School Psychologist - Part Time

Medford School District, 549C•Medford, OR

6d•$65,011 - $107,630

About The Position

Part time permanent School Psychologist position to begin with the 2025-2026 school year. This position is open until filled. $5000 sign-on bonus for new to district and first time School Psychologists Salary range $65,011-$107,630 (for full time, prorated for part time) Additional SPED Stipend $1,415 2 Additional Days paid at Daily rate for a total of 192 days per school year Job Title: School Psychologist Supervisor: Assistant Director of Special Education or Student Wellness Coordinator FLSA Status : Exempt Contract: 192 Days Summary: Under the supervision of the Assistant Director of Special Education or Student Wellness Coordinator, this position is directly responsible for the psychological assessment of academic, social, emotional, and behavioral domains utilizing problem-solving and standardized evaluations. The School Psychologist/Behavior Specialist monitors the completion of case study evaluations and participates in Multi-Disciplinary Team (MDT) and Individual Education Plan (IEP) conferences and problem-solving meetings designing systems, programs and services that maximize students’ social, emotional, and educational success. In collaboration with staff, families, students, and communities the school psychologist/behavior specialist promotes effective educational environments.

Requirements

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
The requirements listed below are representative of the knowledge, skill and/or ability required.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
A Bachelor’s Degree (Master’s preferred) in Applied Behavioral Sciences, Psychology, Social work or Mental Health related fields.
Minimum of three years experience working in an educational, mental health or human services setting.
Experience developing and implementing intensive behavioral intervention programs with students with complex and/or severe behavioral problems.
Ability to interact appropriately with teachers, staff, members of the community and students.
Focuses on solving conflict; maintains confidentiality; Contributes to building a positive team spirit.
Ability to communicate fluently in English both verbally and in writing.
Ability to effectively present information and respond effectively to questions in one-on-one, small and large group situations to students and other school staff.
Ability to read and interpret documents such as safety rules, operating and maintenance instructions, procedure manuals and governmental regulations.
Ability to write routine reports and correspondence.
Ability to calculate figures and amounts such as discounts, interest, proportions, percentages, area, circumference and area.
Ability to apply concepts of basic algebra, geometry, fractions, percentages, ratios and proportions to practical situations.
Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form.
Ability to deal with problems involving several concrete variables in standardized situations.
General knowledge of computer usage and ability to use database software, e-mail, internet software, spreadsheets, teaching software and word processing software.
Hold or be eligible for a Professional Services License as a School Psychologist in the state of Oregon.
Stamina for 8 hours of student instruction and supervision.
Use of hands for repetitive motions, such as writing and typing.
Standing/Walking: 3-6 hours/day.
Sitting: 2-4 hours/day.
Occasional bending, kneeling, squatting, climbing of stairs or ladders.
Lifting/carrying: Up to 40 lbs.
Occasional physical interaction with students, as provided by law and to ensure the physical safety of the student and/or others.
Close vision (clear vision at 20 inches or less).
Distance vision (clear vision at 20 feet or more).
Peripheral vision (ability to observe an area that can be seen up and down or to the left and right while eyes are fixed on a given point).
Speaking clearly enough to be able to be understood by others.
Identifying and understanding the speech of another person.
Emotional stability to work effectively under pressure and to keep all aspects of the job under control.

Nice To Haves

Preference may be given to applicants who are fluent in both English and Spanish.

Responsibilities

Professional Preparedness and Growth Evaluation technique reflects well-planned and effective methodology.
Develops and helps teachers implement instructional practices and strategies that include multiple methods of assessment, support student in meeting rigorous learning goals and engage and encourage learners to develop deep understanding of content areas.
Understand how learners grow and develop, recognizing variations within and across cognitive, linguistic, social, emotional and physical areas, diversity of cultures and communities; implement and insure a developmentally appropriate, challenging and high-standards learning environment.
Make objective, non-emotional, well-informed decisions regarding the welfare of students.
Improves professional skills through in-service workshops, district meetings, continuing education, etc.
Goal setting and cooperative planning with supervisor.
Shows respect, consideration and fairness of students varying learning levels.
Meets needs of students with special interests, abilities, and learning problems.
Gives students personal help and positive reinforcement.
Challenges students to think and express their thoughts through developmentally appropriate activities.
Helps students set achievement expectations and evaluate their own progress.
Establish and communicate clear objectives.
Provide a variety of learning materials and resources for use in educational activities.
Aware and appreciates cultural diversity and the importance of communication skills reflecting sensitivity to the feeling of all persons regardless of their race, color, religion, sex, age or national origin.
Accurately administers and interprets assessments, evaluations, and provides written reports for such conditions as Intellectual Disability, Emotional Disturbance, Traumatic Brain Injury, Autism, and Other Health Impairments (OHI).
Update and maintain accurate and complete records of student progress and development as required by school, district, state, and federal policies, regulations and laws.
Consults principal, specialist, other teachers in the school, and students in evaluating own plans, methods, and results.
Uses instruments and methods that effectively measure the students' attainment of goals.
Reviews student files to determine eligibility for existing students and Oregon eligibility for new students moving in from out-of-state.
Observes students.
Provides instructional consultation and intervention and short term counseling.
Provides behavioral consultation and crisis intervention support, including assistance with writing; implementing; and monitoring of behavior plans, risk assessments, and functional behavior assessments.
Serves as a consultant for referrals and placement into behavior classrooms: Opportunities, Options, and as a “gatekeeper” for FOCUS .
Coaches school staff in Positive Behavior Intervention Supports (PBIS).
Communicates effectively in a professionally appropriate manner with parents/guardians, colleagues and students regarding student progress.
Assists teachers in the development and implementation of effective classroom management strategies, providing a safe, secure and respectful learning environment; communicate student behavior expectations in a positive manner; convey reminders, rules and expectations with consistency and equity, while recognizing the unique qualities and characteristics of the individual.
Regularly communicates with parents, students, colleagues and supervisors in writing and verbally in a professionally appropriate manner.
Actively listens to concerns, problems or issues and formulates a professionally appropriate response which is aligned with the Medford School District’s core values.
Encourages and builds strong school to home and community partnerships to better serve the needs of all students in the Medford School District.
Cooperates with and supports faculty members.
Observes the spirit and intent of rules and regulations of the school and school system.
Assists schools with, and participates in, Multiple-Disciplinary Team (MDT), Individual Education Plan (IEP), placement, intervention, and other educational meetings and decision processes.
Assumes necessary non-instructional responsibilities.
Provides complete data to the school and district administration as requested for management purposes.
Maintains accurate student records.
Encourages parent participation in school programs and activities.
Shares the responsibilities with all other employees for promoting the educational goals and developing pubic acceptance of the school system.
Assists with school wide events.
Assists in home visits.
Other duties as assigned.
All employees of the Medford School District have responsibility for supervising students and assisting in maintaining a safe environment.