School Psychologist | District Wide | 2026-2027

Title:

School Psychologist

DBM Classification:

C43/Grade14

Department:

Special Education

Salary Range:

$48,967 - $108,183

Employee Group:

P.A.T- Teachers

Prepared Date:

July 2026

Reports to:

Director of Special Services

FTE/ FLSA Status:

1.00 FTE |10-Months | Exempt

SUMMARY OF RESPONSIBILITIES

A School Psychologist supports students'' academic, social-emotional, and behavioral well-being by conducting assessments, providing interventions, and collaborating with educators, families, and administrators to create inclusive learning environments. They evaluate students'' learning and mental health needs, develop individualized support plans, and offer counseling, crisis intervention, and behavioral strategies. Additionally, they assist in the development of IEPs and 504 plans, support Multi-Tiered Systems of Support (MTSS), and ensure compliance with legal and ethical standards. Analyzing school-wide data and implementing evidence-based interventions play a critical role in promoting student success and well-being.

DUTIES AND RESPONSIBILITIES

• Conduct psychological, academic, and behavioral assessments to identify student needs.

Interpret assessment data to develop recommendations for interventions and support.

• Assist in the creation and review of Individualized Education Programs (IEPs) and Section 504 plans.
• Monitor student progress and adjust interventions as needed.
• Provide individual and group counseling to support students' mental health and well-being.

Develop and implement behavior intervention plans (BIPs) based on student assessments.

Support students in crisis situations, including suicide risk assessments and trauma-informed care.

• Promote social-emotional learning (SEL) and resilience strategies in the school community.
• Work closely with teachers, administrators, and families to develop strategies that support student learning and behavior.

Advise staff on classroom management techniques and behavior support strategies.

Partner with external mental health providers, social services, and community organizations to enhance student support.

• Assist in school crisis response planning, threat assessments, and intervention strategies.

Provide immediate support in emergencies and contribute to creating a safe school environment.

Lead training for staff on crisis prevention, trauma-informed care, and mental health awareness.

• Analyze school-wide data to identify trends, risk factors, and areas for improvement.

Support Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI) initiatives.

Develop and implement programs that enhance student well-being and academic success.

Ensure adherence to federal and state laws, including IDEA, Section 504, and FERPA.

Maintain confidentiality and uphold ethical standards set by the National Association of School Psychologists (NASP).

Participate in professional development to stay current on best practices and policies.

• Performs other tasks and assumes other responsibilities as assigned.

KNOWLEDGE, SKILLS & ABILITIES

• Psychological & Educational Assessment: Understanding of cognitive, academic, social-emotional, and behavioral assessments.
• Special Education Laws & Policies: Knowledge of IDEA, Section 504, ADA, and FERPA regulations.
• Behavioral & Mental Health Interventions: Familiarity with Positive Behavioral Interventions and Supports (PBIS), Functional Behavior Assessments (FBA), and Behavior Intervention Plans (BIP).
• Crisis Prevention & Response: Understanding of risk assessments, trauma-informed care, and crisis intervention strategies.
• Instructional Strategies & Learning Theories: Knowledge of differentiated instruction, Response to Intervention (RTI), and Multi-Tiered Systems of Support (MTSS).
• Social-Emotional Learning (SEL): Understanding of strategies to promote emotional regulation, resilience, and student well-being.
• Data Analysis & Program Development: Ability to collect, interpret, and apply student and school-wide data to inform decision-making.
• Assessment & Diagnostic Skills: Ability to conduct and interpret psychological and educational evaluations.
• Counseling & Intervention: Proficiency in providing individual and group counseling to address social-emotional and behavioral challenges.
• Collaboration & Consultation: Strong ability to work with educators, families, administrators, and external agencies to support student needs.
• Crisis Intervention & Conflict Resolution: Skilled in de-escalation, crisis management, and risk assessment.
• Communication: Strong verbal and written skills for effectively conveying findings, recommendations, and support strategies.
• Problem-Solving & Decision-Making: Ability to develop evidence-based solutions tailored to student needs.
• Cultural Competency & Equity: Commitment to fostering inclusive and equitable learning environments that respect diverse backgrounds and experiences.
• Build Trusting Relationships: Establish strong connections with students, staff, and families to create a supportive school climate.
• Adapt & Be Flexible: Adjust to changing student needs, crisis situations, and evolving school environments.
• Maintain Confidentiality & Ethical Standards: Uphold professional ethics and legal requirements in all aspects of the role.
• Advocate for Student Success: Ensure students receive necessary supports, accommodations, and resources.
• Engage in Continuous Learning: Stay informed on best practices, new research, and advancements in school psychology.

PHYSICAL DEMANDS

• Sitting: The majority of work, such as conducting assessments, writing reports, and counseling, requires extended periods of sitting.
• Standing & Walking: Occasional standing and walking around the school to attend meetings, observe classrooms, or collaborate with staff and parents.
• Bending & Stooping: Occasional bending or stooping to access materials files or assist students in certain activities.
• Crisis Intervention: In some situations, the School Psychologist may need to be physically involved in de-escalation or crisis intervention efforts, which may require movement or standing for extended periods.
• Counseling Sessions: Sessions with students may involve sitting on low chairs or the floor, especially in counseling settings with younger students.
• Fine Motor Skills: Required for typing, using computers or assessment tools, writing reports, and managing paperwork.
• Assistive Technology: The use of adaptive tools and devices, which may require physical manipulation or positioning to assist students with special needs.

WORK ENVIRONMENT

• School Campuses: Most work is conducted in a school setting, including classrooms, counseling offices, meeting rooms, and occasionally outdoor or community spaces during assessments or interventions.
• Private Offices or Counseling Rooms: Psychologists often have designated spaces for one-on-one or small group counseling, assessments, and confidential meetings.
• Classroom Observations: The psychologist may observe classrooms to assess student behavior, collaborate with teachers, or consult on interventions.
• Students: Regular interactions with students of varying age groups and diverse needs, including providing individual or group counseling and conducting assessments.
• Educators & School Staff: Close collaboration with teachers, administrators, and paraprofessionals to develop strategies that support students' academic, social, and emotional well-being.
• Parents & Families: Frequent communication with parents and guardians to discuss student progress, behavioral concerns, and interventions.
• External Agencies: Collaboration with community-based services, mental health professionals, or outside specialists for additional student support.
• Noise Levels: The work environment may vary from quiet offices or counseling rooms to louder and more dynamic school settings, such as classrooms or hallways.
• Student Behavioral Needs: Interaction with students who may display challenging behaviors, requiring de-escalation techniques or interventions.
• Flexible Work Spaces: Psychologists may need to move between classrooms, offices, and other locations within the school or district, depending on where services are needed.
• Student Well-Being: Managing the emotional demands of supporting students with mental health challenges, behavioral issues, or trauma histories.
• Crisis Situations: The psychologist may be involved in crisis intervention, which can be stressful and require quick, decisive action.
• Confidentiality & Sensitive Topics: Maintaining confidentiality while addressing sensitive issues related to student mental health, special education needs, and family dynamics.
• Standard School Hours: Typically works during school hours but may occasionally be required to attend meetings outside of regular hours for IEPs, parent conferences, or school-related events.

EDUCATION and/or EXPERIENCE

• Master''s or Specialist Degree in School Psychology from an accredited program.
• Preferred Education: Doctoral Degree (Ph.D. or Psy.D.) in School Psychology or related field.
• Experience in Educational Settings and with IEPs or Section 504 plans.
• Previous School Psychology Experience in assessment, counseling, and behavioral interventions.
• Experience with Diverse Student Populations and behavioral management.

CERTIFICATES, LICENSES, REGISTRATIONS

• Licensure and Certification: State Certification/Licensure as a School Psychologist.
• Completion of a state-approved training program in school psychology.
• Specialized coursework in trauma-informed care, special education, or mental health counseling.
• National Certification in School Psychology (NCSP) (optional).
• Crisis Prevention & Intervention Certification (may be required).

BENEFIT INFORMATION

St. Louis Park Schools provides a comprehensive benefits package for employees working 20 or more hours per week. Key benefits include:

• Health and Dental Insurance
• Flexible Spending Accounts (FSA) for medical and dependent care expenses
• Life Insurance
• Accidental Death and Dismemberment (AD&D) Insurance
• Short- and Long-Term Disability Insurance

The cost of benefits varies based on the employee group and full-time equivalent (FTE) status. For detailed information, including specific benefits and associated costs, please refer to the applicable group or bargaining unit contract Employment Contracts.