Anticipated School Psychologist

Anticipated School Psychologist opening for the 26/27 school year

Coventry Public Schools of RI – Coventry, Rhode Island

Job Details

• Job : 5704290
• Final date to receive applications: Posted until filled
• Posted: May 11, 2026 12:00 AM (UTC)
• Starting Date: Aug 24, 2026

Position: School Psychologist

Reports to: Director of Special Education

Supervisor: Building Principal

• Advanced degree in School Psychology from a regionally accredited institution
• Demonstrated meeting the content competencies as prescribed by NASP
• Met all pedagogy and subject matter testing requirements for this certification area
• Completed an accredited graduate degree program at the specialist-level or higher requiring a minimum of 60 graduate semester hours and a 1200 hour supervised internship in School Psychology, including at least 600 hours in a school setting

Valid for assignment as a School Psychologist in grades PK-12 in RI Public Schools

School Psychologists apply their expertise in mental health, learning, and behavior to help children succeed academically, socially, behaviorally, and emotionally. They partner with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections among home, school, and the community.

School psychologists provide a comprehensive range of services as described in the current standards from NASP. They function as part of the district’s Unified Learning Support Services (ULSS)/Special Education Team and provide a multi-tiered system of support (MTSS) through evidence-based behavioral and academic interventions for all students in need. Services reflect the specific needs of students, families, and schools, and include:

• Data-based decision making
• Consultation & Collaboration with administrators, teachers, and caregivers
• Direct services: academic interventions and supports, mental and behavioral health services
• Indirect services: school-wide practices to promote learning, services to promote safe and supportive schools, family, school, and community collaboration
• Foundations of service delivery equitably for diverse populations, research and evidence-based practices, legal, ethical, and professional practice

• Data-Based Decision Making and Accountability: utilize varied models and methods of assessment and data collection to identify strengths and needs of individual students and the broader school community, develop effective services and programs, and measure progress and outcomes.
• Consultation and
  
  Collaboration:
  
  consult and collaborate with colleagues, students, families and other stakeholders to promote effective implementation of services.
• Interventions and Instructional Support to Develop Academic
  
  Skills:
  
  in collaboration with others, use assessment and data collection methods to implement and evaluate services that support cognitive and academic skills.
• Interventions and Mental Health Services to Develop Social and Life
  
  Skills:
  
  in collaboration with others, use assessment and data-collection methods to implement and evaluate services that support socialization, learning, and mental and behavioral health, including behavioral supports, individual and group counseling, and social skills training.
• School-Wide Practices to Promote Learning: develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others (e.g., Positive Behavior Interventions and Supports).
• Preventive and Responsive Services: promote services to enhance learning, mental and behavioral health, safety, and physical well-being through protective and adaptive factors and implement effective crisis preparation, response, and recovery.
• Family–School Collaboration Services: implement and evaluate services that respond to culture and context and facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.
• Diversity in Development and Learning: provide effective professional services that promote effective…