School Psychologist, Multiple Positions Available 2026-2027 School Year

School Psychologist, Multiple Positions Available 2026-2027 School Year (JobID: 3676) Posting Information Date Posted: 4/7/2026 Location: District-wide (High-Needs School) Date Available: 26‑27 School Year Position Type: Student Support Services / Psychologist Closing Date: Until Filled Salary Range: see Collective Bargaining Agreement Basic Functions Coordinate, manage staff, and implement activities to ensure district policies are in compliance with state and federal laws. Manage and coordinate a comprehensive system of psychological assessment and primary mental health services. Representative Duties Advise school administrators, school staff, and program specialists on the application of federal and state laws in the assessment process. Evaluate students for behavioral, emotional, and/or academic problems using appropriate psychological instruments including psycho‑educational, functional analysis, and emotionally disturbed assessments. Organize school staff during a crisis to implement appropriate mental health services. Participate in IEP meetings with teachers, parents, and staff regarding outcomes and recommendations. Evaluate and prepare psychological reports, including recommendations, for each Special Education student. Conduct individual, group, and crisis counseling within the school setting. Supervise and evaluate graduate and PhD candidates from clinical, counseling, and school psychology programs. Coordinate with other agencies to provide liaison and consulting services regarding psychological, mental health, and behavioral issues. Communicate and refer to outside agencies, hospitals, or clinics when appropriate. Participate on the Student Support Committee. Participate in 504 meetings and implementations when appropriate. Participate in the development, management, and implementation of behavior plans for students as well as manifestation determination for suspension. Provide staff development to teachers, administrators, and parents on a broad range of topics. Demonstrate strong leadership in coordinating on‑site mental health services. Assist teachers with behavior management issues by providing strategies and charting progress. Conduct functional behavior assessments. Participate in district Child‑Find activities. Principal Duties (Student Supervision) Supervise students in a variety of school‑related settings. Monitor and evaluate student outcomes. Develop, select and modify instructional plans and materials to meet the needs of all students. Monitor appropriate use and care of equipment, materials, and facilities. Plan, organize and provide instruction based on Common Core State Standards. Administer informal and formal assessments. Incorporate district initiatives within instruction (adopted programs/policies). Evaluate and assess student progress against instructional objectives. Demonstrate knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning. Demonstrate knowledge of educational research, trends, and best practices. Provide written feedback to students. Maintain accurate, efficient, and effective records for instructional and non‑instructional purposes. Manage classroom organization. Perform related duties as assigned. Teaching Framework Responsibilities Adapted from the Framework for Teaching, Charlotte Danielson. The educator plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline. The educator seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students. The educator develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more than one type of learning and are aligned to the Common Core Standards. The educator is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them. The educator coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students. The lesson or unit has a clear structure and is likely to engage students in learning. The educator’s plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students. The educator intends to use assessment results to plan for future instruction for students. The educator’s interactions with his/her students are friendly and demonstrate general caring and respect. The educator will develop a classroom culture that is characterized by commitment to learning by educator and student. Student engagement to the task at hand is consistent. The educator’s management of instructional groups and/or the handling of materials and supplies are consistent. The educator ensures that students follow established classroom routines. The educator will monitor student behavior and respond to student misbehavior. Educator response to student misbehavior is consistent, appropriate and respectful to students. The educator ensures the classroom is safe, and learning is accessible to all students. The educator ensures that the physical arrangement is appropriate to the learning activities. The educator makes effective use of physical resources, including computer technology. The educator clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The educator’s explanation of content is clear and accurate and connects with students’ knowledge and experience. Educator’s spoken and written language is clear and correct. Vocabulary is appropriate to the students’ ages and interests. The educator’s questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The educator engages all students in the discussion and encourages them to respond to one another. The educator creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable for the students’ development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning. The educator uses assessments to support instruction, through frequent monitoring of progress by educator and/or students. Educator feedback to students is regular and accurate. The educator ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning. The educator modifies the lesson when needed and responds to student questions and interests. The educator seeks approaches for students who have difficulty learning. The educator’s reflection on a lesson provides an accurate and objective description. The educator can make suggestions as to how the lesson might be improved. The educator communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner. The educator participates in the professional community and in school and district events and projects. The educator maintains positive and productive relationships with colleagues, administrators and parents. The educator participates in professional development based on an individual assessment of need and actively shares information with others. The educator accepts and acts upon feedback from supervisors and colleagues. The educator displays a high level of ethics and professionalism in dealings with students, colleagues, administrators and parents and complies with school and district regulations. The educator supervises students or assists with supervision in both teaching and not teaching situations. Education and Experience Any combination equivalent to a master’s degree in educational psychology, including at least one year of internship under the supervision of a credentialed school psychologist. Valid Illinois Professional Educator License. Licenses and Other Requirements Valid driver’s license. Knowledge and Abilities Testing practices, procedures and methods. Various testing materials, instruments, and equipment. Individual and group counseling techniques. Federal and state laws and regulations regarding special education and assigned duties. IEP preparation and implementation methods and procedures. Appropriate referral agencies. Record‑keeping techniques. Oral and written communication skills. Applicable sections of the State Education Code. Interpersonal skills using tact, patience and courtesy. Technical aspects of field specialty. Cultural differences in student population. Perform professional evaluations of psychological, social and educational needs of students. Develop, write and implement comprehensive Individualized Education Plans (IEP) for special education students. Utilize various testing techniques, materials, equipment and instruments. Counsel effectively with students and parents. Prepare and maintain confidential records and files. Analyze situations accurately and adopt an effective course of action. Work confidently with discretion. Communicate effectively both orally and in writing. Establish and maintain cooperative and effective working relationships with others. Work independently with little direction. Maintain current knowledge and technological advances in the field. Relate sensitively to a diverse student population. Working Conditions Environment: School site environment (including classroom during observations); driving vehicle to conduct work. Physical Abilities: Sitting for extended periods of time; lifting and carrying test materials; seeing to observe behavior; speaking to exchange information; use of hands to complete computerized or handwritten reports. #J-18808-Ljbffr Zion Elementary School District 6