to share their verbal recommendation. This is not ideal for YOU though. Having a recommender prepare a letter for you now will help you as you plan to apply for college in the future. Also, having the letter received by our staff will allow you to have a complete application sooner and therefore be eligible for Systems Thinkers in STEM Ambassadorship. Please verify with your recommender that they have completed this step and include their name and email address in the Google form when prompted. We will NOT email them. They need to email us as instructed above. * Complete your resume. Tailor it to this ISB opportunity. There are many resources available online to help with this process. Have someone else review it to provide feedback before you submit your final version. You will be prompted in the Google form to upload this file. * Spend time preparing your cover letter. In your cover letter, please address the prompts below. You can use any order you'd like to answer the prompts. We will use this information as our first way of getting to know you and hopefully to match you with mentors and peers either during this application cycle and/or a future cycle. All information shared will be kept confidential. You will be prompted in the Google form to upload your cover letter. * Here are the question prompts to address in your cover letter: * Please describe 1) your career goals, 2) why you are interested in scientific research, 3) what interests you most about ISB's scientific projects AND our curriculum development efforts, and 4) why you are hoping to intern at or with ISB specifically. You will need to do background research on ISB and ISB's educational programs in order to address this prompt. Please carefully review ISB's main page, our Research Areas and individual pages for Faculty, Principal Scientists and/or Senior Research Scientists to learn more about ISB's research. * Please also list any specific educational benefit you are hoping to receive and/or requirements of your educational organization (for example: complete a paper, work 60 hours on a specific project, complete an assignment). Please describe what specifically is most interesting for you within this summer's opportunities and/or topics. There is a list of potential topics on ***************************************************************************** and in the Google Application Form. * The last prompt (below) is an optional question/prompt - you are not required to answer. We simply want to understand your narrative and learn more about you. We value this information if you choose to share it and will keep it confidential. We seek to provide opportunities for students who do not generally have a chance to do real science. We also want to ensure that you have every opportunity to succeed. Therefore this information will help us design internship teams and activities that enable success for all. * Feel free to describe your background so we can learn more about you as a person. For instance, do you have a diagnosed disability or are there some accommodations that we could provide that would help you achieve optimal success in this program? What is the highest level of education attained by a parent or guardian? What is the highest level of education you hope to attain? If you would like to share your demographics or information pertinent to your application that was not covered in another question, please do so within your cover letter. In summary, in order to submit a complete application, you will need to: * Complete the Google Form application. As part of this form, you need to: * answer all of the questions and submit three separate files. * your cover letter that addresses the prompts * your resume, tailored to this internship * your complete, high school transcript (unofficial, non-stamped is fine) * Acceptable file formats for uploads are PDF, PNG, JPG, DOCX and Google Docs. * You should be able to log in multiple times prior to the deadline to update your application. Only your final, complete application will be reviewed. Access to this application will turn off at 4:00pm Pacific Time on Wednesday, March 11, 2026. * In addition to the Google Form, you also need to complete the ISB Careers page High School Internship Application by finding the post listed as "High School Intern / Ambassador". Read through the instructions and find the "Apply for this Job" button at the bottom. Click that, log in to the system, and complete the necessary fields. * Have your recommender directly email a letter of recommendation to Systems Education Experiences (SEE) at ******************. Or they can mail it to Human Resources, High School Internship Application, 401 Terry Avenue N., Seattle, WA 98109. Online applications are strongly encouraged. However, if you are unable to complete the online application process, please email our team at ****************** for a paper application. You will then be able to submit all hard copy documents to: Human Resources, High School Internship Application, Institute for Systems Biology, 401 Terry Avenue N, Seattle, WA 98109. If you have questions please review the content in these pages first before contacting our team: * ***************************************************************************** * ************************************************************************** * ****************************************************** * Any questions you have after reviewing these pages and their extended links can be directed to the Systems Education Experiences team via email at ******************, or to Claudia at ************.

Intern - School Psychologist 2026-27 JobID: 12525 Interns, At Will & Agency/ESA Internships Hours per Day: 7.5 hours per day Stipend $20,000 per year Days of the Week: Monday,Tuesday,Wednesday,Thursday,Friday Shift Times: There are multiple openings for this position Additional Information: Show/Hide Deadline to apply for 1st consideration is midnight, January 23, 2026. Interviews held week of 2/2/2026. These positions will be for the 2026/27 school year POSITION SUMMARY School Psychologists provide case consultation on educational issues for all children. They function as facilitators for special education evaluations of students who, for various reasons, are not succeeding in the school environment and have a suspected disability. As part of evaluation team, psychologists assess students in areas for which they are exclusively trained: cognitive, adjustment, and adaptive. Psychologist Interns lead the assessment team in drawing conclusions and providing recommendations based on all data engendered from the team evaluation. This position requires working with children of various ages and a variety of disabilities (preschool to 12th grade). The position requires being an itinerant and traveling to different school sites within the district. The Federal Way Public Schools hosts a robust internship program for school psychologists that includes participating in assessment, consultation, and intervention activities in alignment with the National Association of School Psychologists (NASP) practice model. Internships are for current graduate students in the field of School Psychology during their internship year. Interns will complete aspects of the work outlined in the job description below, in alignment with the internship requirements of their specific graduate program. Interns may obtain internships experiences through our Pre-K to 21 special education programs, through our emergent MTSS systems, as well as through participation in monthly school psychologist staff meetings, clinical staffing teams, and professional learning communities. Specific duties and internship experiences are determined through collaboration between the intern and their district internship supervisor and university supervisor, in order to provide a well-rounded internship experience tailored to the unique interests and abilities of the intern school psychologist. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * Psychological evaluation, in which Psychologists employ those instruments for which they are exclusively trained. * Primary facilitator of special education evaluations and reevaluations. * Facilitation of decisions around program needs for special services students transferring into the district. * Consultation with district staff, patrons and other professionals around psycho educational issues impacting all students. * Consultation regarding placement decisions for special needs students. * Compilation of supporting evaluation paperwork, as related to evaluation data by the School Psychologist. * Facilitation of transportation arrangements as appropriate for students transferring into the district with previous special education concerns. * Share District Representative role with other professionals. OTHER RESPONSIBILITIES: As time allows school psychologists may choose to pursue various interests beyond their primary responsibilities. Examples include but are not limited to developing a reading program, leading seminars on child development, teaching a psychology class, running psycho-educational groups, providing psycho-educational counseling or consultation or developing a discipline program for a building. REQUIRED QUALIFICATIONS: Education and Experience Current graduate student enrolled in a psychology program. CONDITION OF EMPLOYMENT: Washington State Driver's License Criminal background check Work scheduled hours on a consistent basis KNOWLEDGE OF: School board policies and procedures ABILITY TO: Demonstrate basic knowledge of modern technology and willingness and ability to increase knowledge to proficiency Work independently and work collaboratively with others fostering a team approach whenever appropriate. Maintain a good work attendance record, be punctual, and follow District procedures for reporting all absences. Demonstrate enthusiasm, flexibility and a commitment to students. Practice effective safety and security within individual work routines. Develop and maintain positive relations with staff and service providers Follow written and verbal directions with minimal supervision Speak, read and follow written communications in English Perform basic spelling, math and grammar skills Demonstrate the desire, skill and patience to work with students with special emotional, academic and social needs, which may include violent behavior Demonstrate a caring attitude and establish an environment that encourages appropriate behavior and successful learning Exercise judgment as to when to act independently and when to refer to higher authority Practice ethical and professional standards of conduct including the requirements of confidentiality Communicate effectively with staff, students, parents/guardians, and the public in a multicultural and multiracial community Interact positively with students, parents, and staff in a professional manner and demonstrate a commitment for students and their success Continue professional growth Perform the essential functions of the job with or without reasonable accommodations REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY: Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others. Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District. Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools' commitment to "Each Scholar: A Voice. A Dream. A Bright Future." Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee will regularly stand and walk, bend neck and back, use hands for repetitive grasping and pushing/pulling. The employee will constantly be required to sit for extended periods of time and use a computer screen and keyboard. The employee may occasionally be required to squat, kneel, and use hands for fine manipulation, climb stairs/ladder, lift and reach overhead, and lift/carry. The employee must constantly lift/carry up to 5 pounds and must frequently lift /carry up to 15 pounds. The employee will occasionally lift/carry a maximum of 25 lbs. The employee is occasionally required to push/pull a maximum weight of 200 pounds. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee regularly works in indoor conditions and regularly works near video display. The noise level in the work environment is usually moderate. The employee is required to travel to various locations. Nights and Weekends may be required occasionally to meet job demands. WORK SCHEDULE This position typically works, 7.5 hours per day REPORTING RELATIONSHIP Interns will receive supervision through their assigned field supervisor in conjunction with their university supervisor. Adjustments to internship activities, including schedule,

The future is what you make it. When you join Honeywell, you become a member of our global team of thinkers, innovators, dreamers and doers who make the things that make the future. As an ISC Manufacturing Intern here at Honeywell, you will have the opportunity to gain hands-on experience in manufacturing operations and develop your guide skills. You will work closely with our ISC team to facilitate production activities, ensure quality standards are met, and drive continuous improvement initiatives. This internship will provide you with valuable insights into the world of manufacturing and supply chain management. You will report directly to our ISC Manufacturing Supervisor, and you will work out of our designated manufacturing facility in Redmond, Washington. This is a full-time internship position. In this role, you will have the opportunity to: - Learn and apply lean manufacturing ethics to optimize production processes - Work with cross-functional teams to identify and implement process improvements - Assist in monitoring and analyzing production metrics to drive efficiency and productivity - Facilitate the implementation of quality control measures to ensure product quality - Participate in problem-solving activities to address production issues and minimize downtime. Under immediate supervision, this position is responsible for the assembly of electronic equipment and integration into systems. Performs a variety of tasks ranging from repetitive to non-repetitive production assembly. May conduct quality inspection on processing line in accordance with quality specifications. May disassemble, modify, limited rework, reassemble and test experimental or prototype assemblies and subassemblies according to specifications and under simulated conditions. At an entry level, follows well defined procedures and is able to read and write English proficiently. Key Responsibilities Working 1:1 with a mentor, you will apply your current skills and learn to: Facilitate day-to-day manufacturing operations, including production scheduling, material handling, and equipment maintenance. Assist in monitoring and analyzing production metrics to drive continuous improvement. Work with cross-functional teams to identify and implement process improvements. Participate in problem-solving activities to address production issues and minimize downtime. Facilitate the implementation of quality control measures to ensure product quality. Receive and follow detailed written instructions on work assignments. Interface with team members to solve defined issues and complete tasks. Are you ready to help us make the future? Location: This position is available in Redmond, WA. MINIMUM QUALIFICATIONS: Be a US Person. Be enrolled in the Aerospace Assembly Specialist program at Lake Washington Institute of Technology. Be interested in full-time employment immediately upon high school graduation. Be proficient in reading and writing in the English language. Honeywell is currently unable to consider applicants who would require current or future sponsorship for employment authorization for this position. Candidates must be authorized to legally work in the United States without current or future sponsorship requirements. WE VALUE: Proficient computer skills Strong problem-solving skills Self-motivated & responsible Good communication skills Ability to set priorities Ability to work independently and in a team Knowledge of lean manufacturing ethics and continuous improvement methodologies Familiarity with production planning and scheduling software Strong attention to detail and organizational skills Due to compliance with U.S. export control laws and regulations, candidate must be a U.S. citizen, U.S. permanent resident, or have asylum or refugee status in the U.S. #HoneywellURNAM

**The future is what you make it.** When you join Honeywell, you become a member of our global team of thinkers, innovators, dreamers and doers who make the things that make the future. As an ISC Manufacturing Intern here at Honeywell, you will have the opportunity to gain hands-on experience in manufacturing operations and develop your guide skills. You will work closely with our ISC team to facilitate production activities, ensure quality standards are met, and drive continuous improvement initiatives. This internship will provide you with valuable insights into the world of manufacturing and supply chain management. You will report directly to our ISC Manufacturing Supervisor, and you will work out of our designated manufacturing facility in Redmond, Washington. This is a full-time internship position. In this role, you will have the opportunity to: - Learn and apply lean manufacturing ethics to optimize production processes - Work with cross-functional teams to identify and implement process improvements - Assist in monitoring and analyzing production metrics to drive efficiency and productivity - Facilitate the implementation of quality control measures to ensure product quality - Participate in problem-solving activities to address production issues and minimize downtime. Under immediate supervision, this position is responsible for the assembly of electronic equipment and integration into systems. Performs a variety of tasks ranging from repetitive to non-repetitive production assembly. May conduct quality inspection on processing line in accordance with quality specifications. May disassemble, modify, limited rework, reassemble and test experimental or prototype assemblies and subassemblies according to specifications and under simulated conditions. At an entry level, follows well defined procedures and is able to read and write English proficiently. **Key Responsibilities** Working 1:1 with a mentor, you will apply your current skills and learn to: + Facilitate day-to-day manufacturing operations, including production scheduling, material handling, and equipment maintenance. + Assist in monitoring and analyzing production metrics to drive continuous improvement. + Work with cross-functional teams to identify and implement process improvements. + Participate in problem-solving activities to address production issues and minimize downtime. + Facilitate the implementation of quality control measures to ensure product quality. + Receive and follow detailed written instructions on work assignments. + Interface with team members to solve defined issues and complete tasks. **Are you ready to help us make the future?** **Location:** This position is available in Redmond, WA. **MINIMUM QUALIFICATIONS:** + Be a US Person. + Be enrolled in the Aerospace Assembly Specialist program at Lake Washington Institute of Technology. + Be interested in full-time employment immediately upon high school graduation. + Be proficient in reading and writing in the English language. Honeywell is currently unable to consider applicants who would require current or future sponsorship for employment authorization for this position. Candidates must be authorized to legally work in the United States without current or future sponsorship requirements. **WE VALUE:** + Proficient computer skills + Strong problem-solving skills + Self-motivated & responsible + Good communication skills + Ability to set priorities + Ability to work independently and in a team + Knowledge of lean manufacturing ethics and continuous improvement methodologies + Familiarity with production planning and scheduling software + Strong attention to detail and organizational skills _Due to compliance with U.S. export control laws and regulations, candidate must be a U.S. citizen, U.S. permanent resident, or have asylum or refugee status in the U.S._ _\#HoneywellURNAM_ Honeywell is an equal opportunity employer. Qualified applicants will be considered without regard to age, race, creed, color, national origin, ancestry, marital status, affectional or sexual orientation, gender identity or expression, disability, nationality, sex, religion, or veteran status.

Classified/Health Services Additional Information: Show/Hide IS FOR 7.5 HOURS PER DAY AT 180 DAYS PER YEAR. PSE Salary Schedule Level 10 - $ 29.99 (25-26 PSE SALARY SCHEDULE) POSITION IS NON-CONTINUING, AND ONLY FOR THE 2026-2027 SCHOOL YEAR. This position's responsibilities are to provide multiple learning experiences for school psychologist interns. Interns will practice in the role of a school psychologist through assessing and observing students. They will develop skills in teaming with an evaluation IEP team and will assist in report writing. They will have a full range of experiences from preschool through high school level. They will maintain confidential records on individual students. ESSENTIAL FUNCTIONS Depending upon the individual assignment, the School Psychologist Intern may perform all or a combination of the following: 1. Initiates planning and provides feedback to parents following referral or reevaluation of students according to mandates of state WACs. 2. Provides a variety of consultation and advice on issues such as behavior management, social skills and a wide variety of other matters to assist students in improving behavior to benefit the child's education. 3. Acts as a liaison between parents and school; provides for and/or conducts team meetings and special events; promotes communication between parents, students, school and agencies. 4. Serves as team leader at multi-disciplinary team meetings, staff meetings, pre-meetings for individual education plans (IEPs), and in agency contacts. 5. Assists with/coordinates efforts for consistent behavior and environment for the child. 6. Administers tests and evaluations to determine appropriate student service needs. 7. Maintains a variety of program records, files and documents according to program standards and established guidelines. 8. Compiles and distributes a wide variety of information in issues of concern to parents. 9. Attends and/or schedules a variety of meetings with other staff; discusses family progress and further needs. OTHER FUNCTIONS 10. Assists in a variety of activities to transition students from building to building; provides a variety of coordination and scheduling of transportation. Consults with social service providers in schools to ensure continuation of needed services. 11. Performs a variety of public relations activities in support of the program. 12. May serve on various district committees and/or departmental work teams. Models appropriate and cooperative behavior, including protecting confidential information, consistent with district ethical guidelines. 13. Performs related duties consistent with the scope and intent of the position. REPORTING RELATIONSHIPS Reports to the Director of Special Services. MENTAL DEMANDS May experience frequent interruptions; required to shift priorities in response to program changes; may occasionally deal with distraught or difficult individuals; required to deal with the emotional and physical needs of families; required to adapt to a variety of home environments and to model appropriate and effective behavior therein. PHYSICAL DEMANDS Required to travel to various sites; potentially exposed to ordinary infectious diseases in the classroom and while making home visits. Home visits require safety awareness and precautions against unrestrained animals and possible domestic disturbances, substance abusing adults, and/or hostile parents. MINIMUM QUALIFICATIONS Education and Experience programs, Bachelor's degree in psychology, education or school psychology. Experience with off-campus activities, programs and agencies. Must be in an internship program in an accredited university. Allowable Substitutions Such alternatives to the above qualifications that the district may find appropriate and acceptable. Required Knowledge, Skills and Abilities Demonstrates a knowledge in state WACs. Administers tests in standardized manner. Demonstrates competence in evaluating standardized and normed reference tests. Demonstrates ability to perform with a team. Assists in identification and/or development of interventions. Ability to facilitate parent/teacher meetings for evaluation feedback. Ability to complete reports in a timely manner. Skill in written and oral communication. Ability to display sensitivity to at risk students. Knowledge of social services delivery programs. Knowledge of and ability to implement accepted methods of counseling and interviewing. Knowledge of community resources. Skill in creative problem solving. Skill in dealing with frustrated and/or difficult people. Effective time management skills. Knowledge of child development. Skill in crisis intervention. Ability to assess students for special education. Ability to work independently and with minimal supervision. Ability to maintain strict confidentiality. Ability to establish and maintain effective relationships with students, parents, teachers, specialists and outside agencies. Ability to maintain and submit accurate records according to established time lines. Knowledge of child protective laws and procedures. Licenses/Special Requirements Requires fingerprinting and background check to determine that there have been no convictions involving physical molestation, abuse, injury or neglect of a minor. Must complete training in and adhere to district infection control plan. PSE UNIT AFFILIATION Other Services WAGES AND BENEFITS Click here to access details on the following: Salaries/Wages Insurance Retirement Plans Paid Time Off or Vacation Paid Holidays Other Compensation Non-Discrimination Policy Bethel School District does not discriminate in any programs or activities on the basis of sex, race, ethnicity, color, religion, creed, national origin, sexual orientation, gender identity, gender expression, homelessness, immigration or citizenship status, disability, neurodivergence, the use of a trained dog guide or service animal, age, and honorably discharged veteran or military status and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Compliance / Gender-Inclusive Schools Coordinator, Debbie Carlman, *********************, ************; Title IX Coordinator, Mel Boyd, ******************, ************; and 504 Coordinator, Melissa Munson-Merritt, ***********************, ************. All individuals may be reached at this address: 516 176th Street East, Spanaway, WA 98387. Title IX inquiries may also be directed toward the U.S. Department of Education, Office for Civil Rights (OCR). Information about the nondiscrimination and sex-based discrimination policies and grievance procedures, and how to report a concern or complaint: bethelsd.org.

Specialists/School Psychologist Additional Information: Show/Hide Salary: $20,000 Stipend for 26-27 school year Work Calendar: Full-time, 5-days a week, 183 day school year, August-June This position will work collaboratively with a credentialed Lake Washington School District School Psychologist to provide consultation, collaboration with staff and parents, conduct psychoeducational evaluations, provide counseling services to students, and advise on effective prevention and intervention activities. Major activities of the position may include leading the evaluation planning process, assisting and completing comprehensive special education evaluations, providing academic and behavior interventions utilizing effective research based interventions (group and individual), delivering counseling interventions at individual and group levels, and analyzing and interpreting evaluation results and supporting school teams to make data-based decisions. The intern may have various opportunities at comprehensive and specialized preschool, elementary, middle school, high school, and transition age (18-22 years old) programs. Interns will have the opportunity to learn, apply, and gain experience within the National Association of School Psychology's (NASP) 10 training/practice domains and understand how the domains inform the range of knowledge and skills school psychologists can provide. Interns will learn about how services are integrated to best meet the needs of students, families, and the school community. Supervisory Relationship: This position reports to the Director of Special Education and the intern's supervising school psychologist(s). Essential Functions: include, but are not limited to the following: *(Under the supervision of a Credentialed School Psychologist) * Communicate effectively (both orally and in writing) and collaboratively with students, parents, and staff. * Maintain an accurate and effective working knowledge of the requirements of the Individuals with Disabilities Education Improvement Act (IDEIA), Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act, other applicable federal and state disability laws and their implementing regulations as they relate to school psychology in general, and to the roles and responsibilities of a School Psychologist. * Interpret evaluation and progress monitoring data, psychological and psychiatric reports, and special education documents. * Provide diagnostic services and recommendations for pupils in the general education setting, as well as students with special needs. * Participate in Intervention Team and Guidance Team Meetings, IEP team meetings, school site meetings, and district school psychologist meetings. * Plan, organize, and schedule initial and triennial evaluations; coordinate assessment plans with service providers; evaluate and analyze data. * Review student records, organize information, and determine the appropriate assessment battery needed to assess students in all areas of suspected disabilities. * Use a variety of assessment tools to assess students' cognitive ability, psychological processing, social skills, emotional development, behavior, mental status, adaptive behavior, language development, academic achievement, and learning potential. * Assist in the completion of special education evaluations under all IDEA eligibilities, including but not limited to Autism Spectrum Disorder, Emotional Disturbance, Intellectual Disability, Other Health Impairment, Specific Learning Disability and Traumatic Brain Injury. * Write thorough psycho-educational and/or multidisciplinary team reports. Integrate evaluation data into a clear, organized, and educationally relevant evaluation report. * Collect and analyze behavior data; write Behavior Intervention Plans; review plans with all stakeholders. * Complete student evaluation reports and related documentation within required timelines * Provide ongoing counseling to students, both in an individual and group format, using research based strategies and techniques. * Participate in the decision-making process regarding special education placements. * Participate in student meetings, parent conferences, and teacher/staff meetings. * Use technology fluently to manage all components of the job. * Maintain records in an accurate and confidential manner consistent with applicable rules. * Utilize IEP online for documentation of referral and evaluation paperwork * Capacity to drive between schools during the work day. * Perform other duties as assigned by the special education director and/or school psychologist supervisor. Knowledge, Skills and Abilities Required: * Ability to communicate well with students, parents and teachers (orally and in writing). * Knowledge of and ability to cultivate and model a respectful working and learning environment. * Ability to work effectively and collaboratively with diverse students, staff, and community populations. * Strives to improve professional competence through an ongoing program of reading, workshops, seminars, conferences, classes, and other professional development activities. * Remains an active learner, being willing to learn new ways to do things. * Knowledge of principles, methods, techniques, strategies and trends in educational, social and emotional adjustment assessment functions. * Knowledge of applicable and appropriate psychological and achievement appraisal instruments, techniques and procedures. * Knowledge of evaluation and research techniques, strategies and procedures. * Knowledge of curriculum and instruction programs proved to be beneficial to pupils with special learning needs. * Excellent written skills. Education and Experience: * Working on completion of Master's degree with a specialization in School Psychology. * Eligible for school psychology Internship, via completion of required coursework and training. * Experience working with youth in schools or similar settings preferred. The application attachments must include: 1. A current résumé or curriculum vitae; 2. Three (3) letters of recommendation, one (1) of which shall be from the university faculty adviser/internship coordinator of the applicant; 3. A letter of introduction; 4. Copy of credential(s); and 5. Transcripts. 6. University support letter Employment is contingent upon the applicant being in good standing with their university, required background checks and fingerprinting, and a standing agreement with the university. Please review LWSD Human Resources Employment Policies, which includes our non-discrimination policy. We are not able to sponsor employment at this time. Lake Washington School District is committed to building an inclusive, equitable, and welcoming environment for all students and staff. We welcome candidates from all backgrounds and life experiences who share our commitment to educational excellence and equity. We especially encourage applications from individuals who have been historically underrepresented in education. LAKE WASHINGTON SCHOOL DISTRICT IS A SMOKE-FREE WORKPLACE.