District - School Psychologist

Position: District - School Psychologist - 2026/2027
What Deerfield Public Schools District 109 is All About...

The Role of the School Psychologist in Deerfield 109

DEERFIELD 109 - MISSION STATEMENT
Provide the highest quality educational experiences that engage, inspire and empower each student to excel and contribute in a changing world.

DEERFIELD 109 - VISION STATEMENT
District 109 students will excel and contribute when they have the knowledge and skills to be:

• Lifelong learners
• Critical and creative thinkers
• Effective communicators
• Collaborative workers
• Self-directed learners
• Respectful and responsible members of society

GENERAL INFORMATION

TITLE:

District - School Psychologist
DEPARTMENT:
School Psychologists
LICENSURE:
Professional Educator License (PEL)
ENDORSEMENT:
School Psychologist (PK-21) or equivalent
CLASSIFICATION:
Certified
FLSA STATUS:
Non-exempt

REPORTS TO:

Building administration

SUPERVISORY RESPONSIBILITIES:

N/A
PRIOR

EXPERIENCE:

Minimum of 1 year school psychologist internship
EVALUATION:
Evaluated by the Principal, Assistant Principal, and/or other certified evaluators using the agreed upon evaluation tool. This includes formal observation of job performance, inclusion of informal observation data, an artifact file, student growth measures. The evaluation cycle for teachers not in continued contractual service (tenure) shall be one school year. The evaluation cycle for teachers who have attained tenure in District 109 shall be three school years unless job performance is deemed as "needs improvement" or "unsatisfactory."
PRIOR

EXPERIENCE:

Successful completion of student teaching and/or internship
DATES:
AVAILABILITY: One (1.0 FTE) Position(s)/Full-Time
PLACEMENT:
District Assignment - Walden Elementary School
WORK CALENDAR:
Teacher

JOB GOAL(S)

Under general supervision, the employee will:

• Help facilitate solutions for students to succeed academically, socially, and emotionally. They collaborate with educators, administrator, and families to create safe, healthy, and supportive learning environment for all students and strengthen connections between home and school.

MAJOR DUTIES & PERFORMANCE RESPONSIBILITIES

The criterion indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position.

Evaluations

• Participate in the determination of special education eligibility and academic programming
• Analyze and synthesize data to appropriately complete mandated documents related to the case study evaluation process
• Coordinate the various evaluation components to comply with mandated time frames which may include the need for scheduling, planning, and distribution of materials
• Conduct classroom observations to collect data and evaluate student functional performance
• Review all applicable student records to ensure a comprehensive understanding of the students prior experiences and development
• Conduct teacher interviews to gather case specific information on academic, social/emotional, and behavioral functioning
• Conduct student interviews to gain perspective on home/family life, school, friends, personal interests, and feeling states as a way of establishing rapport and forming a comprehensive understanding of the student
• Administer one-to-one assessments in the appropriate domains, which may include:
• • Cognitive
  • Academic
  • Functional
  • Social Emotional
  • Fine Motor
• Score, analyze, and synthesize test results to understand the learning profile of the student as it relates to eligibility
• Review and summarize private and/or independent evaluations to consider and possibly synthesize results and recommendations with school based evaluations
• Conduct Functional Behavioral Assessments to determine necessary behavior supports which may or may not include a formalized Behavior Intervention Plan
• Document findings in a psycho educational report
• Collaborate with IEP team to develop accommodations, modifications, and programming needs
• Synthesize information to plan for IEP meeting presentation

Special Education Team/Program Consultation and Support

• Participate in various special education team meetings, program meetings, and student meetings
• Provide direct service to individual students, groups of students, and/or special education programs/classrooms
• Consult with IEP teams to support problem solving in the areas of plan development, goal writing, parent support, behavior support, and progress monitoring
• Support data collection methods with team members and create data collection tools
• Coach team members regarding reliable and valid data collection and data analysis
• Collaborate with team members to design data driven, goal based interventions and environmental supports
• Support student transitions between various educational settings
• Proctor district and state assessments by providing accommodations as listed in student IEP's

Collaborative Consultation with General Education

• Consult and collaborate with teachers to identify student behaviors of concern
• Determine data collection methods…