School Psychologist

• Date Posted: 1/5/2026
• Location:
  
  Location TBD

Job Title:
School Psychologist

Reports To:

Director of Special Services

Location:

TBD
FLSA Status:
Exempt
Work Days: 193 day work calendar (follows the 183 day teacher schedule + 10 summer days).

Salary: Determined by graduate degrees/hours and level of experience. FY 27 Teacher Salary Schedule. Salary Schedule for  SY:
Step 1 Salary Range for Masters Degree: $50,341- $54,211 (Masters - Specialist/Doctorate) plus Board paid TRS and benefit options available. The 10 summer days are paid at a per diem rate based on placement on the salary schedule.

NOTE:

District 19 recognizes all years of certified full time years of service when placing teachers on the salary schedule. Board paid TRS. Benefits Package Available.

School Psychologist is on the team of school-based interventionists meant to help children succeed. The School Psychologist monitors the completion of case study evaluations and participates in Individual Education Plan (IEP) conferences and problem-solving meetings designing systems, programs and services that maximize students' social, emotional, and educational success. The School Psychologist conducts needed assessments and summaries as part of the evaluation process.

• Complete case study evaluations/re-evaluations
• Analyzing data regarding the child prior to the examining session
• Observation of the child in a variety of school settings
• Conducting interviews and administration of standardized tests, projective instruments, and evaluative techniques
• Scoring and interpretation of the data
• Request and review information from outside resources, which may have had previous contact with the child
• Conduct eligibility determination IEP meeting
• Utilize assessment data to make appropriate eligibility and placement recommendations
• Facilitate meetings to assist in determining the appropriate eligibility and placement of students
• Serve as the LEA representative at IEP conference reviews as needed
• Provide consultation to both regular and special education teachers and administrators
• Participate on problem solving teams (RtI) applying knowledge regarding curriculum-based measurement (CBM), progress monitoring, and multi-tiered system of supports (MTSS/RtI) methods
• Assist in monitoring, reviewing, and revising educational interventions and accommodations that are specific to students' needs and will support and/or enhance the teaching and learning process
• Provide individual and group therapy for students
• Participate in Early Childhood screenings
• Provide in-service training programs for teachers, parents, students, and ancillary staff. Provide leadership in promoting sound mental health practices
• Provide crisis intervention when requested
• Engage in continuing education and professional development activities in order to stay informed about the most recent issues pertinent to the field
• Consult with the Director of Special Education, building administration, teachers, parents, colleagues, and outside professionals as needed
• Other duties as assigned by the Director of Special Education

• Bachelor's and Masters Degree from an accredited college or university
• Illinois Professional Educators License with school psychologist endorsement
• Valid driver's license and access to reliable, insured vehicle to drive between service locations

• Highly dependable with excellent communication skills
• Ability to analyze and interpret data in meaningful terms for parents, students and colleagues
• Ability to collaborate effectively
• Understands childhood academic and behavioral disabilities as they relate to the educational setting
• Ability to recognize the individual needs of all students and determine when additional services may be necessary
• Ability to maintain confidentiality at all times with regard to students and student information

The physical demands described below 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. The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling;

some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires a reasonable duration of sitting, walking, and standing. The job is performed under a generally hazard free environment.