School Psychologist

State of North Carolina

8d•Onsite

About The Position

If you are looking for a rewarding career in education, please consider serving as a School Psychologist in our Youth School at Granville Correctional Institution. This position will be a main point of contact providing targeted support for struggling students in core behavioral, academic, and social-emotional areas to students in pursuit of attaining a high school equivalency diploma. Because this work requires flexibility and investment, candidates with top student support skills and a strong work ethic will find greatest success and opportunity. This position supports students ages 22 and under in an adult correctional setting by providing collaborative, data‑driven evaluations and interventions to promote academic, behavioral, and social‑emotional success. Reporting to the School Principal, the School Psychologist is a key member of the academic team responsible for supporting the school’s vision and goals. This role involves organizing and delivering counseling, support, transition services, and related educational programming for students of all ages in a medium‑custody male correctional facility. The School Psychologist creates a flexible, supportive learning environment that promotes each student’s growth. Additional duties may be assigned by the Principal.

Requirements

Documented experience implementing and possessing a working knowledge of the National Association of School Psychologists’ Model for Comprehensive and Integrated School Psychological Services and the NC Professional School Psychology Standards
Documented experience in working with and implementing frameworks for targeted support for struggling students (such as intervention systems) which include service delivery including universal screening, progress monitoring, problem-solving processes, and delivery of interventions through the use of effective critical thinking and problem-solving skills
Documented experience utilizing state and federal policies and regulations related to special education (IDEA), Section 504, and ADA
Documented experience with a variety of formal and informal student assessment measures when considering all areas of suspected disabilities for possible special education placements
Documented experience implementing instructional best practices regarding curriculum and instruction and developmental stages in school environments
The successful applicant must possess a Sixth-Year Advanced degree or above in School Psychology (from an appropriately accredited college) in the teaching area associated with this position and must hold a current (non-expired) State of North Carolina Professional Educator’s License (Class Code S or D) with certification in the area of School Psychology or be eligible to obtain an Emergency or Residency teaching license or Provisional Certification in the aforementioned certification area(s).
Eligibility requirements for the Emergency and Residency Licenses are: Emergency One-Year License Eligibility: the candidate must (1) hold a bachelor's degree with 18 hours of coursework relevant to the requested licensure area (but has not completed a recognized educator preparation program) and (2) does not qualify for a Residency License Residency License Eligibility: the candidate must (1) hold a bachelor's degree from an accredited college/university; (2) have completed 24 hours of coursework relevant to the requested area of licensure OR passed the content area examination relevant to the requested licensure area that has been approved by the State Board of Education; (3) be enrolled in a recognized Educator Preparation Program (EPP).
This position is governed under Chapter 115c, Elementary and Secondary Education, and Chapter 126 of the NC State Human Resources Act.
In addition to the listed knowledge, skills, and abilities, applicants must also demonstrate that the minimum education and experience requirements have been met.

Nice To Haves

Experience administering relevant assessments as needed to provide additional data and understanding regarding a student’s response to intervention
Experience using effective oral and written communication skills
Experience in establishing and maintaining effective working relationships with school system staff, students, parents, mental health professionals, and external agencies
Experience providing technology-based productivity applications, software programs, and student information systems including, but not limited to, applications within the Microsoft Office Suite (Word, Excel, etc.)

Responsibilities

Collaborate with district and school staff to provide targeted support for struggling students through intervention systems and IEP processes.
Deliver direct and indirect services, including universal screenings, data‑based problem‑solving, intervention development, progress monitoring, and data interpretation.
Consult with school staff, families (as appropriate), community partners, and agencies regarding students' cognitive, academic, social, and behavioral needs, using data to guide decisions and support planning.