School Psychologist

SCHOOL PSYCHOLOGIST - DISTRICT WIDE

$2,000 New Hire Incentive for the 2026-27 School Year

POSITION: School Psychologist - District Wide

MINIMUM QUALIFICATIONS: Master's degree from an accredited college or university in School Psychology or related field.

REQUIRED LICENSE: Must possess or be able to possess a Nevada school psychologist license issued by the Nevada Department of Education. Hold a certificate as a nationally certified school psychologist issued by the National School Psychology Certification System of the National Association of School Psychologists; or have completed a program approved by the Board which prepares a person to be a school psychologist.

DEFINITION: The School Psychologist will provide a full range of psychological services to children, including screening and assessment, designing remedial education programs, individual and group counseling with school staff, parents, and outside agencies as appropriate.

CURRENT SALARY: $57,561 minimum - $116,008 maximum depending on experience and education, scheduled 202 days per year. (*Additional pay: SB500 funds will be added for the 26-27 school year)

BENEFITS: Nevada PERS retirement contribution, health, dental, vision and life insurance. Sick leave and personal leave included. Nevada has no state income tax.

FILING PERIOD: All interested applicants (internal/external) must complete a ChurchillCSD Application online and show that they are qualified for the position requested as described above.

CONTACT PERSON: Savannah Peel, HR Analyst 690 S. Maine St. Fallon, NV 89406 View email address on click.appcast.io Ph#View phone number on click.appcast.io

CHURCHILL COUNTY SCHOOL DISTRICT

SCHOOL PSYCHOLOGIST

FLSA Status: Exempt Created: 3/12/2018

DEFINITION: The School Psychologist will assist students to 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. The School Psychologist will provide a full range of psychological services to children, including screening and assessment, designing remedial education programs, individual and group counseling with school staff, parents, and outside agencies as appropriate. The School Psychologist functions as a member of the multi-disciplinary team to determine the student's eligibility for special services, appropriate programming, and on-going progress.

SUPERVISION RECEIVED AND EXERCISED: Work is performed under the direction of the principal and/or Director of Special Services.

ESSENTIAL FUNCTIONS: (Performance of these functions is the reason the job exists. Assigned job tasks/duties are not limited to the essential functions)

• Provide individual and group services to children and/or parents that emphasize improved educational performance and/or conduct.
• Screen and evaluate referred children including selecting appropriate instruments, administering tests, observations, and writing reports, which state the evaluation findings and provide for educational program recommendations.
• Administers appropriate assessments to students, on referral, interprets results, summarizes findings for parents, and reports findings via approved district procedures; writes intervention plans; ensures that assessments and plans are implemented within stipulated time frames and according to guidelines; processes appropriate referral documentation.
• Participate as a member of the multi-disciplinary team and the individualized education program (IEP) committee contributing evaluation findings and collaborating on the child's education plan.
• Provide collaborative consultation and documentation of results including assisting basic education staff with suggestions, pre-referral intervention strategies, and providing recommendations and modifications to assist basic education staff in working with special education students in the classroom setting.
• Consult with parents, teachers, and other appropriate staff regarding the child's program and any adaptations/materials needed to facilitate improved performance in the classroom or at home.
• Provide direct services through a variety of methods (e.g. classroom presentation, co-teaching in general education settings, in-services to staff/parents, etc.) as needed.
• Maintain appropriate data on students to document current levels of performance and other pertinent information. Re-evaluate, as appropriate, to determine extent of progress and effectiveness of therapy.
• Support and implement District policies, regulations, procedures, and administrative directives; demonstrates loyalty to the District and other administrators. Supports and follows the policies and procedures of the school districts served.
• Submit records, reports, and assignments promptly and efficiently.
• Demonstrate ability to adjust to and use new approaches in the performance of his/her duties.
• Seek and take advantage of opportunities for professional growth.

QUALIFICATIONS: Knowledge, Skills, and Abilities: (KSAs are the attributes required to perform a job; generally demonstrated through qualifying experience, education, or training.)

Knowledge of State and federal regulations regarding the identification and placements of students in special education. Current theories and methodologies of effective family instructional intervention and behavior modification. Community support resources and family service agencies

Skills to Obtain, clarify, and exchange information and provide instruction to parents related to the use of behavior modification techniques. Communicate effectively both written and orally. Participate as a collaborative member with other faculty and staff.

Ability to Effectively communicate instructional strategies and interventions, maintain confidentiality, act as a liaison with community family service agencies and other support resources, establish and maintain effective working relationships with a variety of people in a multicultural diverse socio-economic setting. Maintain security of confidential information

Experience and Training Guidelines: Any combination of training, education, and experience that would provide the required knowledge, skills, and abilities. A typical way to gain the required knowledge, skills, and abilities is: Master's degree from an accredited college or university in School Psychology or related field.

CHURCHILL COUNTY SCHOOL DISTRICT SCHOOL PSYCHOLOGIST, cont…

Required Certifications and Licenses Licenses and Certifications: Must possess or be able to acquire a valid teaching certificate issued by the Nevada Department of Education and be certified in the relevant subject area.

Physical and Mental/Intellectual Requirements: The physical and mental requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job.

Strength, dexterity, and coordination to use keyboard and video display terminal for prolonged periods. Strength and stamina to bend, stoop, sit, and stand for long periods of time. Dexterity and coordination to handle files and single pieces of paper; occasional lifting of files, stacks of paper or reports, references, and other materials. Some reaching for items above and below desk level. Some reaching, bending, squatting, and stooping to access files and records is necessary. The manual dexterity and cognitive ability to operate a personal computer using word processing and databases. The ability to interact professionally, communicate effectively, and exchange information accurately with all internal and external customers. Light lifting (up to 25 pounds) is occasionally required.

In compliance with applicable disability laws, reasonable accommodations may be provided for qualified individuals with a disability who require and request such accommodations. Applicants and incumbents are encouraged to discuss potential accommodations with the employer.

PHYSICAL CAPACITY REQUIREMENTS FOR POSITION (Mark with an X, leave blank where not applicable)

ESSENTIAL FUNCTIONS LESS THAN 25% 25% TO 50% TO 75% TO

OF TIME 49% OF 74% OF 100% OF

TIME TIME TIME

Sitting X

Standing X

Walking X

Bending/Stooping/Squatting/Twisting X Crawling Kneeling Reaching above the body X Reaching away from body X Climbing Stairs Climbing while working (ladders, stools, roofs, poles) Balancing

Lifting &/Or Carrying objects 50 Pounds or 1/3 Bodyweight X Pushing

Pulling

Grasping/Gripping X Handling

Applying Torque (arms) Fine Manipulation Repetitive Work X Weight Bearing

Typing, Keyboarding, or Entering Data X Computer Monitor/CRT X Driving a Vehicle X Working Alone

Operating Machinery or Equipment Heavy Equipment Vibrating Equipment Power Tools Machine/Electrical Hazards Ladders> 6 Feet Personal Protective Equipment Respirator Use

Work Conditions Exposure to climate controlled classroom settings to outside weather with temperatures ranging from mild/moderate to extreme cold/heat. May involve exposure to noise levels ranging from moderate to very loud and occasional to