School Psychologist (2026-2027 School Year)

Rock Hill School District•Rock Hill, SC

21h•Onsite

About The Position

Under limited supervision, the School Psychologist provides comprehensive psychological services to support the academic, social, emotional, and behavioral development of students. Responsibilities include conducting psychoeducational evaluations, consulting with school staff and parents, developing intervention strategies, supporting special education processes, and promoting positive learning environments in accordance with district, state, and federal guidelines.

Requirements

SC certification in School Psychologist.
Master's degree in school psychology supplemented by two years of experience as a school psychologist intern
Experience with supporting others with classroom instruction and behavior management
Must have and maintain a valid Driver’s License or ability to provide own transportation
May be required to travel to school district buildings and professional meetings
Prior to beginning employment, negative tb test results must be must be provided
Exceptional knowledge of the needs of special students.
Knowledge of psychological assessment tools, techniques, and interpretation.
Knowledge of child development, learning theories, and behavioral interventions.
Knowledge of federal and state special education laws and regulations.
Ability to analyze data and develop appropriate recommendations and interventions.
Ability to communicate effectively both orally and in writing.
Ability to establish and maintain effective working relationships with students, staff, parents, and community members.
Ability to maintain confidentiality and exercise sound professional judgment.
Strong organizational, problem-solving, and time-management skills.
Ability to adapt to changing educational environments and student needs.
Work requires long periods of standing or walking around the classroom, especially when giving instruction, monitoring students, or using whiteboards/projectors.
Requires clear verbal communication and strong listening skills to engage with students, parents, and colleagues.
May require projecting voice in noisy environments or large classrooms.
Use of hands to write on boards, type, handle classroom materials, and operate technology (computers, tablets, projectors).
May include lifting or carrying instructional materials, textbooks, or student work (typically up to 20 lbs.).
Must be able to read and assess student work, view computer screens, and monitor student behavior visually.
Must be able to hear student questions and school announcements.
Repetitive actions like typing, grading papers, writing on boards.
Often sit for extended periods while planning lessons or grading but also stand or move frequently while teaching.
Work is primarily conducted indoors in classrooms, often with limited temperature control in older buildings.
Exposure to chalk dust, markers, cleaning supplies, and sometimes poor ventilation.
Classrooms can be noisy during group work.
Standard school hours, but teachers often work before and after school for planning, grading, meetings, or extracurricular activities.
Evening or weekend work is common for lesson prep, grading, parent communication, or professional development.
Managing behavior, supporting diverse student needs, and maintaining classroom engagement.
Breaks are limited and structured around school schedules (e.g., lunch, prep periods).
Constant interaction with students, parents, administrators, and colleagues.
Must manage interpersonal dynamics, conflicts, and communications in a professional and respectful way.
Applicants must submit official transcripts, three professional references with at least one supervisory reference and a copy of the appropriate credentials as part of the application process.
As a condition of employment and prior to onboarding, the district will conduct a criminal history background check. The recommended candidate will be required to provide personal information necessary to complete the background check such as date of birth, gender, and race to remain in compliance with applicable laws and regulations.

Responsibilities

Conduct psychoeducational assessments and evaluations to determine student eligibility for special education and related services.
Interpret assessment results and prepare comprehensive written reports.
Participate as an active member of multidisciplinary teams, including eligibility, IEP, MTSS, and problem-solving teams.
Consult with teachers, administrators, parents, and support staff regarding student learning, behavior, mental health, and intervention strategies.
Assist in the development and implementation of behavioral intervention plans and academic support strategies.
Provide counseling, crisis intervention, and short-term support services for students as appropriate.
Support the implementation of evidence-based practices to improve student achievement and well-being.
Monitor student progress and recommend appropriate educational programming and interventions.
Assist schools in creating safe, supportive, and inclusive learning environments.
Maintain accurate and confidential student records in compliance with district procedures and applicable laws and regulations.
Provide professional development and training for staff related to mental health, behavior management, and student support services.
Collaborate with community agencies and outside service providers when appropriate.
Remain current on developments, trends, laws, regulations, and best practices related to school psychology.
Perform other duties as assigned by the appropriate administrator.