School Psychologist

ROE; Libertyville (IL); On-site; USD 50,000 - 63,000; Full time

Job summary

An established educational institution is seeking a dedicated School Psychologist to support students' academic and emotional needs. This role involves diagnosing issues, designing remediation programs, and collaborating with staff to create a positive school climate. The ideal candidate will have a Master's Degree in Psychology and an Illinois Professional Educator License. You'll work closely with students, parents, and staff to ensure effective interventions and provide counseling as needed. Join a team committed to fostering an inclusive and supportive environment for all students, while actively participating in the Response to Intervention process and contributing to the district's strategic goals.

Qualifications

• Must have a Master's Degree in Psychology and Illinois Professional Educator License.
• One year of ISBE approved supervised internship is required.

Responsibilities

• Diagnose and design remediation programs for students with academic difficulties.
• Collaborate with staff to meet the needs of students with special needs.

Skills

Bilingual (English/Spanish)

Crisis Intervention

Assessment and Evaluation

Collaboration with Staff

Counseling Skills

Education

Master's Degree in Psychology

Illinois Professional Educator License

Tools

Microsoft Office

ESPED

Job description

Position Type:
Student Support Services/ Psychologist

Date Posted:
4/29/2025

Location:
Woodland Middle School

Date Available:
08/11/2025

Closing Date:
When filled

District:
Woodland School District 50

License/Certification:Illinois Professional Educator License with School Psychology endorsement

Education Required:Master's Degree in Psychology

Experience: one year ISBE approved supervised internship; Bilingual (English/Spanish) preferred.

Adheres to the guidelines outlined in the Woodland School District 50 Staff Handbook

Contributes to a positive school climate through the support of the district’s Strategic Plan and Positive Behavior Intervention and Support (PBIS) program

Orders materials and supplies as per district procedures, with appropriate authorization and within budgetary constraints

Collaborates with staff and paraprofessionals to meet the needs of students with special needs

Meets and instructs assigned classes in locations and at the times assigned

Maintains control of storage and use of school-owned property; keeps supplies in good working condition, is responsible for all materials as well as manages repair of equipment

Adheres to all school and district policies and procedures, including maintaining confidentiality

Collaborates as needed with appropriate school personnel regarding students who may need specialized interventions

Uses a variety of avenues to communicate and consult regularly with parents and school personnel regarding students’ levels and rates of progress

Establishes and maintains standards of pupil conduct in alignment with the Parent/Student Handbook and PBIS in order to provide for a safe, orderly, productive environment

Participates in the screening of students, including the selection and/or administration of screening instruments and procedures

Conducts valid intellectual, academic, and personality assessments to answer the referral questions using select non-biased assessment procedures that are consistent with the identified referral questions. Act as case manager for initial evaluations/triennial revaluations (as designated by supervisor).

Participates in Problem Solving Team meetings and individual team meetings

Assists in the collection and analysis of data from Problem Solving Team meetings for the identification and implementation of supplemental services. Through the Problem Solving Team process and Individualized Education Plan (IEP)/Team meetings participate in the domain discussions about RtI data and if and what further assessments may be needed to determine special education eligibility.

Provides direct instruction as needed for Tier 2 and Tier 3 Response to Intervention (RtI) interventions as time permits

Works collaboratively with other school personnel in the identification, diagnosis and recommendation of individual students with specialized needs to include providing RtI support

Meets with the IEP team to interpret assessment results, review/interpret RtI interventions/data, develop recommendations and plan educational strategies

Participates in school level and district wide Pupil Personnel Service (PPS) meetings

Participates in school level and district wide Positive Behavior Intervention and Support (PBIS) initiative

Attends Annual Review/IEP meetings as needed

Writes formal psychological reports which include results and recommendations based on the assessments. Reports are fully completed and in ESPED prior to the IEP and forwarded to parents prior to the IEP meeting

Implements intervention strategies consistent with the assessment data

Evaluates intervention outcomes by maintaining contact with persons involved and modifies strategies as needed

Serves as a liaison between the school system, home, and the community to enhance services to students

Provides individual and group counseling as available to do so

Assists in crisis situations

Plans, conducts, evaluates, and/or interprets psychological and education research for schools, community, and parent use

Makes provisions for being available to students and parents for education-related purposes outside the instructional day when necessary

Performs other such duties and assumes other such responsibilities as may be assigned by the Special Education Supervisor, School Principal, Assistant Principal, and/or in consultation with the Director of Special Education.

Planning and Preparation – Must be able to demonstrate knowledge of content and pedagogy, students, and resources.

Professional Responsibility – Reflects on performance, maintains accurate records, communicates professionally, contributes to the school and district, grows and develops professionally, and shows professionalism.

Support the establishment of mutual respect and equal human dignity across the entire school community.

Welcomes inclusion, equity and diversity.

Have an unwavering commitment to the success of all students.

Understanding that your identity may be different than students, parents, and staff, you are willing to put those differences aside for the success of all students.

Regardless of the identities of students, staff, or parents, works collaboratively to build a successful relationship with them.

Willingly anticipate, identify and adopt change.

Engage in all job-related interactions and activities, with contacts from within and outside the District, in a courteous and professional manner.

Communicate with styles that are approachable and respectful.

Participate in professional development and training to become more effective and efficient.

Take initiative to manage multiple tasks.

Effectively organize work to be as productive as possible.

_______________________________________________________________________________________________________________________________________________________________________________________________________________
Title: School Psychologist

Applicants are instructed to address in their application/resume their experiences directly related to each section noted in this posting.

Position Type: Non-teaching Certified Support

Date Posted: April 29, 2025

Location: Woodland Middle School

Date Available: August 11, 2025(plus seven days of New Staff Orientation August 6 - 14, 2025

Description: Diagnose and collaboratively design remediation programs for students displaying academic and/or social emotional difficulties. Actively participate in the Response to Intervention process.

Qualifications:

License/Certification:Illinois Professional Educator License with School Psychology endorsement

Education Required:Master's Degree in Psychology

Experience: one year ISBE approved supervised internship; Bilingual (English/Spanish) preferred.

ESSENTIAL PERFORMANCE RESPONSIBILITIES:

Adheres to the guidelines outlined in the Woodland School District 50 Staff Handbook

Contributes to a positive school climate through the support of the district’s Strategic Plan and Positive Behavior Intervention and Support (PBIS) program

Orders materials and supplies as per district procedures, with appropriate authorization and within budgetary constraints

Collaborates with staff and paraprofessionals to meet the needs of students with special needs

Meets and instructs assigned classes in locations and at the times assigned

Maintains control of storage and use of school-owned property; keeps supplies in good working condition, is responsible for all materials as well as manages repair of equipment

Adheres to all school and district policies and procedures, including maintaining confidentiality

Collaborates as needed with appropriate school personnel regarding students who may need specialized interventions

Uses a variety of avenues to communicate and consult regularly with parents and school personnel regarding students’ levels and rates of progress

Establishes and maintains standards of pupil conduct in alignment with the Parent/Student Handbook and PBIS in order to provide for a safe, orderly, productive environment

Participates in the screening of students, including the selection and/or administration of screening instruments and procedures

Conducts valid intellectual, academic, and personality assessments to answer the referral questions using select non-biased assessment procedures that are consistent with the identified referral questions. Act as case manager for initial evaluations/triennial revaluations (as designated by supervisor).

Participates in Problem Solving Team meetings and individual team meetings

Assists in the collection and analysis of data from Problem Solving Team meetings for the identification and implementation of supplemental services. Through the Problem Solving Team process and Individualized Education Plan (IEP)/Team meetings participate in the domain discussions about RtI data and if and what further assessments may be needed to determine special education eligibility.

Provides direct instruction as needed for Tier 2 and Tier 3 Response to Intervention (RtI) interventions as time permits

Works collaboratively with other school personnel in the identification, diagnosis and recommendation of individual students with specialized needs to include providing RtI support

Meets with the IEP team to interpret assessment results, review/interpret RtI interventions/data, develop recommendations and plan educational strategies

Participates in school level and district wide Pupil Personnel Service (PPS) meetings

Participates in school level and district wide Positive Behavior Intervention and Support (PBIS) initiative

Attends Annual Review/IEP meetings as needed

Writes formal psychological reports which include results and recommendations based on the assessments. Reports are fully completed and in ESPED prior to the IEP and forwarded to parents prior to the IEP meeting

Implements intervention strategies consistent with the assessment data

Evaluates intervention outcomes by maintaining contact with persons involved and modifies strategies as needed

Serves as a liaison between the school system, home, and the community to enhance services to students

Provides individual and group counseling as available to do so

Assists in crisis situations

Plans, conducts, evaluates, and/or interprets psychological and education research for schools, community, and parent use

Makes provisions for being available to students and parents for education-related purposes outside the instructional day when necessary

Performs other such duties and assumes other such responsibilities as may be assigned by the Special Education Supervisor, School Principal, Assistant Principal, and/or in consultation with the Director of Special Education.

KNOWLEDGE, SKILLS AND ABILITIES:

• Planning and Preparation – Must be able to demonstrate knowledge of content and pedagogy, students, and resources.
• Professional Responsibility – Reflects on performance, maintains accurate records, communicates professionally, contributes to the school and district, grows and develops professionally, and shows professionalism.

Technical: Demonstrated skills in writing, editing and public speaking. Competent in digital environments; databases, spreadsheets, publishing software, Microsoft Office, etc.)

Interpersonal: Ability to develop and maintain positive relationships with students, staff, and parents, Strong organization, communication and interpersonal skills. Comprehensive strategic thinking and rapid problem-solving skills to effectively handle crisis communications. Ability to cope with deadline pressures. Creative problem solver. Ability to facilitate meetings efficiently. Empathetic, humanistic and open-minded. Strong sense of teamwork. Strategic thinker. Must be able to work harmoniously with the community, students, parents, staff, and administration, etc. Must be able to communicate effectively with students, parents and staff. Must exhibit sound judgment in dealing with people. Must have strong organizational skills.

DISTRICT CORE COMPETENCIES:

Support the establishment of mutual respect and equal human dignity across the entire school community.

Welcomes inclusion, equity and diversity.

Have an unwavering commitment to the success of all students.

Understanding that your identity may be different than students, parents, and staff, you are willing to put those differences aside for the success of all students.

Regardless of the identities of students, staff, or parents, works collaboratively to build a successful relationship with them.

Willingly anticipate, identify and adopt change.

Engage in all job-related interactions and activities, with contacts from within and outside the District, in a courteous and professional manner.

Communicate with styles that are approachable and respectful.

Participate in professional development and training to become more effective and efficient.

Take initiative to manage multiple tasks.

Effectively organize work to be as productive as possible.

PHYSICAL DEMANDS:

Manual Dexterity: Work requires definite skilled and accurate physical operations requiring some closely coordinated performance.
Physical Effort: Work requires handling average weight materials or equipment, but not for sustained periods.
Working Conditions: Some exposure to definitely disagreeable elements may exist. May be traveling to various schools, venues, etc.


Terms of Employment: Full-time - 190 days Monday through Friday

Salary Range: PS45 / Step 1: $50,457- PS45 Step 8: $62,451 (Based on experience and education as defined in the Collective Bargaining Agreement)

HOW TO APPLY:Internal applicants should apply online at www.dist50.net and attach a resume to the online application. External applicants should apply online at www.dist50.net and attach three letters of recommendations, resume and transcript(s) to the online application. All applicants must be willing to interview in person and demonstrate skills through a situational analysis. Applicants will be contacted within three weeks if invited for an interview. Minority candidates are encouraged to apply. Further information regarding this position may be obtained by contacting:

CONTACT PERSON:

VasilikiVourvahis Frake
Director of Educational Services
[e-mail]
[phone]

Tiffany Drake
Principal
[e-mail]
[phone]

APPLICATION DEADLINE: When Filled - applications reviewed upon receipt

Woodland School District 50 is an Equal Opportunity Employer with established policies prohibiting discrimination on the basis of race, color, creed, religion, national origin, sex, sexual orientation, age, ancestry, marital status,arrest record, military status, order of protection status, unfavorable military discharge, citizenship status provided the individual is authorized to work in the United States, use of lawful products while not at work, being a victim of domestic or sexual violence, genetic information, physical or mental handicap or disability, if otherwise able to perform the essential functions of the job with reasonable accommodation, pregnancy, childbirth, or related medical conditions, or other legally protected categories. The Associate Superintendent of Educational Services (847-596-5631) addresses questions regarding student discrimination and serves as the Districts Title IX Coordinator, and the Executive Director of Human Resources (847-596-5640) answers questions concerning employment discrimination.

EP1-FY26-2651