SCHOOL Psychologist – School Year 2026-2027

Position: SCHOOL PSYCHOLOGIST – School Year 2026-2027
Location: Prince Frederick

Notice of Vacancy

November 26, 2025

Position:
School Psychologist – School Year  Location

Central Office – Student Services

Position Summary

The school psychologist will use his/her specialized knowledge in the area of child development, assessment, behavior, learning theory, consultation, and educational research to assist school personnel in enriching the educational experiences of all students. The school psychologist will work cooperatively with school personnel to assist with planning and programming for the needs of all students.

Reports To

Director of Student Services, Supervisor of Student Services

Education, Certification and Experience

At the time of application, the candidate must hold or be eligible for:

• Hold the Maryland State certification in School Psychology or meet eligibility criteria for Maryland State Certification /li
• A master’s or higher degree in school psychology from a Maryland approved program and qualifying scores including a successful year-long internship in school psychology
• A master’s or higher degree and complete an out of state approved program in school psychology, culminating a minimum of a 1200-hour internship in school psychology and qualifying scores
• A valid Nationally Certified School Psychologist certificate issued by the National School Psychology Certification Board
• A master’s or higher degree from IHE, and valid, professional certificate in school psychology from another state and verification of at least 27 months of satisfactory performance as a school psychologist within the past 7 years.
• Hold a Certificate of Advanced Study (CAS) or equivalent in school psychology, preferred.

Knowledge, Abilities and Skills

• Be able to handle crisis situations or manage changes in schedules or routine.
• Possess exceptional interpersonal skills.
• Demonstrate positive, collaborative problem‑solving skills with students, parents/guardians, educators, administrators, community members, and colleagues.
• Possess a valid driver’s license and motor vehicle insurance.
• Demonstrate success in accomplishing tasks akin to the responsibilities listed below.
• Such alternatives to the above qualifications as the Calvert County Public Schools may find appropriate and acceptable.

Essential Job Functions, Responsibilities, and Duties

• Provides core services adapted to the particular needs of each student, situation, and setting including prevention, consultation, intervention, assessment, and counseling in the school setting.
• Conducts observations, collects data, reviews student records, confers with teachers and parents, interviews students, and conducts functional assessments in order to provide appropriate interventions for students.
• Counsels individual and groups of students.
• Plans behavior interventions based on presenting student information.
• Conducts in‑services and professional development as needed.
• Serves as a member of the Student Services Team (SST) in assigned schools and helps to develop yearly goals and objectives for the team that will provide services for the school community and that will compliment the school improvement plan.
• Cooperates and communicates with community agencies, clinics, hospitals, and private practice professionals in providing assistance to students with serious learning and behavioral problems.
• Uses assessment measures to evaluate cognitive abilities, adaptive behaviors, social skills, and emotional development.
• Provides crisis intervention services as part of school and county crisis teams.
• Assists in program development to facilitate students’ academic and social development and routinely gathers evidence of positive outcomes resulting from psychological services delivered to students, school personnel, and parents.
• Serves on and consults with their school’s IEP Team as appropriate.
• Participates positively and effectively at grade‑level, team, school, and district level meetings including such efforts as serving as a coach for school or district level Positive Behavioral Interventions and Supports (PBIS) teams.
• Thinks, concentrates, and interacts positively with others.
• Comes to work promptly every day.
• Works flexible hours as necessary.
• Travels to and from assigned schools.

Other

Jo…