PpPosition Type: Student Support Services-Licensed /p pDate Posted: 5/6/2026 /p pLocation: District Wide /p pSCHEDULE: FTE, hours may vary based on building/program needs /p pREPORTS TO: Executive Director of Special Education/Student Services, Building Principals /p pSUPERVISION: None /p pSALARY: $59,497 - $90,362/yr /p h3QUALIFICATIONS /h3 ul libRequired /b ul liLicensed as a School Psychologist in the state of Minnesota /li /ul /li libPreferred /b ul li2-5 years’ experience working in an education setting /li liCertification from the National Association of School Psychologists /li /ul /li /ul h3POSITION SUMMARY /h3 pThe school psychologist functions as a member of a multi-disciplinary team by collaborating with educators, administrators, support staff, families, and other mental health professionals to create safe, healthy and supportive learning environments for students and to strengthen connections between home and school. The school psychologist provides a full range of school psychological services to students ages 0‑21 including screening and assessment, consultation and advisement, and program evaluation to help school staff recognize and provide for the individual differences and needs of all children and ensure their academic, social, and emotional success. /p h3ESSENTIAL DUTIES /h3 ul liProvides collaborative consultation to parents, teachers, and other appropriate staff; assists school teams with suggestions and implementation of RtI, pre‑referral intervention strategies, and classroom accommodations to facilitate improved student performance in the classroom and at home. ul liEngages in consultation processes with educators and parents, consistent with established models; participates in integration of all available data pertaining to students (home, school, community‑based) /li liAssists with the development of intervention and accommodation plans; provides jargon‑free and understandable recommendations to staff and parents /li liKeeps current with literature on crisis prevention and early intervention /li liDevelops and maintains a regular building schedule and informs building level staff of variations in schedule availability; actively participates in school meetings and on school teams; is punctual for appointments and meetings within buildings /li liMaintains a log of consultation activities /li /ul /li liScreens and evaluates referred children including selecting appropriate instruments, administering assessments, completing observations, and writing reports which state the evaluation findings and provide for educational program recommendations. ul liSelects evaluation techniques appropriate to the referral concern /li liFollows best practice guidelines in all evaluation and diagnostic practices (e.g. standardized administration, rapport building, ethical evaluation behaviors) /li liInterprets and communicates psycho‑educational evaluation results in written and oral communication to the team and parents; provides an accurate and technically correct interpretation of the evaluation data available; provides information in a jargon‑free and understandable manner /li liActively listens to and assists with questions regarding evaluation data and information provided by other members of the team /li liEffectively makes determination of need for outside resource referral and need for further evaluation or consultation with other staff /li liParticipates in team decision‑making regarding eligibility for special education services and contributes to documentation of eligibility in written reports /li liAdheres to the ethic standards and codes of the profession and to the established rules, regulations, and laws governing special education /li /ul /li liParticipates as a member of the Individualized Education Program (IEP) team, contributing evaluation findings and collaborating on the child’s education program. ul liHas knowledge of the building special education meeting schedule; meets with building staff to set priorities for attendance at building meetings /li liHas appropriate materials ready and is well prepared to present information at meetings /li liProvides input to IEP teams regarding direct service activities, appropriate methods and/or skill training curricula /li liWorks cooperatively to accomplish the goals of the IEP /li /ul /li liProvides direct services through a variety of methods including crisis intervention, early intervention services, classroom presentations, co‑teaching, and in‑service training. ul liSchedules and is present for individual/group sessions /li liFosters active involvement of individuals and groups in sessions; recognizes and utilizes current and motivating teaching techniques; demonstrates ability to adjust to and use new approaches /li liMaintains appropriate data on students to document current levels of performance and other pertinent information; re‑evaluates, as appropriate, to determine extent of progress and effectiveness of therapy /li liInforms parents, students, and school staff of the goals and objectives of direct service activities /li liEngages in crisis intervention /li liProvides in‑service training to school personnel; is well prepared and informed on topics to be addressed; assesses level of audience and the need to adjust material to their specific needs /li liAccomplishes evaluation of in‑service activities /li /ul /li liParticipates in decision making regarding the development and delivery of District school psychology services. ul liSupports and implements District policies, regulations, procedures, and administrative directives; demonstrates loyalty to the District /li liAttends all scheduled school psychologist meetings unless otherwise excused /li liParticipates in district and school level planning for crisis prevention /li liSubmits records, reports, and assignments promptly and efficiently /li liReviews and evaluates new/revised evaluation instruments and procedures and makes determinations regarding their acquisition and use in the District /li liElicits feedback from schools regarding psychological services and what changes or activities may be needed /li liParticipates in District level committees /li liCommunicates psychological principles and information in a usable and practical manner for broad use with schools or systems /li liParticipates in activities that promote professional development and uses clinical/educational research to enhance therapy services /li /ul /li liProvides immediate supervision of school psychologist interns and support staff, when applicable. ul liUses effective and current teaching techniques and feedback processes in instructing interns /li liMakes certain interns are oriented to department practices and activities /li liProvides regular supervision and consultation /li liActively assesses progress of interns' skills and professional development; provides feedback to district supervisor as well as educational/training facilities as requested /li liFacilitates development of internship experience which fulfills specific program requirements and affords opportunities to develop skills in specific areas of interest to the intern /li liDirects and monitors the activities of assigned support staff /li /ul /li liConsults with community, health, and social service agencies regarding students. ul liInforms parents, students and educators of community-based resources as needed /li liRecognizes and operates within ethical standards regarding referral /li liMaintains working and cooperative relationships with outside agencies /li liRespects the confidentiality of communications, releases of information, etc. /li liProvides school-related evaluation information to community, health, and social service agencies to improve functioning of students through diagnosis, treatment, and post‑secondary placements /li liGathers diagnostic and follow-up information as needed by physicians, therapists, etc. /li /ul /li liOther duties as assigned. /li /ul h3PHYSICAL FACTORS /h3 pFrequent: walking, standing, sitting, hearing, talking, and seeing. /p h3BENEFITS /h3 pWe offer a comprehensive benefits package for employees working a minimum of 30 hours per week*. This includes health, dental, and vision insurance, Flexible Spending Accounts for medical and dependent care, as well as life insurance, accidental death and dismemberment (ADD) coverage, and long-term disability insurance. (Temporary, seasonal, and substitute positions not eligible.) /p pAll Employees of Saint Cloud School District 742 are responsible to support District goals, to work collaboratively and respectfully with diverse populations of staff, students and parents and to model and promote a welcoming working and learning environment. Employees are expected to support and adapt to change and to demonstrate commitment to continuous performance improvement. Employees are responsible to establish and maintain effective communication with students, teachers, support staff, colleagues and parents, respect confidential matters, encourage a safe and secure environment throughout the District, and to be dependable and accountable in the performance of their work. It is the prerogative of the District to assign staff so as to best meet the needs of the District. /p pSt. Cloud School District 742 prohibits sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located at /p pFor inquiries, please contact /p /p #J-18808-Ljbffr