School Psychologist

Application Period

Applications will be accepted Tuesday, June 10, 2025 12:00 AM –
Sunday, May 31, 2026 11:59 PM (Central Standard Time).

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• EDUCATION
  :
  Completion of 60-hour Master's Degree program or a Master s Degree with sufficient additional graduate hours to total 60.
• Completion of a Specialist Degree with a total of 60 graduate semester hours (Ed.S).
• Experience
  :
  Previous experience working with children, families and resources in human services/mental health setting and/or educational setting is desired.

• Assist in the process of finding and identifying children with special needs.
• Work collaboratively with school staff and families in prevention strategies.
• Work collaboratively with school staff to implement the problem solving process through development, implementation and monitoring of research-based interventions.
• Provide consultation on the emotional, academic, cognitive, behavioral, and vocational needs of children.
• Encourage family involvement in problem solving and the IEP process.
• Collaborate with schools in crisis intervention.
• Conduct appropriate assessments for developing individual or system-wide interventions during the problem solving process or to determine eligibility for special education services.
• Provide consultation to educators, parents, children, and other professionals and agencies.
• Provide cognitive assessments as needed for children.
• Conduct assessment for making differential diagnoses when needed.
• For evaluations, the School Psychologist may serve as case manager, assist in writing and implementing IEPs, and help interpret data for decision-making.
• Provide individual and group counseling when appropriate and within the scope of psychologist’s training and expertise.
• Provide in-service and training to school personnel, families and community agencies.
• Assist schools with technical assistance and ongoing monitoring of progress toward measurable goals related to district-wide assessment and action research.
• Collaborate and communicate with other professions and agencies to improve client services.
• Participate in design, implementation, and interpretation of research from single subject or group designs.
• Recommend and use assessment methods that are appropriate, valid, and reliable.
• Participate in professional development to remain current and up-to-date in research, training and professional practices in the field of School Psychology.
• Serve as an advocate for children.
• Adhere to the professional standards and ethics of the profession.
• Fulfill the building rep duties as assigned.

• Contributes to a positive and productive work, learning and team environment
• Believes in, advocates for, understands, supports and delivers the priority work of the AEAs, Iowa Public and Accredited Schools, the Iowa Department of Education and Prairie Lakes AEA
• Focuses upon agency and team efforts to deliver equitable, efficient and effective educational services that prepare Iowa children for a life well-lived
• Anticipates and responds to needs, requirements and expectations of clients resulting in acceleration, inspiration and innovation
• Demonstrates effective verbal, non-verbal, written, listening and visual communication
• Possesses effective interpersonal, collaboration, facilitation skills and is committed to relationships and partnerships, within and outside of the agency
• Exhibits self-motivation, reliability, organization, detail and quality and engages in continuous improvement of professional practice to build skills needed to perform job duties and meet agency goals and expectations
• Manages time effectively so that timelines are met and improved results are evident in learning, professional capacity and system effectiveness
• Problem solves by utilizing data-based decisions, preventing and resolving conflicts and providing comprehensive, high quality solutions
• Works with integrity and maintains confidentiality
• Models and integrates technology into daily work
• Leads professional development for at least one course, internally, externally or both
• Understands other duties and responsibilities may be assigned, according to current needs of the agency or districts served

• Ability to travel between schools and sites served.
• Normal, routine levels of activity related to bending, carrying, climbing, hearing, lifting, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that can t always be anticipated.

Primary Location Algona, Fort Dodge, Storm Lake, Webster City