Long Term Sub- School Psychologist

Mentor Local School District has a vacancy for a long term substitute to serve as a School Psychologist for the second semester of the 2026-27 school year (January 2027-May 2027)

Job Objective:

Serve the district as a leader in data-based decision making, problem solving, research, and best practices in the fields of education, disabilities, school psychology, mental health, and child development. The lead psychologist would be working with other district leaders (e.g., directors, supervisors, coaches) toward district goals of student academic achievement and mental wellness in addition to completing assessments, multi-factored evaluations, and consultation regarding individual students consistent with state mandated requirements.

Minimum Qualifications

• Master''s degree in school psychology
• Valid state department of education license/ certificate for the position
• Experience working with students with disabilities and students with significant academic and behavioral needs
• Experience providing staff development in areas of academic and behavioral intervention
• Experience working with students with mental health and behavioral needs in systems (e.g., districts, private schools, alternative schools, court placements, children and family services)
• Experience working with diverse populations (e.g., socio-economic, academic, special needs)
• Experience with closing achievement gaps (e.g., data collection, interventions implemented)
• Experience working with larger systems (e.g., districts, ESCs, consortia, etc.) to effect change for student achievement (academic, behavioral, social, independent living skills) preferred
• Knowledge and application of current research methodology and best practices for academic, social, and behavioral intervention for students with significant needs (both general and special education populations)
• Knowledge of restorative practices and alternatives to discipline
• Knowledge and skills in data collection and analysis from individual student data to larger systemic data (e.g., teams, buildings, district) preferred
• Knowledge of universal screening in social-emotional learning and early reading and math literacy preferred
• Communicates accurately and effectively, both written and orally, to individuals, teams, staffs, and communities
• Collaborates with teams, agencies, and colleagues within school system, school community, surrounding cities, and counties

Essential Functions

• Works with district team to:

• develop primary, secondary and tertiary prevention programs in such areas as dropout prevention, bullying, school violence, and school safety

• develop and provide district training, consultation, program development, and program evaluation for behavioral intervention (e.g., Positive Behavioral Interventions and Supports (PBIS) for all tiers, crisis intervention/ response training, Youth Mental Health First Aid) for district, buildings, and teams as necessary per district goals and department needs, including receiving training and updates as necessary

• provide consultation, program development, and program evaluation in areas of academic achievement, mental health/ wellness, social-emotional development with focus on prevention and early intervention

• Provides ongoing staff training based upon current research and best practices in areas of academic, behavioral, and social intervention

• Provide ongoing consultation to district, buildings, and teams regarding alternatives to suspension and restorative practices, including program recommendations, development, and evaluation

• Evaluates and synthesizes research as a foundation for effective service delivery

• Collects, analyzes, and interprets evaluation and intervention data for district at large to make program recommendations and program development for closing achievement gaps for students with greatest needs (special education and general education populations), including analysis of identification of disabilities (e.g., criteria,

• Participates in the planning, implementation and evaluation of the effectiveness of school based intervention plans--from individual student level to building level, including early intervention and prevention programs (e.g., programs to address bullying, school violence, and school safety; utilize positive behavioral supports (classroom structure and systems, behavior management techniques, and learning environment design) effectively; programs to address academic skill deficits)

• Identify diverse cultural issues, situations, and other factors that influence family, school, and community interactions and address such issues when developing and providing services.

• Coordinates the Evaluation Team Report (ETR) process, including connection to the IEP process

• Completes screening and observations of students, within the differentiated referral system process (e.g., preschool/ kindergarten screening, individual students, etc.)

• Coordinates manifestation determination reviews and functional behavioral assessments.

• Provides consultation and assistance to parents and families to address student concerns

Expectations, Skills & Abilities

• Complete assigned duties competently and within expected time frames.
• Utilize safe work practices for self and others.
• Demonstrate word processing skills and program navigation skills.
• Participate (and pass requirements where applicable) in all required trainings,
• Participates in staff development activities, parent conferences, team meetings, and staff meetings as scheduled or assigned.
• Ability to work respectfully with a culturally diverse population of students and staff.
• Adhere to district and applicable ESC policies and procedures.

Abilities Required

The following personal characteristics and skills are important for the successful performance of assigned duties:

• Acts in accordance with the professional code of ethics.
• Anticipates time constraints.
• Manages tasks efficiently to meet deadlines.
• Averts problem situations and intervenes to resolve conflicts.
• Demonstrates professionalism and contributes to a positive work/learning environment.
• Effectively uses active listening, observation, reading, verbal, nonverbal, and writing skills.
• Exhibits consistency, resourcefulness, and resilience.
• Interprets information accurately and initiates effective responses.
• Maintains an acceptable attendance record and is punctual.
• Values diversity. Skillfully manages individual, group, and organizational interactions,
• Uses diplomacy and exercises self-control when dealing with other individuals.

Working Conditions

To promote safety, employees are expected to exercise caution and comply with safety regulations and service center policies/procedures when involved in the following situations/conditions.

• Balancing, bending, crouching, kneeling, reaching, and standing.
• Exposure to adverse weather conditions and temperature extremes.
• Exposure to blood-borne pathogens and communicable diseases.
• Interactions with aggressive, disruptive, and/or unruly individuals.
• Lifting, carrying, and moving work-related supplies/equipment.
• Operating and/or riding in a vehicle.
• Traveling to meetings and work assignments.

Performance Evaluation

Job performance is evaluated according to policy provisions and contractual agreements adopted by the Educational Service Center of Northeast Ohio

The Educational Service Center of Northeast Ohio is an equal opportunity employer. This job description identifies general responsibilities and is not intended to be a complete list of all duties. This document is subject to change in response to student demographics, staffing factors, funding variables, modified operating procedures, program/curriculum changes, and unforeseen events.