School Psychologist for School Year

Date Posted: 1/9/2025 Location: Pleasantdale Elementary School in La Grange Date Available: 08/20/2026 Closing Date: When Filled Position Type: Student Support Services / Psychologist School Psychologist Reports to: Building Principal or Designee Primary Purpose The School Psychologist works to support the success of students academically, socially, behaviorally, and emotionally. The School Psychologist collaborates with educators, parents, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community for all students. The School Psychologist identifies and assesses the learning, development, and needs of individuals and groups, as well as the environmental factors that affect learning. Interventions are provided to students to support the teaching process and maximize learning. The school psychologist assists in the planning, development, and evaluation of programs to meet identified learning and social/emotional needs. The School Psychologist delivers a planned and coordinated program of psychological services. Qualifications Meets all current licensing requirements including endorsement(s) in the appropriate area, as determined by the Illinois State Board of Education Strong pedagogical knowledge, expertise in the Social Emotional Learning Standards Illinois Learning Standards content expertise Evidence of gathering, analyzing, and using data to inform decisions Essential Functions Planning/Preparation Select and use a range of psychoeducational assessment tools and/or subject‑specific assessments, etc. for the purpose of assessing student competency levels, developing individual learning plans, and to determine eligibility Demonstrate the knowledge and methods required for the purpose of providing a comprehensive plan or program which capitalizes on each student’s developmental level, unique needs, interests, and cultural heritage Design a program and/or service that includes individual and small group sessions, core SEL activities, and crisis prevention, intervention, and response Develop individual, group, and service delivery goals and outcomes that are measurable and aligned to social‑emotional standards Demonstrate knowledge of and ability to plan and use research‑based principles of effective instruction and assessment Gather and analyze reliable and valid data in collaboration with staff, students, and parents in order to provide recommendations that are consistent with instructional decisions Lead and promote the development, implementation, and evaluation of the MTSS problem‑solving process in order to address the academic, behavioral, social‑emotional, and mental health needs of students, evaluate interventions, progress monitoring tools, and other requirements Share a variety of resources and services to families within and beyond the school and district that are credible, accessible, and when applicable research‑based Classroom Environment Organize meeting spaces that are inviting instructional environments, ensure student participation, and are conducive to planned activities Complete documents and written materials for meetings that meet mandated requirements and are available to participants Model conversations, manners, listening skills, etc. for the purpose of demonstrating productive and respectful social and interpersonal behaviors Support and respond to student behavior for the purpose of providing a safe and optimal learning environment Develop, communicate, and implement written standards of conduct and achievement such as listening and sharing responsibilities Utilize a system for routines and procedures that are effective in maximizing instructional time Promote a culture for learning and positive mental health Delivery of Services/Instruction Administer a variety of evaluation instruments and appropriate assessments including collaborating with parents and school personnel for the purpose of assessing student developmental levels, identifying those eligible for intervention services, and developing individual learning plans Communicate instructional goals, procedures, and strategies to students using appropriate vocabulary Use a range of evidence‑based intervention techniques and assessment information to inform instruction and help students acquire skills related to social and emotional functioning Develop comprehensive plans for students that have a defined structure, that are fully aligned with the instructional outcomes, and that are relevant to the student experience and identified need Determine the appropriateness of one‑to‑one, small group, and classroom support as appropriate based on student need Advise parents/legal guardians of student progress for the purpose of communicating expectations, and students’ achievements, and developing methods for improving and/or reinforcing school goals in the home environment Provide frequent consultation to other school personnel, parents, and community resources to meet individual and student needs Professional Responsibilities Assist in the implementation and evaluation of the district’s counseling program, supporting the effective use of assessments, data analysis, and instructional planning Submit reports and maintains accurate records (electronic and other) with complete and specific information Communicate and collaborate with parents, building and district administration, colleagues, physicians, and other mental health providers in a sensitive and confidential manner with regard to students’ services and progress Demonstrate professionalism in all areas by displaying high levels of integrity and ethical conduct in behavior, confidentiality, and interactions Arrive to work on time and demonstrates consistent attendance to ensure continuity of instruction Perform other related duties, including special projects, as required or requested Physical Requirements Endurance within a classroom setting; working with students while standing, sitting, or walking throughout the classroom, building, or outside activities with the ability to maneuver within tight spaces between desks, etc. Working with students in an instructional setting may entail kneeling or squatting, stooping, and bending from the waist on an occasional to frequent basis on a given day Retrieval, use, lifting, and storage of teaching material, including books, equipment, assignments, etc. Ability to see, hear and comprehend directions provided in the English language. Ability to speak and write in the English language, to communicate to children and others in the school community Use of aids such as whiteboards, posters, bulletin boards, document cameras, computers, and technological equipment Terms of Employment Length of contract, salary, and benefits are established by the Collective Bargaining Agreement. Evaluation Performance is evaluated by the school Principal or Designee in accordance with the Board of Education Policy and Pleasantdale School District’s evaluation process and procedures. #J-18808-Ljbffr