School Psychologist - Temporary

To Be Determined; Saint Helens (OR); On-site; USD 65,000 - 110,000; Part time

Job summary

ST HELENS SD 502 is seeking a School Psychologist for the 2026-2027 school year. This temporary, part-time role involves assessment, consultation, and developing instructional strategies for diverse learners.

The position requires a valid Oregon TSPC license with School Psychologist endorsement, potential CST/SST involvement, and collaboration with teachers and families. Salary is set within district ranges.

Qualifications

• Valid Oregon TSPC license, School Psychologist endorsement
• Possess valid Oregon Driver's License if required
• Experience preferred

Responsibilities

• Cultivates and models a respectful working and learning environment.
• Works collaboratively with diverse student, staff and community populations.
• Performs evaluations and writes concise educationally relevant reports.
• Develops and monitors specially designed instruction with school personnel.

Job description

School Psychologist - Temporary

ST HELENS SD 502 To Be Determined - St. Helens, Oregon Open in Google Maps

This job is also posted in ST HELENS SD 502

Job ID: 5934129

Application Deadline: Posted until filled

Posted: Sep 08, 2026 7:00 AM (UTC)

Starting Date: To Be Determined

Job Description

This position is for the 2026-2027 school year -Temporary - Part time - Hours negiotable

Job Description:

T o provide assessment and consultation services which will result in specific

recommendations for instructional and behavioral strategies to enable students from diverse

backgrounds and learning styles to derive the fullest possible educational experience. Conduct

evaluations and determine eligibility for special education and related services. Work with a

diverse team to develop and monitor specially designed instruction.

Essential Duties and Responsibilities

• Cultivates and models a respectful working and learning environment.


• Works effectively and collaboratively with diverse student, staff and community populations.


• Strives to improve professional competence through an ongoing program of reading, workshops, seminars, conferences, classes, and other professional development activities.


• Remains an active learner, being willing to learn new ways to do things.


• Follows-up appropriately on all referrals for assessment services.


• Uses a wide variety of assessment techniques to evaluate students’ cognitive skills, academic skills, learning aptitudes, personality and emotional development, adaptive behavior, and social skills.


• Participate in screening and/or the development of pre-referral interventions to determine response to intervention and whether further evaluation is needed.


• Conducts psychological assessments then interprets and integrates assessment data into a concise, organized and educationally relevant written evaluation report.


• Prepares, presents results (written and verbally) and submits required reports and documentations to establish special education eligibility.


• May attend Child Study Team(CST), Support Services Team (SST) and or CARE Team meetings in the assigned schools (as needed), IEP meetings and meetings of the special education department.


• Conducts Functional Behavior Assessments, write/develop Behavior Support Plans, and help draft IEP goals related to behavior and social/emotional development.


• Supports and trains staff on conducting Functional Behavior Assessments (ABC Worksheets), as well as global training for staff regarding the components of an Functional Behavior Assessment.


• Responds to questions from parents/guardians concerning the evaluation process and district procedures.


• Maintains accurate, complete and confidential records as required by law, district policy and administrative regulations.


• Maintains compliance with state and federal rules for establishing special education eligibility and completing evaluations.


• Consults with parents, teachers and other educational personnel to help them understand child development and how it affects learning and behavior.


• Provides consultation on the special education needs of children.


• Supports conducting evaluations for TAG identification as needed.


• Models and educates school personnel and parents/guardians in the use of positive behavioral supports, and in the appropriate implementation of academic and behavioral intervention plans.


• Collaborates with school personnel to develop school-wide initiatives to make schools safer and more effective.


• Works harmoniously with others and communicates effectively (both orally and in writing) with students, parents/guardians and staff.


• Works as an active, contributing team member of school teams, district teams, and PLC teams to review student data and develop strategies to increase student academic and behavioral achievement.


• Facilitates and mediates difficult meetings where there are conflicting interests or opinions.


• Conducts in-service programs for parents/guardians and school personnel.


• Operates computer and software programs as related to job responsibilities.


• Follows district and school policies, procedures, rules, regulations, and guidelines, and the provisions of the contract and exercised professional judgment when acting in the absence of a covering guideline or policy.


• Performs other duties as requested by the Student Services administrator.


• Frequent or prolonged standing, walking and sitting.


• Frequent and prolonged talking/hearing conversations.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.

• This position is primarily performed indoors in school buildings.


• This position requires traveling between multiple work sites.


• Possible exposure to bodily fluids due to student or employee injury or illness.


• Requires walking and standing for extended periods.


• Requires accurate perceiving of sound, near and far vision, depth perception, handling and working with materials and objects.


• Work may involve occasional lifting of objects weighing 15 to 25 pounds.


• Requires transporting student files, assessment materials and supplies.

WORKPLACE EXPECTATIONS

• The employee has regular attendance at work and work activities, and is punctual in meeting deadlines, attending meetings, and following schedules.


• The employee is dressed and groomed in a neat, clean and appropriate professional manner for the assignment and work setting.


• The employee maintains the integrity of confidential information relating to a student, family, colleague or district patron. The employee uses or relays personal information only in the course of performing assigned responsibilities and in the best interest of the individuals involved.


• The employee follows all district or supervisor policies, rules, regulations, memos, bulleting, announcements, applicable position descriptions, and reasonable requests by proper authority.


• All licensed employees will meet the Teacher Standards and Practices Commission (TSPC) Standards for Competent and Ethical Educators and District Standards for Performance.

CERTIFICATES, LICENSES, REGISTRATIONS, BONDING, AND/OR TESTING REQUIRED

• Valid Oregon TSPC license, School Psychologist endorsement


• Valid Oregon Board of Psychologist Examiners, Clinical Psychologist licensure or ability to obtain


• Possess a valid Oregon Driver's License if required


• Annual district safety training modules and assessments


• Experience preferred

PHYSICAL JOB TASK REQUIREMENTS

The physical requirements checked are essential to successfully performing the duties associated with this position.

Employee may need to:

Bend: Frequently

Climb: Occasionally

Crawl: Occasionally

Drive: Frequently

Kneel: Occasionally

Lift: Frequently

Reach: Occasionally (above shoulder)

Sit: Frequently

Squat : Occasionally

Stand : Frequently

Twist : Occasionally

Walk : Frequently

Employee may use hands for:

Single Grasping -Frequently

Pushing & Pulling - Frequently

Fine Manipulation - Frequently

Employee may use wrists for:

Twisting/turning - Occasional

Employee may use feet for repetitive movement as in operating foot controls: Occasionally

Lifting:

¦ Light Work: Lifting 25 pounds maximum with frequent lifting and/or carrying of objects weighing up to ten pounds. Even though the weight lifted may be only a negligible amount, a job is in this category when it requires walking or standing to a significant degree or when it involves sitting most of the time with a degree of pushing and pulling of arm and/or leg controls.

MENTAL JOB TASK REQUIREMENTS

¦ Routine, repetitive tasks with simple instructions

¦ Ability to follow detailed instructions that require few changes

¦ Ability to follow detailed procedures with several potential variables

¦ Problem solving ability and interpretation of events required for practical matters

¦ Ability to accurately interpret behaviors and nonverbal communication and act on decisions ¦ Logical or deductive thinking required frequently

¦ Creative, innovative solutions to job problems

CALCULATIONS

¦ Simple copying, addition, counting, subtraction

¦ Ability to divide and multiply

¦ Fractions, decimals, and percentages

¦ Statistics, use of graphs

LANGUAGE

¦ Ability to read and understand product labels, policies written at the 10th grade level, and ability to follow verbal or demonstrated instructions

¦ Ability to explain simple directions, copy data from one form to another ¦ Completes form letters or answers routine correspondence

¦ Composes correspondence independently

¦ Reads and interprets complex technical material

¦ Can prepare complex reports and documents as required

¦ Ability to speak with individuals and small groups in an articulate manner

¦ Ability to speak at meetings and before groups in an articulate manner using prepared materials and on a spontaneous basis

SALARY

As negotiated in the SHEA agreement.

EVALUATION

In accordance with negotiated SHEA agreement and district policy.

OTHER

The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.).This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) at any time as it deems advisable.

Equal Opportunity Employer

The St. Helens School District recognizes the diversity and worth of all individuals and groups. It is the policy of St. Helens School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran’s status, genetic information or disability in any educational programs, activities, or employment.

Reasonable accommodations for the application and interview process will be provided upon request and as required in accordance with the Americans with Disabilities Act of 1990. Individuals with disabilities may contact the Human Resources Director at 503-366-7228 for additional information or assistance. Speech/Hearing impaired persons may contact the district for assistance through the Oregon telecommunications Relay Service at 1-800-735-2900.

Position Type: Full Time

Salary: $65,325 to $109,819 Per Year

Job Categories: Student Services > Psychologist

Contact Information

• Jen Nelson , Student Services Coordinator


• Multiple Locations


• Email: [e-mail]