School Psychologist (CH)

• Date Posted:
  9/5/2025
  
  Location:
  Churchill Elementary School

COMPENSATION: Per Teacher Salary Schedule based on education and experience. District 308 grants experience credit on the salary schedule for up to 10 years of prior, verifiable, contractual full-time teaching experience.

BENEFITS: Full-time Associates enjoy a robust selectionof healthcare benefits including employer paid Life and AD&D insurance, Long Term Disability, Employee Assistance Program (EAP), as well as three medical plans to choose from including PPO and HMO plans. What's more, CSD provdes a 100% claim reimbursement program for out of pocket expenses (excluding ER services), when an employee is enrolled in our PPO plan and uses our RUSH Healthcare reimbursement program.

UNION MEMBERSHIP: This position is represented by the Oswego Education Association (OEA).

REQUIREMENTS:

1. Qualified applicant must hold a valid/registered Illinois Professional Educator License with School Psychologist endorsement.
2. Comprehensive knowledge of school psychology theory, child development, Response to Intervention/MTSS, tests and measurements, and crisis management.
3. Ability to practically apply assessment, counseling, interviewing, and crisis management skills
4. Excellent communication and time management skills
5. Ability to establish and maintain effective working relationships with students, families, team members, and others.

GENERAL DESCRIPTION: As a member of the educational team, the School Psychologist will endeavor to improve outcomes for students and schools by providing services that follow best practice, and incorporate the National Association of School Psychologists/NASP Practice Model and Domains of Practice.

SPECIFIC RESPONSIBILITIES:

1. In collaboration with building administration, support the implementation of MTSS structures at tiers 2 and 3; participate in the selection of evidence-based interventions, consult with staff on implementation of psychometrically sound universal screening and progress monitoring tools, support fidelity of interventions, and facilitate appropriate data analysis and data-based decision making.
2. In coordination with educational teams, conduct observations, screenings, evaluations, and acquire appropriate student-related data to document current levels of performance using appropriate assessments, progress monitoring data, instruments and techniques consistent with an MTSS model. Produce written reports of screening and evaluation results as needed, and present results to team members including parents.
3. Participate in evaluation processes for special education and/or 504 Plans, as appropriate, to determine extent of student progress, educational impact of disabling conditions, continued eligibility, and related needs (e.g., RIOT approach - Review, Interview, Observe, Test; Functional Behavior Assessment/FBA; Behavior Intervention Plan, etc.).
4. Produce written reports of screening and evaluation results and present results to team members including parents. Include all required information in the electronic IEP system.
5. Facilitate the domain process for reevaluations with the educational team when needed, to determine what additional data is to be collected as a part of the evaluation process.
6. Support building administration, the case manager and team in the 504 Process as needed for specific students; interpret private evaluation reports, review records and/or conduct assessments/observations as appropriate.
7. Participate in building/district special education team meetings and processes, as appropriate.
8. Maintain knowledge of and promote curriculum, assessments and evidence-based interventions that are developmentally, culturally, and linguistically appropriate.
9. Work collaboratively with educational teams to promote student growth, goals, progress, and efficacy of evidence based practices in the educational environment.
10. Participate in crisis prevention and intervention.
11. Provide counseling services to students.
12. Provide consultative services for staff, students, parents, administration and community.
13. Participate in the development and implementation of student supports/services and professional development to promote Social Emotional Learning/SEL standards and curriculum.
14. Review current research, standards, and evidence based practices of profession through the review of professional journals and publications.
15. Complete and submit required written paperwork in a timely and efficient manner.
16. Maintain records according to best practice, district special education policy, state, and federal regulations.
17. Maintain membership in professional organizations.
18. Participate in professional development, and attend in-services, workshops, and/or professional conferences.
19. Support implementation of district policies and procedures, regulations, and administrative directives.
20. Maintain knowledge of and adherence to special education laws, rules, and regulations.
21. Maintain and promote confidentiality of student and district records, in accordance with best practice and ethics.