DEFINITION: Under general supervision, coordinates referral, comprehensive evaluation, and placement process for qualified students. Facilitates communication between school staff, parents, outside agencies, therapists regarding the health and education needs of the special needs students.
ESSENTIAL FUNCTIONS: (Essential functions, as defined under the Individual with Disabilities Education Act may include the following tasks, knowledge, skills and other characteristics. This list of tasks is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and tasks performed by positions in this class)
REPORTS TO: Exceptional Education Director
TASKS:
Participates in pre-referral meetings to generate accommodation plans for students who are experiencing difficulties; conducts child study meetings to determine evaluation need; administers psychological, emotional, and intellectual portions of the comprehensive psycho-educational evaluation; writes summative psycho-educational evaluation report/Multidisciplinary Evaluation Team (MET) in district on-line special education management system; provides input into diagnostic decisions and placement decisions for students who qualify for special education services.
Collaborates with other professionals and makes recommendations relating to a student’s goals and objectives as derived from the comprehensive evaluation; assists with preparation and maintenance of special education; conveys information from the school to the parent regarding education and health concerns/needs; assists parents with accessing appropriate services in the community (medical, mental health, etc.); can assist Teacher Assistance Teams (TAT) with strategies and plans for students behavior and academic issues (observation, FBAs’ BIPs) for students who have been receiving support through tiered intervention and TAT; participates in and conducts child study meetings to determine evaluation needs; supervises interns/practicum students studying to be school psychologists; performs other duties as assigned.
KNOWLEDGE, SKILLS AND OTHER CHARACTERISTICS:
Knowledge of special education law including ADA and IDEA.
Knowledge of District and Department policies and procedures.
Knowledge of special education rules and regulations.
Knowledge of classroom management and teaching strategies.
Skill in understanding mental disorders.
Skill in administering and interpreting results of psychological and educational assessments.
Skill in working with teachers, administrators, students, parents, and outside agencies.
Skill in establishing and maintaining effective working relationships.
PHYSICAL REQUIREMENTS: Work is performed in an indoor environment. Work requires frequent sitting, repetitive motion, vision to monitor and lifting up to 25 pounds.
QUALIFICATIONS:
Master’s degree in School Psychology, Child Development, or closely related field.
Experience with evaluation of school age children required.
Standard School Psychologist PreK - 12 Certificate from the Arizona Department of Education
PREFERRED QUALIFICATIONS:
Nationally Certified School Psychologist
Arizona Psychologist License
Additional compensation will be considered if candidate meets the below preferred qualifications:
Doctoral (PhD) degree in School Psychology, Child Development, or closely related field.
Experience with evaluation of school age children required.
Standard School Psychologist PreK - 12 Certificate from the Arizona Department of Education
Supervises a minimum of 1, maximum of 2 School Psychologists; supervises a maximum of 4 Psychologist Interns.
Depending on the needs of the District, some incumbents in this class must be able to demonstrate fluency in both Spanish and English as a condition of employment.
Salary: TBD FTE: 1.0 Days in Contract: 211 Start Date: 2025/2026 School Year Additional Information: 4.0 FTE Positions Available
