An opportunity to Inspire, Challenge, and Empower!

Posting Information: We are currently hiring for a School Psychologist for Shelton School District for the 2025-2026 school year. Open until filled.

Interview Process: If selected for an interview, you will be invited to complete an Asynchronous Virtual Interview. Candidates chosen for a second round interview will participate in an in-person interviews at a date to be determined.

Schedule: 1.0 FTE

Location: Itinerant (multiple locations that may change as student need changes).

Salary: $64,664 - $119,032 annually, depending on experience and education.

FLSA Status: Exempt

Benefits: 12 sick leave days of which 6 can be used for personal leave each school year; 5 days bereavement leave per school year; health insurance benefits through the School Employees Benefits Board (SEBB) including medical, dental, vision, life, and long-term disability insurance. Retirement through the Washington State Department of Retirement Systems (DRS); other fringe benefits as allowed under the Shelton Education Association (SEA) Collective Bargaining Agreement.

Overview

The School Psychologist position supports the School District's Strategic Plan and School Improvement Plans by providing individualized psychological assessment information, support, and consulting services to staff in Shelton School District and the special services cooperative districts. These responsibilities would typically include but not limited to classroom observations, conferences, participation with teams, individual student testing, written report and assessment summaries, analysis of testing data in compliance with WAC for special education, review of previous data, communication with families and agencies, and assistance in developing an appropriate individualized educational program for students.

Requirements

Eligible for or currently holds a Washington State Certificate as an Educational Staff Associate with an endorsement as a School Psychologist.
Knowledge in all phases of the special education process, procedures, and disability categories. Some assignments may require special expertise in early learning and/or atypical disabilities.
Demonstrated commitment to special needs students and their families.
Ability to plan, organize and implement all phases of special education identification.
Ability and willingness to maintain a positive attitude, be lighthearted, and incorporate fun into the workplace.
Demonstrated experience using effective communication skills including active listening and appropriate communication channels depending on the content of the message.
Ability and willingness to support the District's strategic plan and school improvement plans including the belief that all student's can succeed.
Ability to listen and professionally mediate toward solutions.
Ability to provide innovative and responsible leadership to buildings and districts.
Ability to maintain confidentiality and tact in all aspects of employment.
Ability to organize activities, written work, and peers for teaming.
Ability to use various assessment tools for various ages and diagnostic investigations.
Ability to drive and work in different locations daily.
Ability to develop and maintain positive, professional relationships with staff, students, families, and community partners.
Ability to remain flexible to changes in assignments or situations.
Ability to follow and give directions.
Ability to work independently.
Ability to set priorities.
Ability to work with several office support staff and administrators with ease.
Ability to maintain accurate records.
Ability and willingness to participate in conferences, workshops, and training sessions.
Ability to work flexible hours.
Ability to pass a federal background check.
Ability to perform the essential functions of the job with or without reasonable accommodations.

Essential Functions

Provides consultative and advisory services to school personnel within the service area in the diagnosis and remediation of all children.
Conducts screenings and when appropriate evaluation assessment of intellectual, behavioral, social emotional and adaptive areas of functioning, in comparison to normal growth and development for students referred for special education evaluations.
Conducts observations in classrooms and other areas of the school building, as well as home visits when appropriate for students referred for special education evaluations.
Develops an assessment summation from individual assessment reports submitted through the MDT process.
Maintains compliance with state and federal guidelines and regulations for establishing special services eligibility.
Participates as a member of the multi-disciplinary team providing information on state and federal guidelines and statutes, specific student observations, testing and planning for an IEP.
Develops and maintains positive, professional relationships using effective communication with other with other counselors, staff, building administrators, families, and agency providers to develop appropriate programs for special education students.
Provides consultation services to counselors, administrators, regular and special education staff in instructional and/or behavioral program development.
Collaborates on individual short-term objectives and long-term goals as indicated by formal and informal assessment.
Maintains files and forms for special education compliance in a timely manner.
Records and submits timely signed and dated reports for each student assessed.
Provides consultative and advisory services to the family, educational staff, health care agencies, and interested community organizations.
Works closely with all social agencies having contact with students in the service area. (i.e., juvenile court, public assistance, mental health, etc.).
Provides follow-up casework services and on-going communication when using outside resources. (i.e., Child Study Clinic, Mary Bridge Hospital, and others as appropriate).
Maintains written records and submits timely reports for each student.
Provides workshop opportunities for staff and community to enhance the general knowledge of psychological, cognitive adaptive, social, emotional, behavioral development, and learning difficulties in children.
Maintains updated knowledge of school policies and procedures that affect this position.
Updates their own knowledge and evaluates their own practices and applies it toward the development of a continually evolving and quality school psychology department.
Attends trainings and meetings as required or appropriate.
Performs related duties as assigned.

Shelton School District

An Opportunity to Inspire, Challenge, and Empower!

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