School Psychologist

Chapel Hill-Carrboro City Schools; Lincoln Center (KS); On-site; USD 70,000 - 100,000; Full time

Job summary

A public school system in Kansas is seeking a School Psychologist to provide psychological services that enhance the mental and behavioral health of students. Responsibilities include conducting assessments, collaborating with educators and families, and implementing effective interventions. The ideal candidate holds an advanced degree in School Psychology and possesses strong communication and consultation skills. This role is essential for supporting students' learning and development within a safe, supportive educational environment.

Qualifications

• Must hold or be eligible to obtain a North Carolina teaching license in school psychology.
• Demonstrates strong oral and written communication skills.
• Ability to perform medium physical work duties.

Responsibilities

• Provide psychological services to support students' mental health.
• Conduct formal and informal assessments.
• Collaborate with educators and families to enhance learning environments.
• Evaluate intervention effectiveness and adjust as needed.

Skills

Consultation

Data-based decision making

Cultural responsiveness

Communication skills

Analytical skills

Education

Advanced sixth-year level degree in School Psychology

North Carolina teaching license in school psychology (or eligibility)

Valid driver’s license

Tools

Computers

Copiers

Scanners

Job description

Reports To: Director of Psychological and Support Services/Senior Executive Director of Exceptional Children’s Services

Salary Grade: School Psychologist

Work Location: Lincoln Center

FLSA Status: Exempt

Work Schedule: 10 Month

Position Summary

To collaborate, assess, equitably problem-solve, employ data based decision making and provide practices and psychological services in order to support the whole child within a Multi- Tiered System of Support (MTSS) framework. School psychologists collaborate and consult with educators, families, and other professionals to help create safe, healthy, and supportive learning environments for all students.

Provides professional services that promote effective functioning for students, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations for all aspects of service delivery

Promotes, develops and/or provides services that enhance learning, mental and behavioral health, safety, and physical well‑being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery

Assists in early identification of students’ adjustment and learning needs and in identifying factors in the learning environment that may affect the student and assessing the degree of impact

Conducts (or assists in conducting) formal and informal assessments appropriate to the focus of concern and according to prevailing professional standards

The assessments take into consideration the characteristics of the student or group of students, including ethnic, racial, cultural, linguistic, socioeconomic and handicapping considerations

Integrates data from assessments and develops hypotheses in relative to instructional and educational programming and program eligibility and placement

Assists in planning, developing and provision of direct and indirect interventions, programs, and/or services that focus on academic skills, learning, socialization, and mental health of individual students or groups of students

Evaluates effectiveness of individual and group interventions and modifies interventions based on the data collected

Demonstrates knowledge of consultation models and processes

Consults and effectively collaborates with teachers, staff, and families about ways to facilitate learning and adjustment for individuals or groups of students or on a classroom, school, or system level need

Helps to coordinate between the school system and other relevant agencies to facilitate services for students and families

Interprets educational policies, programs, and procedures related to psychological services

Provides information and/or education in the application of learning theory, child development, and other psychological principles to school personnel and families

Provide and evaluate collaborative services that respond to culture and context, and facilitate family and school partnerships for enhancement of academic and social–behavioral outcomes for children

Assists in planning for program evaluations and assists school personnel in analyzing, interpreting, and disseminating the results of program evaluations

Assists in the development of a comprehensive program of services for all students and adheres to established program goals, priorities, and objectives

Plans, maintains, and/or participates in a system of accountability for services delivered

Provide services consistent with ethical, legal, and professional standards; engage in culturally responsive, ethical and professional decision-making; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills; aligned with NASP and NCDPI Ethics and Standards for School Psychologists

Observes federal, state, and local policies and regulations in the delivery of school psychological services

Works to ensure students’ rights and welfare in the school and community

Engages in continuing professional development by assessing one’s own needs and seeks ways to address needs

Perform related duties as assigned by supervisor

Maintain compliance with all District policies and procedures

Demonstrates strong oral and written communication skills, organizational skills, problem solving, consultation and collaboration skills

Education/Experience Requirements

Advanced sixth‑year level degree in School Psychology

Must hold or be eligible to obtain a North Carolina teaching license in school psychology;

Must hold and maintain a valid driver’s license

Physical Requirements

Ability to safely and successfully perform the essential job functions consistent with the ADA, FMLA and other federal, state and local standards, including meeting qualitative and/or quantitative productivity standards

Ability to maintain regular, punctual attendance consistent with the ADA, FMLA and other federal, state and local standards

Ability to perform medium physical work duties consistent with the amount of time spent standing and/or walking, and be able to lift, carry, push, pull or otherwise move up to 25 pounds

Must be able to use a variety of office equipment such as computers, copiers, and scanners

Disclosure

This document provides descriptive information about the above Chapel Hill‑Carrboro City School position. Work actually performed by incumbents in this position may vary. Although this document may be used for recruiting, staffing, or career planning, the information contained herein should only be used as a guideline or recommendation for the content of and qualifications for this position. An individual’s ability to meet the qualifications and capabilities described in this document is not a guarantee of employment or promotion. Chapel Hill‑Carrboro City School reserves the right to make changes to this document as deemed necessary without providing advance written notice.

Approved By

_____________________ Date Created/Revised: 1/12/2024

Postings current as of 2/19/2026 11:33:54 PM CST.