School Psychologist

Position Summary

School Psychologists provide case consultation on psycho‑educational issues for all children. They function as facilitators for special education evaluations of students who, for various reasons, are not succeeding in the school environment and have a suspected disability. As part of the evaluation team psychologists assess students in areas for which they are exclusively trained: cognitive, adjustment, and adaptive. They lead the assessment team in drawing conclusions and providing recommendations based on all data engendered from the team evaluation.

The position requires working with children of various ages and a variety of disabilities (preschool to 12th grade) and being itinerant, traveling to different school sites within the district.

• Psychological evaluation using instruments for which psychologists are exclusively trained.
• Primary facilitator of special education evaluations and reevaluations.
• Facilitation of decisions around program needs for special services students transferring into the district.
• Consultation with district staff, patrons and other professionals around psycho‑educational issues impacting all students.
• Consultation regarding placement decisions for special needs students.
• Compilation of supporting evaluation paperwork, as related to evaluation data by the School Psychologist.
• Facilitation of transportation arrangements for students transferring into the district with previous special education concerns.
• Share District Representative role with other professionals.

As time allows school psychologists may pursue various interests beyond their primary responsibilities, such as developing a reading program, leading seminars on child development, teaching a psychology class, running psycho‑educational groups, providing psycho‑educational counseling or consultation, or developing a discipline program for a building.

• High school diploma or equivalent.
• Initial or continuing certification in School Psychology.
• Training and experience in the administration of cognitive, academic, adjustment, and adaptive evaluation instruments.
• Training and experience in the interpretation of cognitive, academic, adjustment, and adaptive evaluation results.
• Successful experience leading building‑based problem‑solving and evaluation teams.

• Work scheduled hours on a consistent basis.

• Criminal background clearance.
• Maintain a current ESA Certified Washington State Teacher’s Certificate.

School board policies and procedures.

• Organize and perform job responsibilities efficiently and independently without close supervision and pay strict attention to detail.
• Speak, read and follow written or verbal communications.
• Practice effective safety and security within individual work routines.
• Develop and maintain positive customer relations with staff and service providers.
• Work collaboratively with district staff and promote teamwork with co‑workers.
• Practice ethical and professional standards of conduct including confidentiality requirements.
• Relate effectively with parents, staff, students and the public in a multicultural and multiracial community.
• Perform job responsibilities with or without reasonable accommodations.

• Knowledge/awareness of own cultural identity and how it influences behavior, and desire to learn about the cultural identity of others.
• Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
• Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools’ commitment to “Each Scholar: A Voice. A Dream. A Bright Future.”
• Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.

The physical demands described here are representative and include regular sitting, frequent use of hands and arms, occasional standing and walking, ability to lift…