School Psychologist

Washtenaw ISD; Ann Arbor (MI); On-site; USD 85,000 - 110,000; Full time

Job summary

Washtenaw ISD in Michigan is seeking an Assistant Director of the Office of Special Education (OSE) to lead evaluation and reporting for students referred to Special Education. You will oversee psychological assessments and coordinate multidisciplinary teams to ensure compliant IEP development and implementation.

The role requires strong expertise in diverse populations, ASD supports, and evidence-based intervention planning, with collaboration across district staff, families, and the community.

Qualifications

• Michigan certification as a School Psychologist is required.
• Michigan Teaching Certificate and college transcripts must be included with the application.
• Specialist Degree in School Psychology preferred.
• Minimum five years of School Psychologist experience preferred.
• Experience with ASD, ESL, and culturally diverse populations desirable.
• Experience with ABA, TEACCH, PECS and social skills training is preferred.
• Broad knowledge of student populations and special education programs.

Responsibilities

• Conduct psychological evaluations using a variety of measures and coordinate multidisciplinary teams.
• Collaborate to develop, implement, monitor and review IEPs for students with disabilities.
• Maintain compliance with special education procedures and timelines.
• Assist in designing and implementing a comprehensive spectrum of services.
• Provide interventions for students with ASD and other communication, social, and behavioral disorders.
• Share expertise on methodologies, curricula and services for students with impairments.
• Train and coordinate staff in data collection methods to evaluate progress.
• Collaborate with educators, parents and community partners.
• Maintain regular and reliable attendance.
• Perform other duties as assigned.

Skills

Assessment knowledge

Interdisciplinary collaboration

Communication with parents

Data-driven decision making

Program development

Education

Specialist Degree in School Psychology

Five years experience as School Psychologist

Tools

IEP coordination tools

Job description

REPORTING RELATIONSHIP: Assistant Director, Office of Special Education (OSE)

Please email the principal of your building of interest with any questions.

Summary

Evaluate pupils referred as potential candidates for Special Education program and present reports to the local education authority on pupils evaluated. Test may include intelligence, achievement, personality, and perceptual motor testing.

Qualifications

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 enable individuals with disabilities to perform essential functions.

Certificates, Licenses & Registrations

• Possession of current, valid licensing or certification as it applies to this position
  • Certification as a school psychologist by the State of Michigan
• Certification in the appropriate level and subject is required for teachers
• Dual or multiple certifications for teachers is preferred

Copies of an active Michigan Teaching Certificate and college transcripts are required with the application packet. Original certificate and certified transcripts are required prior to being hired.

Education & Experience

• Specialist Degree in School Psychology from an accredited institution desired
• A minimum of five years of experience as a School Psychologist preferred
• Possess broad-based knowledge of a wide range of student populations and special education programs and services, preschool through adult
• Skilled in the development of academic and behavioral interventions and the organization and design of specialized programming
• Skilled in the development of academic and behavioral interventions and the organization and design of specialized programming
• Knowledge and experience in best practices for assessing students with hearing impairments, severe physical impairments, and autism spectrum disorders (ASD) desired
• Experience with behavioral approaches such as applied behavior analysis, verbal behavior, TEACCH, PECS, social skills training, functional skills instruction, and community-based learning desired
• Able to utilize curriculum-based assessments in the evaluation of student learning and progress monitoring
• Experience in developing school-wide support systems to improve student adjustment and achievement
• Experience with English as a Second Language (ESL) learners and culturally and economically diverse populations

Job Responsibilities

• Conduct psychological evaluations using a variety of measures and coordinate the activities of multidisciplinary teams
• Collaborate with professional staff in developing, implementing, monitoring and reviewing the Individual Education Program (IEP) of students with disabilities
• Maintain compliance with special education procedures and timelines
• Assist in designing and implementing a comprehensive spectrum of services
• Interventions for students with ASD and other communication, social, and behavioral disorders
• Provide expertise on various methodologies, curricula and services for students with ASD and other impairments
• Train and coordinate with professional staff in data collection methods to evaluate student progress
• Collaborate with other educators in the areas of effective service delivery and problem solving as part of Student Achievement Teams
• Collaborate with parents and community partners
• Regular and reliable attendance
• Other duties as assigned

This is a full time position requiring regular and reliable attendance on site to successfully perform the essential functions of this job.

Supervisory Responsibilities

This job has no supervisory responsibilities.

Language Skills

• Read, write, and comprehend basic instructions, short correspondence, and memos
• Effectively present information in one-on-one and small group situations to staff, parents, students, and administrators
• Communicate clearly and concisely both orally and in writing

Mathematical Skills

• Add, subtract, multiply, and divide in all units of measure using whole numbers, fractions and decimals
• Work with mathematical concepts such as probability and statistical inference.
• Apply concepts such as fractions, percentages, ratios, and proportions to practical situations

Reasoning Ability

• Apply common sense understanding to carry out instructions given in written, oral, or diagram form
• Define problems, collect data, establish facts, and draw valid conclusions
• Interpret an extensive variety of statistical information and data related to student achievement

Other Skills & Abilities

• Apply knowledge of current research and theory to instructional programs
• Plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned
• Establish and maintain effective working relationships with students, staff, parents and community
• Work with parents and children of diverse cultural backgrounds
• Develop effective working relationships with students, staff, and the school community
• Perform duties with awareness of all district requirements and Board of Education policies

Physical Demands

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 regularly will sit, walk and stand. Specific vision abilities required by this job include close vision.

Work Environment

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually quiet to moderate. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being and work output of students.

Postings current as of 11/6/2026 8:29:27 AM CST.

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