School Psychologist - Katy, TX

Job Description

Job Description

Make a meaningful impact in the lives of students by providing essential psychological services within a supportive educational environment. This contract-based opportunity is ideal for School Psychologists interested in working at the district level, with a focus on a balanced workload and collaborative partnerships. Assignments involve supporting 2-3 schools while having a central office as your base of operations.

Key Qualifications:

• Valid School Psychologist certification to practice in Texas
• Proven experience in a school setting is preferred
• Strong skills in assessment, consultation, and collaboration with school teams
• Ability to thrive within a workload model that values quality and balance
• Effective communicator, capable of navigating relationships with both educators and students

Responsibilities:

• Conduct comprehensive psychoeducational assessments to support learning and development
• Provide recommendations and consult with school staff to enhance educational programs
• Participate in multidisciplinary teams for student evaluations and intervention planning
• Contribute to positive student outcomes by offering expertise in behavior, intervention strategies, and data-driven decision making
• Maintain accurate and confidential student records in compliance with legal and ethical standards

Role Perks:

• Predictable scheduling with 37.5 work hours per week
• Opportunity to service multiple schools, broadening your influence and professional reach
• Enjoy guaranteed remote work one day per week, with potential for additional flexibility
• Modern, team-oriented district values innovation and psychological best practices

Step into a highly regarded district where your expertise is respected and your work-life balance is prioritized. If you hold Texas School Psychologist licensure and are ready to contribute to student success in a collaborative setting, submit your application today to help shape positive outcomes in education.

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