School Psychologist - Part-time

School Psychologist – Part-time (2026-27)

Job

Location:

District Wide

Position Type:
Student Support Services-Licensed

Date Posted: 6/16/2026

Schedule:

FTE, hours may vary based on building/program needs

Reports To:

Executive Director of Special Education/Student Services, Building Principals

Supervision:
None

Salary: $59,497 – $90,362 per year

Required:

• Licensed as a School Psychologist in the state of Minnesota

Preferred:

• 2-5 years’ experience working in an education setting
• Certification from the National Association of School Psychologists

The school psychologist functions as a member of a multidisciplinary team by collaborating with educators, administrators, support staff, families, and other mental health professionals to create safe, healthy, and supportive learning environments for students and to strengthen connections between home and school. The school psychologist provides a full range of school psychological services to students ages 0-21 including screening and assessment, consultation and advisement, and program evaluation to help school staff recognize and provide for the individual differences and needs of all children and ensure their academic, social, and emotional success.

• Provide collaborative consultation to parents, teachers, and other appropriate staff; assist school teams with suggestions and implementation of RtI, pre-referral intervention strategies, and classroom accommodations to facilitate improved student performance in the classroom and at home
  • Engage in consultation processes with educators and parents, consistent with established models; participate in integration of all available data pertaining to students (home, school, community-based)
  • Assist with the development of intervention and accommodation plans; provide jargon-free and understandable recommendations to staff and parents
  • Keep current with literature on crisis prevention and early intervention
  • Develop a regular building schedule and inform building-level staff of variations in schedule availability; actively participate in school meetings and on school teams; be punctual for appointments and meetings within buildings
  • Maintain a log of consultation activities
• Screens and evaluates referred children including selecting appropriate instruments, administering assessments, completing observations, and writing reports which state the evaluation findings and provide for educational program recommendations
  • Select evaluation techniques appropriate to the referral concern
  • Follow best practice guidelines in all evaluation and diagnostic practices (e.g., standardized administration, rapport building, ethical evaluation behaviors)
  • Interpret and communicate psycho-educational evaluation results in written and oral communication to the team and parents; provide an accurate and technically correct interpretation of the evaluation data available; provide information in a jargon-free and understandable manner
  • Actively listen to and assist with questions regarding evaluation data and information provided by other members of the team
  • Effectively determine need for outside resource referral and need for further evaluation or consultation with other staff
  • Participate in team decision-making regarding eligibility for special education services and contribute to documentation of eligibility in written reports
  • Adhere to the ethic standards and codes of the profession and to the established rules, regulations, and laws governing special education
• Participate as a member of the Individualized Education Program (IEP) team, contributing evaluation findings and collaborating on the child’s education program
  • Have knowledge of the building special education meeting schedule; meet with building staff to set priorities for attendance at building meetings
  • Have appropriate materials ready and be well prepared to present information at meetings
  • Provide input to IEP teams regarding direct service activities, appropriate methods and/or skill training curricula
  • Work cooperatively to accomplish the goals of the IEP
• Provide direct services through a variety of methods including crisis intervention, early intervention…