School Psychologist, East Valley School District, 1.0 FTE Continuing

East Valley School District 361•Spokane Valley, WA

2d•Onsite

About The Position

Extensive knowledge of broad-scope school psychology practice in alignment with the National Association of School Psychologists professional practice model is required. Knowledge of special education laws and regulations is required. Decision making skills and organization are important aspects of this position, as is the ability to work cooperatively with colleagues, students and families. Must be able to demonstrate the ability to function effectively as a team member in determining appropriate services for students through such meetings as child find, eligibility, IEP, etc. Candidates must be able to provide their own transportation to school buildings within the district. Strong computer skills, including the use of word-processing, data keeping and visualization, electronic assessment tools, various educational databases and electronic-mail systems are needed. Candidate must possess good moral character and be willing to adhere to district policies and procedures.

Requirements

Valid Washington State Educational Staff Associate certificate, no later than the first contracted day of the 2026/2027 school year, with appropriate endorsements as required by law and regulations.
School Psychologist endorsement required.
Must be certified to practice professional psychology in the State of Washington.
Must possess a Master of Science Degree in School Psychology.
Successful Washington State Patrol and Federal Bureau of Investigation Fingerprint Clearance.
Valid Washington State driver’s license or evidence of mobility.
Proof of Immunization (if born 1/1/57 or later).
I-9 Employment Eligibility in compliance with the Immigrations Reform and Control Act.
Completion of all district-required training within thirty (30) calendar days from hire date.

Nice To Haves

Three years of professional experience as a school psychologist, counselor, or teacher preferred.
Three years’ experience in administration, scoring, and interpretation of psycho-education and/or neuro-psychometric instruments.
Recent experience in administration of neuro-psychometric instruments.
Preferential consideration for experience and performance in developing effective parent, family, and community partnerships.
Experience with utilizing the IEP Online system.
Experience in report preparation and presentation of data to parents, administrators, and/or school personnel.
Experience in promoting and advocating policies and practices into a cogent multi-tiered system (PBIS, MTSS, Trauma Sensitive & Restorative Practices) that yield effective discipline, instructional practices, grading, Home-school partnerships, student transitions, in areas of academic, social, emotional and behavior.
Experience in developing and conducting/evaluating development activities.
Recent experience with preschool-aged populations, secondary and at-risk students.
Willingness to work in both special and general education domains in applying evidence-based practice, and intervention for all learners.
Ability to promote respect and appropriate service delivery for students with cultural and linguistic differences.
Familiarity with research findings specific to learning disabled populations, low incidence disorders, and emotionally disturbed students.
Recent training in a variety of interventions and instructional practices for disabled students and at-risk populations.
Demonstrate understanding and ability to implement a trauma informed learning environment where the needs of the whole child are accounted for in classroom design.
Understand and apply current educational developments and instructional methodologies.
Flexible in learning new concepts and adapting to a variety of assignments and conditions.
Communicate clearly and effectively in both oral and written forms.
Display enthusiasm, optimism, and motivation towards teaching and student learning.
Participate in school, district, and community events.
Ability to lift objects weighing up to 50 pounds or 33% of body weight, whichever is less.

Responsibilities

Participate as a member of a multi-disciplinary team for the development and review of all Individualized Education Programs (IEP) for appropriate students.
Through comprehensive and non-biased assessment, provide comprehensive and legally defensible psycho-educational evaluation of students referred for evaluation.
Provide clearly comprehensive reports with practical recommendations within state and district directed timelines, maintain accurate records.
Present and explain above-mentioned evaluations to principals, staff, students, and parents at appropriate meetings (IEP's, parent conferences, etc.) and interpret the results in light of general education content standards and expectations.
Assist other East Valley School District staff in designing and implementing educational programs for students with adherence to fidelity of instruction.
Provide appropriate staff development activities.
Help school personnel understand the educational problems and needs of children at various age levels.
Serve as a resource person to help classroom teachers understand special education children's abilities, achievements, and attitudes when they are integrated into a regular classroom situation.
Possesses knowledge of federal, state, and local laws, regulations, and policies regarding children’s special education eligibility and programming.
Serve as a liaison between the Director of Special Programs and the school staff and/or parents in the areas of student evaluation, teacher—pupil consultation and special education classes.
Uphold the ethical standards of the profession.
Conduct classroom observation and individual psychological evaluation and consult with appropriate professional persons regarding implications and results.
Order, maintain, and inventory supplies and materials necessary to operate the school psychology program.
Participate as a member of the building RTI team.
Recommend educational placement for students meeting eligibility criteria/requirements.
Create a positive educational climate for students to learn.
Promote the district’s educational goals through parent conferences and related activities.
Counsel, confer, and communicate with parents and school district personnel regarding student progress.
Observe and evaluate students’ performance.
Maintain appropriate student records.
Maintain and promote personal professional growth through appropriate coursework, workshops, reading of professional materials, etc.
Assist in upholding and enforcing school district rules, administrative regulations, and board policies.
The employee shall maintain a consistent presence at the assigned work site(s) and work the regular work hours specified by the contract.
Professionally interact with colleagues, members of the public, and students.
Comply with all district policies and all applicable laws.
Facilitate the design and delivery of curricula to help students develop effective skills, such as self-regulation, planning, organization, empathy, social skills and decision making.
Develop, implement and evaluate positive behavior supports and evidence-based practices for behavior change programs at individual, group, classroom and school-wide levels.
Perform special assignments and other duties as assigned or required by the supervisor.