School psychologist jobs in Virginia Beach, VA - 281 jobs

School Psychologist Hours: 35 hours/week Duration: 20 weeks The School Psychologist supports students by addressing mental health and developmental needs and assists in qualifying students for additional support services. This role provides on-site psychological services in compliance with state and district regulations. Responsibilities: + Conduct psychological assessments and evaluations + Develop and implement intervention strategies + Collaborate with educators, parents, and support staff + Ensure compliance with professional standards and state requirements Minimum Requirements: + Current state licensure/certification + Master's degree in psychology (preferred) + Experience with pediatric/adolescent populations (preferred) + CPR certification (if applicable) + TB screening and health certificate (as required) + Must meet all federal, state, and local requirements + Minimum age: 18 Additional Details: + Travel: N/A + Work Hours: 35/week To apply email your resume to ******************** or call ************ 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.

Position performs specialized psychological work in an special education setting, to enable students to achieve optimal learning. Position collects, interprets, and synthesizes information about a student's sensory motor/perceptual functioning, academic achievement, intelligence, social/emotional adjustment, and significant crises that influence academic and behavioral functioning. Position works cooperatively as an interdisciplinary team member to provide services and to devise an appropriate service plan for referred students and their families. Essential Functions To organize and implement an education/support program for parents and to provide counseling and testing services for students. To provide assessment and other services/supports to students with an emotional disability in a setting where emphasis is on academics, behavior management, social skill development, functional curriculum and group process. Supervise and/or provide for individual counseling of students. Cooperate in implementing behavioral interventions and group process activities developed by the special education teacher. Communicate effectively as a team member and participate in a multi-disciplinary team approach. Analyze, interpret, and assist staff in utilizing student test results. Assist Program Director in staff development for NHREC personnel. Assist instructional team in the development of plans for the reintegration of each child into the community and school. Implement liaison/advocacy services with community agencies such as mental health, courts social services, health department. Cooperate in the public relations efforts of NHREC with regard to visitors from other school systems, various agencies, and community persons. Provide pre-entry and follow-up liaison services for the family and school. Maintain confidentiality. Assume additional responsibilities to meet program needs as determined by the Program Coordinator and/or the Director. MINIMUM EDUCATION, TRAINING, AND EXPERIENCE REQUIREMENTS Must possess a Master's degree and be eligible for a Virginia License as a school psychologist. Pupil Personnel Services Certificate is desired. Must have two years of successful experience in the field. Experience with special needs children desired. Must possess the ability to synthesize and interpret diagnostic and assessment data. Must possess a comprehensive knowledge of school psychology theory, child development, substance abuse education, tests and measurements, and crisis management. Must possess the ability to practically apply assessment, counseling, interviewing, and crisis intervention skills. Must possess the ability to work cooperatively as an interdisciplinary team member. Must possess excellent communication and time management skills. Must possess the ability to establish and maintain effective working relationships with community agencies, students, families, team members, and others.

SCHOOL PSYCHOLOGIST REPORTS TO: COORDINATOR OF SPECIAL EDUCATION OVER-TIME STATUS: EXEMPT PAY GRADE: 711 Performs difficult professional work in making diagnostic evaluations of individual pupils, including an assessment and interpretation of the student's intellectual, social, and emotional development; serves as a consultant to school personnel and parents in interpreting problems; does related work as required. Work is performed under the general supervision of the Coordinator of Special Education. ESSENTIAL DUTIES: Performing diagnostic evaluation of students, assessing and interpreting intellectual, social and/or emotional development; conducting consultations; preparing and maintaining files and records. Screens referrals by previewing referrals assigned, schedules evaluations, secures records from community agencies, and observes the student; Completes individual psychological evaluations including intelligence, achievement, perceptual and projective personality updating; Obtains any ancillary evaluations; e.g., hearing, visual, speech, educational and medical; Completes a written report to be sent to the schools, including an interpretation of the results of the psychological evaluation; Conducts parent/school conferences, including recommendations for the child's school program and/or home environment; Acts as liaison with community agencies; Serves on Child Study Team; Compiles a complete and comprehensive file of information of the referenced child to include data such as the written psychological, referral forms, parent conference report, progress reports, sociological and medical; Performs related tasks as required. JOB SPECIFICATION/PHYSICAL REQUIREMENT: Thorough knowledge of the practices, methods and techniques used in the special education process for diagnostic and evaluative procedures; excellent oral and written communications skills; ability to work with and through other school personnel, parents and community agencies. The successful applicant must be eligible for certification by the Virginia Department of Education for an endorsement in School Psychology or be licensed by the Virginia Board of Psychology. This is sedentary work requiring the exertion of up to 10 pounds of force occasionally and a negligible amount of force frequently or constantly to move objects; work requires repetitive motions; vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to receive detailed information through oral communications and/or to make fine distinctions in sound; visual acuity is required for preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities; the worker is not subject to adverse environmental conditions. EDUCATION AND EXPERIENCE: Any combination of education and experience equivalent to a Postgraduate Professional Certificate with an endorsement in School Psychology and some experience. APPLICATION PROCEDURE: Please submit an online application (PPSK12.US/JOBS) along with copies of supporting credentials and two references to the Department of Human Resources. SALARY RATE RANGE: BASED ON TEACHER PAY SCALE PORTSMOUTH PUBLIC SCHOOLS IS AN EQUAL OPPORTUNITY EMPLOYER

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

Student Support Services/Psychologist ');

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

NATURE OF WORK Under general supervision, provides special services to students identified in accordance with state and federal regulations. Work involves facilitating learning and to promote the cognitive, social and personal development of all students. DUTIES AND RESPONSIBILITIES Identifies and assesses the learning, development, and adjustment characteristics and needs of individuals and groups, as well as the environment factors that affect learning and adjustment. Uses assessment data about the student and his/her environment(s) in developing appropriate interventions and programs. Provides interventions to students to support the teaching process and to maximize learning and adjustment. Provides consultation to parents, teachers, other school personnel, and community agencies to enhance the learning and adjustment of students. Assists in the planning, development, and evaluation of programs to meet identified learning and adjustment needs. Delivers a planned and coordinated program of psychological services. Applies ethics and standards of professional practice in the delivery of school psychological services and observes relevant laws and policies that govern practice. Participates in professional organizations and continually seeks to improve professional knowledge and skill. Communicates effectively with students, parents and school staff. Completes random moment in time studies as required by MAC program guidelines. Performs other related work as required. MINIMUM TRAINING AND EXPERIENCE Advanced degree in psychology. Must be licensed in North Carolina. ESSENTIAL JOB FUNCTIONS Must be able to use a variety of equipment and classroom tools such as computers, copiers, calculators, pencils, scissors, equipment for children, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people or things. Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors. Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc. using prescribed format. Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables. Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical, legal and counseling terminology. Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. Requires the ability to talk and hear. KNOWLEDGE, SKILLS AND ABILITIES Ability to assess student needs. Ability to provide direct intervention for students.. Ability to consult with parents, teachers and the community to enhance the learning of students. Ability to assist in program development. Ability to maintain a plan and coordinate a program of psychological services. Ability to communicate effectively. REPORTS TO: Director of Exceptional Children FSLA STATUS: Exempt DISCLAIMER The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

We are looking for a full-time Psychologist for a terrific school! This district is full of a terrific team of educators, grateful parents, and children who are in desperate need of your life-giving excellence!

TITLE (Oracle title) SCHOOL PSYCHOLOGIST WORKING TITLE School Psychologist SCHOOL/DEPARTMENT Counseling and Student Services (CaSS) PAY GRADE School Psychologist FLSA STATUS Exempt ELIGIBILITY FOR EMPLOYMENT CONTRACT No WORK WEEK SCHEDULE Monday-Friday (occasional evenings and weekends) POSITION PURPOSE: Collaborates, problem solves, intervenes, and evaluates to support the whole child within a Multi-Tiered System of Support (MTSS). Uses evidence and/or research-based interventions to overcome barriers to student success. Evaluates and analyzes data to support student growth across the tiers. MINIMUM QUALIFICATIONS: KNOWLEDGE, SKILLS, AND ABILITIES (KSAs) Considerable knowledge of the National Association of School Psychologists' Model for Comprehensive and Integrated School Psychological Services and the NC Professional School Psychology Standards; Considerable knowledge of Multi-Tiered System of Supports (MTSS) framework for service delivery including universal screening, progress monitoring, problem solving process, and Implementation Science; Considerable knowledge of school environments, child development, and curriculum and instruction; Considerable knowledge of state and federal policies and regulations related to special education; Considerable knowledge of Microsoft Office specifically Word, Excel, and PowerPoint; and Google Apps; Effective consultation skills; Experience with a variety of formal and informal student assessment measures when considering all areas of suspected disabilities; Effective critical thinking and problem-solving skills; Ability to reflect on practice and engage in continuous improvement; Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback; Ability to establish and maintain effective working relationships with school system staff, students, parents, mental health professionals, external agencies. EDUCATION, TRAINING, AND EXPERIENCE Advanced sixth-year level degree in School Psychology. CERTIFICATION AND LICENSE REQUIREMENTS Must hold or be eligible for a North Carolina professional educator's license in school psychology; Must hold and maintain a valid motor vehicle operator's license according to the State of North Carolina requirements. PREFERRED QUALIFICATIONS: Experience that incorporates comprehensive and integrated school psychological services; Experience providing crisis and suicide prevention and intervention; Demonstrated skills to design and deliver professional development; Understanding Section 504/Americans with Disabilities Act (ADA) policies; Nationally Certified School Psychologist (NCSP) credential. ESSENTIAL DUTIES AND RESPONSIBILITIES: Collaborates with district and school level staff to deliver a MTSS that provides high quality instruction and intervention matched to student need across tiers. Provides services to schools including direct and indirect support of universal screenings, use of data- based problem-solving, data-based decision making, development of academic and behavioral interventions, progress monitoring, and interpretation of data to various stakeholders. Consults with school system staff, families, community members, private agencies and others individually or through team meetings regarding cognitive, academic, social and behavioral performance/needs of individuals and groups of students. Administers relevant assessments, as needed, to provide additional data and understanding regarding a student's response to intervention. Administers and provides written reports of comprehensive psychoeducational assessments to address areas of suspected disability when required, including review of records, interviews with stakeholders, observations of students, and direct testing. Promotes a respectful environment for diverse populations by using knowledge of school environments, child development, curriculum, and instruction to improve student achievement. Addresses and promotes student safety through intervention and crisis response to schools, suicide screenings and threat assessments. Provides mental health and social-emotional learning within a MTSS. Provides professional development to stakeholders on pertinent topics; participates in professional learning activities. Engages in professional growth that is linked to professional goals and district/school improvement plans and strategic plans. Perform other related duties, as assigned. WORK ENVIRONMENT/PHYSICAL REQUIREMENTS This job operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, phones, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, students, parents, mental health professionals, and external agencies. Work is considered medium physical work, requiring the exertion of up to 25 pounds of force. The work frequently requires driving automotive equipment. EFFECTIVE DATE: 10/2023 DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time.

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

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

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

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

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

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

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

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

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

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