PV 0.5 School Psychologist and 0.5 Behavioral Specialist (1 year only)

Sun Prairie Area School District; Sun Prairie (WI); On-site; USD 55,000 - 70,000; Full time

Job summary

An established industry player in education is seeking a dedicated School Psychologist and Behavioral Specialist for the upcoming school year. This dual role offers a unique opportunity to support students' academic and emotional well-being while collaborating with a diverse team of professionals. The ideal candidate will be passionate about fostering a positive school climate and committed to promoting equity and inclusion. As part of a supportive team, you will implement evidence-based practices and lead initiatives that enhance student success. If you are ready to make a meaningful impact in the lives of students, this position is an exciting opportunity to grow and contribute in a dynamic educational environment.

Qualifications

• Master's degree in educational psychology required.
• Strong communication and problem-solving skills essential.

Responsibilities

• Support students' learning and mental health through assessments.
• Collaborate with educators and families to create supportive environments.

Skills

Problem Solving

Data Analysis

Communication Skills

Behavioral Intervention

Cultural Competency

Education

Master's Degree in Educational Psychology

Bachelor's Degree in Education

Tools

Student Management System

Job description

PV 0.5 School Psychologist and 0.5 Behavioral Specialist (1 year only) JobID: 2842

• Position Type:
  Professional Educator - Student Services/ Psychologist
• Date Posted:
  4/9/2025
• Date Available:
  08/18/2025
• Location:
  Prairie View Middle School

STARTING WAGE: $55,402 + (based on experience)

The Sun Prairie Area School District is seeking a highly qualified new or experienced School Psychologist (190 day) to fill an open .5 position at Prairie View Middle School for the 2025-26 school year.

The School Psychologist at Prairie View joins a team of Administrators, a Student Services Coordinator/School Psychologist, two School Counselors, a School Social Worker, a Restorative Practices Coach, and instructional staff, who work together to provide services to students. School Psychologists in Sun Prairie are part of the district 4K-12 Psych Job Alike team, where collaboration, support, and innovation in the field are prioritized. School Psychologists are also invited to participate and share their expertise in district level leadership teams in areas such as academic content, Equitable Multi Level Systems of Support (EMLSS), and Social Emotional Learning (SEL), as well as site-based leadership teams including Equity, SEL/PBIS, and data review.

New School Psychologists to the profession will be assigned a Job Alike mentor and those in an internship year will be provided with appropriate supervision to fulfill their certification requirements.

For the 2025-26 School Year only, there is also a 0.5 Behavioral Specialists position (205 day) available at PVMS that will be combined with the School Psychologist position. This will make the position full time for the 2025-26 school year.

If you are interested in talking about these positions prior to applying please contact Janet Thomas, Director of Student Services, [e-mail] (608-834-6638).

SUMMARY:
School Psychologists support students’ learning, social development, and mental and behavioral health using problem solving, assessment, data-based decision-making, and the delivery of evidenced-based interventions. School psychologists collaborate and consult with educators, community, families, and other professionals to help create safe, healthy, and supportive learning environments for all students.

The school psychologist functions as part of the district’s Student Services Team. This team of Psychologists, Counselors, Social Workers and Nurses collaboratively provides a multi-leveled system of support through implementation and monitoring of evidence-based behavioral and academic interventions for all students in need. The services provided should reflect the specific needs of the students, families, and schools served and address the following non-exhaustive list of duties, responsibilities, and expectations:

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

• Embrace the professional responsibility to interrupt systemic racism toward our black and brown children and families and to collaboratively dismantle, rebuild, and align our system for racial equity.
• Implement the evidence based practices that make up the Sun Prairie Student Services Integrated Practice Model: Motivational Interviewing, SBIRT, CBITS, Bounce Back, Behavioral Health in Schools - Sun Prairie, Building Bridges.
• Serve as the building level 504 coordinator unless building determines otherwise.
• Participate on IEP (Individual Education Program) teams by developing, reviewing, evaluating, case managing, and implementing IEPs for students with disabilities.
• Serve as the leader of data literacy and analysis at the building level. Lead the implementation of a multi tiered system for social emotional and behavioral supports. Collaborate with school based teams on the implementation of academic multi tiered systems of support.
• Provide equity leadership through awareness of relevant and current culturally and linguistically appropriate assessment and instructional practices.
• Commit to ongoing development of your personal equity learning.

SUPERVISORY RESPONSIBILITIES: This position supervises the following positions:
Supervises students.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to eligible individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:
Master’s degree from a graduate school of educational psychology.

COMMUNICATION AND LANGUAGE SKILLS:
Ability to read, analyze, and interpret general periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports and correspondence. Ability to effectively present information and respond to questions from individuals and groups.

MATHEMATICAL SKILLS:
Ability to work with mathematical concepts such as statistical inferences, fractions, percentages, ratios, and proportions to practical solutions.

OTHER SKILLS AND ABILITIES:
Ability to apply knowledge of current research and theory to instructional program. Ability to establish and maintain effective working relationships with students, parents, peers, and community. Ability to speak clearly and concisely in communication. Ability to use computers and other technology to accomplish job responsibilities.

ANALYTICAL AND REASONING ABILITY:
Ability to define problems, collects data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

TEMPERAMENTS:
Ability to direct others, deal with people, and influence people in their opinions, attitudes, and judgments. Ability to perform a variety of duties. Ability to work with people who express conflicting opinions. Ability to solve problems, make judgments, and reach conclusions. Ability to express personal feelings, work alone, and perform effectively under stress.

PHYSICAL ATTRIBUTES: The physical demands described here 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.
While performing the duties of this job the employee will frequently talk or hear, regularly stand, walk, and sit. Specific vision abilities of this job include close vision, distance vision and peripheral vision.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is moderate. The employee is directly responsible for the safety, well being of students.

CERTIFICATES, LICENSES:
Must possess and maintain or be eligible to hold a current Wisconsin Department of Public Instruction Psychologist license, Code 62. Must possess valid driver’s license.

SUMMARY:
The Behavioral Specialist serves as a supportive faculty member working with the principal and associate principal in the day-to-day management of the school’s academic and behavior programs. The Behavioral Specialist works cooperatively with staff, students and parents towards a positive school climate. The Behavioral Specialist will use conflict resolution, restorative conversations, non-violent crisis intervention, and mediation strategies to promote student connectedness in school.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

• Assists the Principal and Associate Principal in the investigation and resolution of discipline, including student bully and harassment complaints, and maintenance of accurate records of any action taken to ensure that the discipline policy is administered in a fair and just manner.
• Models and supports the use of school-wide Restorative Practices.
• Coordinates, facilitates, and implements disciplinary and behavioral intervention and any accompanying follow up support steps, including PBIS strategies, and process with staff, working closely with the Principal and Assistant Principal.
• Collaborates with other staff (i.e. student services) to develop and implement interventions and supports around student programming such as attendance and behavior plans, day-to-day operations, student check-ins, etc.
• Collaborates with building administrators and student services staff to manage and coordinate student plans regarding tardiness, student attendance, and truancy and accurately complete all required disciplinary and attendance forms and files through the student management system.
• Provides supervision during student transitions throughout the school day including before and after school.
• Works cooperatively with local police agency and the School Resource Office on security matters.
• Builds relationships through presence, visibility, and student engagement during non-classroom time at school (before and after school, lunch/recess).
• Facilitates and/or participates in staff-student, parent/caregiver-student, and student-student mediation scheduled throughout the day to identify and resolve issues within the school and during class time.
• Active participant in professional development, meetings and instructional team meetings as directed by the Principal or Associate Principal.
• Attends and supervises extracurricular events as directed.
• Facilitates transitions to and from alternative education placements (including detention, in-school, out-of-school, and/or post-expulsion return to school support).
• Other duties as assigned.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The following statements are intended to describe the general nature and level of work being performed by the person assigned to this position.

Essential job functions are intended to describe those functions that are primary to the performance of this job and other job duties include those that are considered secondary to the overall purpose of this job. All requirements are subject to possible modification to reasonably accommodate individuals with disabilities.

EDUCATION, CERTIFICATES, LICENSES, and/or TEACHING/WORK EXPERIENCE:

• Bachelor’s Degree in Education or a core subject area. Administrative license is preferred, but not required.
• Valid Wisconsin teaching/pupil services certificate, or ability to obtain a teaching/pupil services certificate, in at least one content/subject area.
• Experience working with a diverse student population preferred (racially, culturally, linguistically, identity, socioeconomically varied).

COMMUNICATION AND LANGUAGE SKILLS:
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to effectively present information and respond to questions from groups of students, peers, administrators, parents, and the general public. Ability to enter into culturally relevant or culturally specific conversation with groups of students, peers, administrators, parents and the general public.

MATHEMATICAL SKILLS:
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.

ANALYTICAL AND REASONING ABILITY:
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables, which may involve the ability to convey this information in multiple modalities to ensure student comprehension.

OTHER SKILLS AND ABILITIES:
Ability to plan around and diffuse tense behavioral issues or concerns. Ability to create interpersonal connections with students, staff, parents and community members. Ability to perform a variety of duties simultaneously. Ability to work with people who express conflicting opinions. Ability to solve problems, make judgments, and reach conclusions.

TEMPERAMENTS:
Ability to direct others, work with people, and influence people in their opinions, attitudes, and judgments.

PHYSICAL ATTRIBUTES: The physical demands described here 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.

While performing the duties of this job, the employee is regularly required to stand, walk, sit, talk, and hear. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close visions, distance vision, peripheral vision, and depth perception.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is occasionally exposed to outside weather conditions.

PHYSICAL REQUIREMENTS:
Shall complete a physical examination as required by Wisconsin Statute 118.25.