School Psychologist

School Psychologist - 2026-2027 School Year JobID: 6234 Date Posted: 1/20/2026 Location: District Office Purpose The job of the School Psychologist is to support students' academic, social, and emotional development. The School Psychologist will assess and address learning and behavioral challenges, collaborate with educators and parents, and contribute to a positive and inclusive school environment. The role involves providing counseling, conducting assessments, and implementing interventions to enhance students' overall well-being. The School Psychologist will work together with teachers, administrators, and other specialists (e.g., occupational therapists) to design effective programs for children facing social or emotional problems, developmental or learning disorders, and disabilities. The School Psychologist will advise the Principal in implementing these programs in individual or group sessions and occasionally counsel and guide parents and teachers. Qualifications Required: Master's degree in School Psychology or a similar related field from an accredited institution. Valid School Psychologist certificate issued by the Arizona Department of Education. Valid AZ Department of Public Safety (DPS) Identity Verified Print (IVP) Fingerprint Clearance Card. Strong understanding of state and federal education policies and regulations. Preferred: A Ph.D. or Psy.D. in School Psychology or a similar educational field. Bilingual in English and Spanish. Essential Functions Assist staff in identifying students with disabilities. Screen, observe, and/or gather data on students who have been referred. Evaluate students, including selecting appropriate instruments, administering tests, observations, and writing reports that state the evaluation findings and provide educational program recommendations in compliance with IDEA requirements. Participate as a member of the multi-disciplinary team and the individualized education program (IEP) team, communicating evaluation findings and collaborating on the child's educational plan. Provide collaborative consultation, including assisting general education staff with pre-referral intervention strategies and recommending and modifying support for students with disabilities in the classroom. Be available to students, parents, staff, and other personnel for professional advice and consultation on all matters related to psychological needs and services. Direct and plan psychological and/or counseling services to students on an individual basis, coordinated with the IEP team. Coordinate all psychological activities on campus with appropriate school officials. Collaborate to assess threats on campus. Assist with Section 504 evaluations as needed and collaborate with school counselors to create coordinated plans for students. Adhere to the ethical standards and codes of the profession and to the established rules, regulations, and laws governing special education programs. Maintain compliance with district policies and procedures. Establish and maintain effective relationships and communication with teachers, administrators, students, and parents. Serve as a liaison with community health services to support students and families, referring students to community-based services as needed. Act as a liaison between the school, alternative programs, private placements, residential treatment centers, and other social service agencies. Prepare and submit required written reports in a timely manner following district procedures. Participate in activities promoting professional development. Participate in professional communities at the assigned school and district level. Work under the supervision of the Director of Special Services, collaborating with the site administrator and the Special Education Department Chairperson. Perform other duties as requested by site administration and the Director of Special Services to ensure efficient and effective functioning of the work unit. Skills, Knowledge, and Abilities SKILLS are required to perform multiple tasks with a potential need to upgrade skills to meet changing job conditions. Specific skill‑based competencies include speaking & hearing; handling tools and controls; typing or entering data on a computer keyboard; operating standard office equipment; planning and managing projects; and preparing and maintaining accurate records. KNOWLEDGE is required to perform advanced math, including fractions, percents, and ratios; read technical information, compose documents, and facilitate group discussions; analyze situations to define issues and draw conclusions. Specific knowledge includes classroom management theory and concepts of grammar and punctuation. ABILITY is needed to schedule classroom activities, discussions, and events; gather and collate data; use basic, job‑related equipment; remain flexible working with others; interpret guidelines independently; solve problems; and maintain confidential information, meet deadlines, and set priorities while establishing effective relationships. Responsibility Responsibilities include working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; tracking budget expenditures. Utilization of resources from other work units is often required to perform the job's functions, and there is continual opportunity to impact the organization's services. Working Environment The usual and customary methods of performing the job's functions require reaching with hands and arms, lifting, carrying, pushing, pulling, stooping, kneeling, crouching, crawling, and fine finger dexterity. The employee frequently stands, walks, bends, and sits, sometimes climbs or balances. The employee must regularly lift up to 10 pounds and occasionally up to 35 pounds. The job requires 80% sitting, 10% walking, and 10% standing, with exposure to risk of injury or illness. Work is performed indoors in a controlled environment with moderate noise levels. Travel between district campuses and to outside locations is required. Reports to Director of Special Education or Principal Terms of Employment Ten-month, full time Evaluation This position will be evaluated annually as outlined in Governing Board Policy FLSA Status Exempt Salary Initial Placement Salary Schedule for School Psychologist Board Approval June 28, 1999 (Applied) February 6, 2024 (Revised) #J-18808-Ljbffr TOLLESON UNION HIGH SCHOOL DISTRICT