Psychologist - SYSTEMWIDE

Psychologist - SYSTEMWIDE

Madison City Schools (AL) Central Office - Madison, Alabama Open in Google Maps

Job : 5896693
Final date to receive applications: Posted until filled
Posted: Aug 21, 2026 5:00 AM (UTC)

Starting Date: To Be Determined

Job Goal: To evaluate and assess needs of students to indicate if a student meets eligibility as a student with a disability; collaborate with IEP stakeholders and families to determine a student’s eligibility and provide data to assist teams in IEP development and/or IEP amendment. Assist school and multidisciplinary teams to create inclusive learning environments that promote academic progress, independence, and positive social-emotional development.

Qualifications:

• A Master’s degree with an emphasis in School Psychology.
• A valid Alabama Certificate to practice as a School Psychologist.
• Certification as a Nationally Certified School Psychologist preferred.
• Three years experience, preferred
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

FLSA Status: Exempt

Reports to: Special Education Director or designee

Background Check

Required:

(Ala. Code §§ 16-22A-5) upon offer of employment, employees will be required to submit legible fingerprints for a background review by the Alabama Bureau of Investigation and the Federal Bureau of Investigation. Background checks may not be more than ten (10) years old. A new background check is required for anyone new to Madison City Schools, regardless of the recency of the ABI and FBI background checks.

Student Safety & Security: Madison City Schools prioritizes a safe, respectful, and supportive learning environment. Employees are expected to model professional conduct, maintain clear and appropriate boundaries with students, use district-approved channels for communications, and avoid interactions that could be perceived as favoritism, grooming, or undue familiarity. Staff must promptly report suspected child abuse or neglect to law enforcement authorities as required by Alabama law.

Compliance with these expectations is a condition of employment.

Required

Knowledge, Skills and Abilities:

• Skilled in the use of oral and written language in order to present ideas simply and clearly to administration, teachers, parents, and students (including behavioral intervention and support plans).
• Comprehensive knowledge of principles, concepts and skills pertaining to evaluation programs.
• Skills in the use of evaluation instruments consistent with goals and objectives.
• Demonstrate effective interpersonal skills and experience in facilitating groups.
• Ability to establish and maintain effective relationships with students, parents, colleagues, and community members.
• Knowledge and understanding of the school system rules, administrative procedures, local board policy, and state and federal rules and regulations.
• Experience in planning appropriate staff development related to dealing with students exhibiting behavior/emotional problems.
• Possesses the physical and emotional stability to fulfill the contact period.
• Knowledge and application of Individual Education and Transition Plans.

Essential Functions:

• Administers to students, on an individual basis, intelligence tests, achievement tests, tests to measure perceptual and motor development, and functional behavior assessments.
• Evaluates and interprets all testing and makes recommendations for school and class placement for the appropriate special education program.
• Interprets test findings to parents as requested; counsels with parents regarding student's potential and achievement level; recommends to parents ways of helping students or recommends sources from which they may seek further counseling.
• Confers with teachers, administrators, and other professional staff on findings of individual tests and helps them in their efforts to better understand and place each student.
• Consults with other agencies, both public and private, regarding individual cases.
• Consults with psychologists, psychiatrists, and physicians for the purpose of correlating all available information regarding individual cases.
• Write complete reports on each student tested and files with the test record.
• Write behavioral intervention plans as needed.
• Engages in personal professional growth and demonstrates professional ethics and leadership.
• Adheres to school system rules, administrative procedures, and local board policy, and state and federal rules and regulations.
• Keeps informed regarding research in psychological and educational testing practices in the area of testing construction, test administration, and test results evaluation.
• Reviews all components of IEPs at school campuses with special education teachers and administrators.
• Compiles eligibility and IEP data for appropriate service delivery.
• Consult with SST teams, ISS staff, system Alternative Schools, and teachers of special needs and regular education students with severe behavior problems.
• Conduct teacher training on classroom…