School Psychologist - Special Education

School Psychologist – Special Education )

Medford School District, 549C SPECIAL EDUCATION - Medford, Oregon Open in Google Maps

• Job
• Final date to receive applications:
  Posted until filled
• Posted:
  Apr 14, 2026 7:00 AM (UTC)
• Starting Date:
  Aug 3, 2026

Permanent 1.0 FTE position to begin with the 2026-27 school year.

$5000 sign‑on bonus for new to district and first time Special Education teachers.

Salary range is pending final budget approval for the 2026-27 school year; posted salary range is for the 2025-26 school year.

Job Title:

School Psychologist

Supervisor:
Director of Special Education or Special Education Coordinator

FLSA Status:
Exempt

Contract:

192 Days

Summary:

Under the supervision of the Assistant Director of Special Education or Student Wellness Coordinator, this position is directly responsible for the psychological assessment of academic, social, emotional, and behavioral domains using problem‑solving and standardized evaluations. The School Psychologist/Behavior Specialist monitors the completion of case study evaluations and participates in Multi‑Disciplinary Team (MDT) and Individual Education Plan (IEP) conferences and problem‑solving meetings, designing systems, programs and services that maximize students’ social, emotional, and educational success.

In collaboration with staff, families, students, and communities the school psychologist/behavior specialist promotes effective educational environments.

Professional Preparedness and Growth

• Evaluation technique reflects well‑planned and effective methodology.
• Develops and helps teachers implement instructional practices and strategies that include multiple methods of assessment, support students in meeting rigorous learning goals and engage and encourage learners to develop deep understanding of content areas.
• Understand how learners grow and develop, recognizing variations within and across cognitive, linguistic, social, emotional and physical areas, diversity of cultures and communities; implement and insure a developmentally appropriate, challenging and high‑standards learning environment.
• Make objective, non‑emotional, well‑informed decisions regarding the welfare of students.
• Improves professional skills through in‑service workshops, district meetings, continuing education, etc.
• Goal setting and cooperative planning with supervisor.

Principles of Teaching and Learning

• Shows respect, consideration and fairness of students varying learning levels.
• Meets needs of students with special interests, abilities, and learning problems.
• Gives students personal help and positive reinforcement.
• Challenges students to think and express their thoughts through developmentally appropriate activities.
• Helps students set achievement expectations and evaluate their own progress.
• Establish and communicate clear objectives.
• Provide a variety of learning materials and resources for use in educational activities.

Multi‑Ethnic/Multi‑Cultural Education

• Aware and appreciates cultural diversity and the importance of communication skills reflecting sensitivity to the feeling of all persons regardless of their race, color, religion, sex, age or national origin.

Evaluation

• Accurately administers and interprets assessments, evaluations, and provides written reports for such conditions as Intellectual Disability, Emotional Disturbance, Traumatic Brain Injury, Autism, and Other Health Impairments (OHI).
• Update and maintain accurate and complete records of student progress and development as required by school, district, state, and federal policies, regulations and laws.
• Consults principal, specialist, other teachers in the school, and students in evaluating own plans, methods, and results.
• Uses instruments and methods that effectively measure the students' attainment of goals.
• Reviews student files to determine eligibility for existing students and Oregon eligibility for new students moving in from out‑of‑state.
• Observes students.
• Provides instructional consultation and intervention and short‑term counseling.
• Provides behavioral consultation and crisis intervention support, including assistance with writing; implementing; and…