Special Services School Psychologist

Job Summary

Special Services School Psychologist. Reports to Director of Special Services and Building Principals. Salary range $57,392–$109,152 annually pursuant to KAKEA Collective Bargaining Agreement Appendix I Salary Scale (2026–2027).

Regional School Unit 21 (RSU 21) is seeking a School Psychologist Specialist to provide comprehensive psycho‑educational evaluation services for students referred to special education and those already receiving special education services. The School Psychologist plays a critical role in supporting eligibility determinations, re‑evaluations, and data‑driven decision making to support student success.

The ideal candidate is a highly skilled professional committed to supporting students with special needs in reaching their highest potential, including students with Autism, developmental and functional needs, and social‑emotional or behavioral challenges. Experience with Applied Behavior Analysis (ABA) is preferred.

• Master’s Degree in School Psychology required.
• Eligibility for or possession of Maine Certification (093) as a School Psychologist required.
• NASP certification or equivalent preferred.
• Successful experience conducting psycho‑educational assessments required.
• Experience working with students with disabilities, including autism spectrum disorders, behavioral/emotional needs, and developmental disabilities.
• Knowledge of Applied Behavior Analysis (ABA) preferred.
• Strong communication, collaboration, and interpersonal skills.
• Ability to work effectively as part of a multidisciplinary team.

• Conduct cognitive, behavioral, functional/adaptive, and educational assessments for students referred for special education or re‑evaluation.
• Complete triennial evaluations and assessments requested by parents or staff.
• Conduct risk assessments and screenings for students exhibiting behaviors addressed under district safety policies.
• Participate in weekly special education and multidisciplinary team meetings.
• Consult with parents regarding evaluation results and student needs.
• Integrate assessment data into comprehensive psycho‑educational reports.
• Consult with outside evaluators and mental health professionals as appropriate (with consent).
• Provide consultation services to special and general education staff.
• Provide short‑term behavioral support strategies and consultation to families.
• Conduct Functional Behavioral Assessments (FBA) for students with challenging behaviors.
• Assist in the development and monitoring of Behavior Intervention Plans (BIPs).
• Support staff in implementing effective behavioral strategies for students with complex needs.
• Assist with manifestation determinations and disciplinary procedures as part of IEP teams.
• Develop re‑entry and transition plans for students returning from alternative placements or hospitalization.
• Maintain accurate records of assessments, interventions, and student progress.
• Stay current with research, best practices, and state and federal special education regulations.
• Perform classroom observations as requested.
• Attend IEP meetings and provide consultation on student needs and programming.
• Consult with outside agencies, providers, and consultants supporting students.
• Support program consistency across district settings.
• Perform additional duties as assigned by the Director of Special Services.

• Persuasion:
  Communicates ideas clearly and effectively, building consensus and buy‑in for evidence‑based practices.
• Patience:
  Approaches all stakeholders with an open mind and focus on shared goals.
• Inclusion:
  Values diverse perspectives, backgrounds, and approaches.
• Judgment:
  Balances detail‑oriented analysis with big‑picture decision‑making aligned to student needs and district goals.
• Role Model:
  Demonstrates integrity, professionalism, and ethical decision‑making.
• Innovation:
  Seeks and implements effective, research‑based, and innovative solutions to student needs.

• Ability to actively supervise and support students in school settings.
• Ability to respond appropriately during behavioral, safety‑related, or crisis situations.
• Ability to travel between school sites…