School Psychologist

Approved By:
Dr. Angela Cooper, CHRO Date: 12/19/2025

Evaluates pupils referred as potential candidates for Special Education program and present a report to the local education authority on pupils he/she has evaluated. Tests may include intelligence, achievement, personality, and perceptual motor tests.

Conducts extensive psychological examinations of referred students.

Participates in case conferences when referred students are involved, or as requested.

Serves as a resource person concerning learning handicaps for other school personnel.

Interpret diagnoses to school personnel, other concerned professionals, parents and students.

Makes recommendations on ways to assist a student referred to him for examination.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Master's degree in school psychology or equivalent. Completed 45 graduate hours in school psychology or related areas in addition to an internship. Have completed no less than a 500 clock hour supervised internship with school age persons. Meet competency requirements as set forth in R 340.1156 OF Special Education Rules. Completed one year of successful experience as a school psychologist with direction from a fully approved school psychologist.

Valid Teaching certificate with one or more special education endorsements.

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.

Ability to work with mathematical concepts such as fractions, percentages, ratios, and proportions to practical situations.

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee regularly will sit, walk and stand.

Specific vision abilities required by this job include close vision.

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is occasionally quiet to moderate. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being of students.

The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.