{"schemaVersion":"jobsearcher.job.v1","id":"a3ab7fefbbbd8dfea7ffaaa5","url":"https://jobsearcher.com/jobs/a3ab7fefbbbd8dfea7ffaaa5","canonicalUrl":"https://jobsearcher.com/jobs/a3ab7fefbbbd8dfea7ffaaa5","title":"School Psychologist","description":"School Psychologist The School Psychologist is directly responsible for the psychological assessment of academic, social, emotional, and behavioral domains utilizing problem-solving and standardized evaluations. The school psychologist monitors the completion of case study evaluations and participates in individual education plan (IEP) conferences and problem-solving meetings, as well as designing systems, programs, and services that maximize students' social, emotional, and educational success. The school psychologist promotes effective educational environments in collaboration with staff, families, students, and communities.\nProfessional Educator License (PEL) or eligible for an appropriate license\nMaster's Degree and/or Specialist Degree in School Psychology\nBilingual preferred\nThis job's performance will be evaluated per provisions of the Board's policy on the Evaluation of Staff.\nBuilding Principal\nThis position is based on a 190-day work schedule, with salary and benefits determined by the Board of Education. Employment terms are subject to the guidelines outlined in the Related Service Agreement.\nThe details of employee compensation and benefits are comprehensively outlined in the Related Service Agreement.\nExempt\nCollaborates with teachers, parents, and administrators to develop effective academic and behavioral interventions.\nParticipates in Team meetings to assist in interpreting and analyzing student data.\nConducts case study evaluations that may include intellectual, academic, and behavioral assessments.\nConducts and assists in Functional Behavior Assessments.\nAssists and participates in the development of Behavior Intervention Plans.\nMonitors completion of case study evaluations and participates in IEP conferences and problem-solving meetings.\nProvides guidance and participates in student benchmarking and progress monitoring activities.\nConducts classroom observations to identify and recommend intervention strategies.\nProvides direct social-emotional services such as counseling, social skills training, and crisis intervention.\nParticipates in a professional learning community with various stakeholders, including but not limited to instructional staff, other school personnel, parents, and a variety of community resources to improve the overall quality of student outcomes, achieving established objectives supporting the school improvement plan.\nParticipates in various meetings and professional development activities to convey and/or gather information required to perform functions.\nAssists with the transition from one grade level to the next.\nCoordinates and/or collaborates with various individuals/agencies to promote and provide comprehensive services to students and families.\nPerforms other duties and responsibilities as determined by the principal or designee or as needs arise.\nMust demonstrate knowledge of laws, rules, and regulations applicable to providing occupational therapy services\nKnowledge of community agencies and referral resources\nMust have excellent planning and organization skills\nMust have the ability to work collaboratively with others\nMust have strong verbal communication skills\nMust model a desire and willingness to learn continually\nThe physical demands of this position include frequent sitting and standing for extended periods. Repetitive bending at the waist and kneeling, stooping, and crouching to assist students are also required. Regularly walk, talk, hear, operate a computer, hand-held learning devices, and other office equipment, reach with hands and arms, and occasionally lift and/or move up to 10 pounds.\nThe employer will make reasonable accommodations in compliance with the Americans with Disabilities Act of 1990. This job description will be reviewed periodically as duties and responsibilities change with business necessity. Essential and marginal job functions are subject to modification.\nThis job description is intended to describe minimum qualifications, duties, and responsibilities performed by employees assigned to this position and is not an exhaustive list of all duties and responsibilities. The District reserves the right to amend and change the position responsibilities to meet District needs as necessary.","company":"Harvard Cusd50","rawCompany":"harvard cusd50","city":"Harvard","state":"IL","isRemote":false,"isActive":false,"createdAt":"2026-06-28T03:59:08.487Z","occupations":[{"code":"19-3034.00","title":"School Psychologists","slug":"school-psychologists"},{"code":"25-2059.00","title":"Special Education Teachers, All Other","slug":"special-education-teachers-all-other"},{"code":"19-3039.00","title":"Psychologists, All Other","slug":"psychologists-all-other"}],"industries":[{"code":"611110","title":"Elementary and Secondary Schools","slug":"elementary-and-secondary-schools"},{"code":"923110","title":"Administration of Education Programs","slug":"administration-of-education-programs"},{"code":"611710","title":"Educational Support Services","slug":"educational-support-services"}],"jobPosting":{"@context":"https://schema.org","@type":"JobPosting","title":"School Psychologist","description":"School Psychologist The School Psychologist is directly responsible for the psychological assessment of academic, social, emotional, and behavioral domains utilizing problem-solving and standardized evaluations. The school psychologist monitors the completion of case study evaluations and participates in individual education plan (IEP) conferences and problem-solving meetings, as well as designing systems, programs, and services that maximize students' social, emotional, and educational success. The school psychologist promotes effective educational environments in collaboration with staff, families, students, and communities.\nProfessional Educator License (PEL) or eligible for an appropriate license\nMaster's Degree and/or Specialist Degree in School Psychology\nBilingual preferred\nThis job's performance will be evaluated per provisions of the Board's policy on the Evaluation of Staff.\nBuilding Principal\nThis position is based on a 190-day work schedule, with salary and benefits determined by the Board of Education. Employment terms are subject to the guidelines outlined in the Related Service Agreement.\nThe details of employee compensation and benefits are comprehensively outlined in the Related Service Agreement.\nExempt\nCollaborates with teachers, parents, and administrators to develop effective academic and behavioral interventions.\nParticipates in Team meetings to assist in interpreting and analyzing student data.\nConducts case study evaluations that may include intellectual, academic, and behavioral assessments.\nConducts and assists in Functional Behavior Assessments.\nAssists and participates in the development of Behavior Intervention Plans.\nMonitors completion of case study evaluations and participates in IEP conferences and problem-solving meetings.\nProvides guidance and participates in student benchmarking and progress monitoring activities.\nConducts classroom observations to identify and recommend intervention strategies.\nProvides direct social-emotional services such as counseling, social skills training, and crisis intervention.\nParticipates in a professional learning community with various stakeholders, including but not limited to instructional staff, other school personnel, parents, and a variety of community resources to improve the overall quality of student outcomes, achieving established objectives supporting the school improvement plan.\nParticipates in various meetings and professional development activities to convey and/or gather information required to perform functions.\nAssists with the transition from one grade level to the next.\nCoordinates and/or collaborates with various individuals/agencies to promote and provide comprehensive services to students and families.\nPerforms other duties and responsibilities as determined by the principal or designee or as needs arise.\nMust demonstrate knowledge of laws, rules, and regulations applicable to providing occupational therapy services\nKnowledge of community agencies and referral resources\nMust have excellent planning and organization skills\nMust have the ability to work collaboratively with others\nMust have strong verbal communication skills\nMust model a desire and willingness to learn continually\nThe physical demands of this position include frequent sitting and standing for extended periods. Repetitive bending at the waist and kneeling, stooping, and crouching to assist students are also required. Regularly walk, talk, hear, operate a computer, hand-held learning devices, and other office equipment, reach with hands and arms, and occasionally lift and/or move up to 10 pounds.\nThe employer will make reasonable accommodations in compliance with the Americans with Disabilities Act of 1990. This job description will be reviewed periodically as duties and responsibilities change with business necessity. Essential and marginal job functions are subject to modification.\nThis job description is intended to describe minimum qualifications, duties, and responsibilities performed by employees assigned to this position and is not an exhaustive list of all duties and responsibilities. The District reserves the right to amend and change the position responsibilities to meet District needs as necessary.","datePosted":"2026-06-28T03:59:08.487Z","dateModified":"2026-06-28T03:59:08.487Z","hiringOrganization":{"@type":"Organization","name":"Harvard Cusd50","sameAs":"https://jobsearcher.com"},"jobLocation":{"@type":"Place","address":{"@type":"PostalAddress","addressLocality":"Harvard","addressRegion":"IL","addressCountry":"US"}},"identifier":{"@type":"PropertyValue","name":"JobSearcher","value":"a3ab7fefbbbd8dfea7ffaaa5"},"url":"https://jobsearcher.com/jobs/a3ab7fefbbbd8dfea7ffaaa5"}}