Job Title

Position Type: District Wide/PSYCHOLOGIST Date Posted: 4/3/2026 Location: ADMINISTRATION Date Available: 08/26/2026 Closing Date: 04/24/2026   Additional Information: Show/Hide JOB ID 1440: SCHOOL PSYCHOLOGIST Contract Details: This posting is for one (1), .93 FTE , continuing, certificated ESA with a School Psychology endorsement. This assignment begins August, 26, 2026. Benefits and retirement eligibility will be determined upon hire. This position requires on-site work, working remotely is not an option. Any anticipated overtime requires prior approval and this position does not accrue comp-time. Work Location: Districtwide Work Schedule: Monday through Friday Work Hours: TBD, 7 hours per day, 35 hours per week Wage/Step Range based on annual 1.0 FTE: $76,699 to $144,971 School Employee Benefits Board (SEBB): Department of Retirement (DRS): TRS plans 2 or 3 for Certificated Staff. Salary Schedules and Collective Bargaining Agreement: Select: 2026-2027 GFEA Salary Schedule for Certificated staff GENERAL SUMMARY: Assess and evaluate student needs for specialized educational programs; prepare reports and ensure compliance with state and federal laws, rules, regulations, and due process procedures; collaborate with and act as a resource for staff, parents, and community. ESSENTIAL FUNCTIONS: To effectively perform the essential functions of any position with the District, regular attendance is required and expected. * Knows and applies special education laws, rules, and regulations governing the education of children with disabilities. * Selects, administers, and interprets psychological and psychoeducational assessment processes and instruments to identify the strengths and weaknesses of individual students. * Develops collaborative relationships with staff and parents and involve them in assessment, interventions and program evaluation procedures. * Provides a thorough assessment and diagnosis; selects, administers, and interprets psychological and psychoeducational assessment processes and instruments to identify the strengths and weaknesses of individual students; provides screening and assessment to identify children at regular intervals and at specified levels. * Assists students in developing self-esteem and responsible behaviors; models appropriate behavior; acknowledges, discusses, rewards, and corrects student behavior; disciplines students as necessary; maintains student safety. * Integrates information obtained during assessment into an accurate and useful overview to be used for determining program and service eligibility and interventions. * Compiles a written report integrating assessment results, observations, and other factors including professional judgment and recommendations of the MDT. * Communicates with students, parents, administrators, counselors, specialists, staff and others on individual student needs and progress; facilitates and participates in problem- solving as needed; maintains effective communication for student benefit. * Participates in school and district decisions; attends meetings, activities and events; serves on committees as appropriate; promotes student learning and achievement; promotes positive public and community relations. * Serves as a resource to school staff members in the development of a balanced program; assists and guides teachers in observing, describing and referring students suspected of having a disability; collaborates with classroom teachers and other school staff members to involve them in assessment, interventions, program evaluation procedures and implement therapy by suggestions for the student's daily activities; provides in-service education and serves as a consultant to teachers and school staff members. * Keeps thorough ongoing records/logs/reports for the individual student receiving special education services to assure compliance with state and federal rules and regulations; maintains lists of referred, screened and eligible students as well as a directory of outside agencies, consultants, specialists and related services; compiles case history data on those cases where additional family history, health history, early developmental history and environmental history are deemed appropriate; provides reports and interpretations as necessary for program and administrative requirements. * Coordinates multidisciplinary team meetings at assigned buildings. * Maintains all records/logs/reports to assure compliance with state and federal rules and regulations. * Maintains confidentiality at all times. * Initiates, expedites, and manages referrals to other agencies and specialists,, as appropriate. * Provides district personnel with specialized information on students referred for special education and related services. * Uses effective strategies for interventions with at-risk students. * Plans academic and social/interpersonal techniques for the appropriate students. * Works effectively and communicate as a resource person for teachers, patents, staff, and community members. * Works directly with Support Services personnel, parents, and school staff when developing individual educational programs for students with disabilities * Consults with principal and staff concerning behavior management and/or design of specialized curriculum. * Keeps abreast of developments and improved techniques in the field by participating in in-service training and program development activities. * Has the ability to ability to work a flexible schedule and travel between buildings. * Participates in Support Services and District committees, as appropriate. * Follows The Code of Ethics and maintain a high standard of professional behavior. * Has strong computer skills. * Performs other duties as may be assigned by the Director of Learning Support Services. * Directs the activities of assigned non-certificated personnel as appropriate. * Assists in a variety of building management activities, such as supervising halls and play areas, assisting visitors, maintaining a positive school environment for learning and teaching, and related activities. * Serves as member of instructional team of the District; performs related duties consistent with the scope and intent of the position. MENTAL DEMANDS: Requires proficiency, diplomacy, discretion, and effective oral/written communication skills in the form of student/parent/staff relations and confict/problem resolution; requires good listening skills; requires excellent planning, organizational, and time management skills; requires excellent concentration skills; requires adaptability and flexibility to different student, staff, parent, and community learning/working styles and abilities to promote effective relationships; requires effective student discipline; requires regular and effective decision-making skills, including creativity and flexibility in problem-solving; requires performing under stress when confronted with emergency, critical and unusual situations, and day-to-day deadlines; stress and/or tension is a frequent part of the job; requires ability to establish and complete priorities and objectives; requires substantial self-discipline in behavior and attitude; requires modeling effective and appropriate behavior at all times; requires ability to work independently; requires excellent collaboration/cooperation skills and ability to work as part of a team which may include outside professionals; requires patience and understanding when working under stressful situations in a classroom setting and when working with students with special needs; requires setting up and maintaining accurate ?les and records; requires excellent reading, writing, math, and written/oral communication skills; requires a high degree of proficiency in English usage including grammar and spelling for the composition and formatting of own correspondence and records/reports; requires performance of detailed work in reference to preparation and computation of data and analysis of information both verbally and in written form; requires maintaining composure when working with distraught, angry, or hostile individuals; requires de- escalation and mediation skills; requires knowledge and understanding of special education laws (WAC 392.172); requires knowledge and understanding of current research, theories, and trends in psychology and special education; requires administration of rules, regulations, policies, and laws related to public education; requires demonstration of knowledge of type of psychological assessment tools and technology applications and uses; requires proficiency in assessment skills and analysis and evaluation of assessment results and student progress and achievement; requires strict confidentiality; requires understanding and proficiency in operation of personal computer and software programs; requires effective ability to direct activities of non-certificated staff; must possess genuine interest in helping others with mental, social, physical, educational, and vocational needs. PHYSICAL DEMANDS: Exposure to visual display terminal; dexterity and precision required in the operation of a computer; sitting for extended periods of time without restrictions to provide concentrated individual testing to disabled students; twisting upper torso and neck and slight bending forward without restrictions; occasional bending at waist to ?oor; lifting/carrying objects weighing up to ten pounds constantly, 11-24 pounds occasionally; 25 and over pounds rarely, assistance may be requested; good visual ability; must possess excellent hearing to communicate with disabled students, especially when providing individual instruction to those who may have speech impairments; possible exposure to diseases carried by children; may require attending to students' personal hygiene; may be required to attend evening meetings or activities; may represent the district on potentially sensitive or controversial matters. MINIMUM QUALIFICATIONS: Educational Staff Associate (ESA) certificated psychologist; Master of Education; fingerprinting required (satisfactory background clearance; valid Washington State driver's license required. CONDITIONS: The preceding list of essential functions is not exhaustive and maybe supplemented as necessary.