School Psychologist

Position Type:
Specialists/Psychologist

Date Posted:
2/12/2026

Location:
District
Job Description
Position Title: School Psychologist
Location: TBD
Department: Special Education
Reports To: Director of Special Education and Building-level Principal
Term: Ongoing 188-day contract beginning with the 2026-2027 school year
Schedule: Mon-Fri Part-time (0.5 FTE)
Salary: Position follows the 2025-2027 Teacher Salary Schedule. Position is grant-funded. See Summary for more information.
Date of last review: February 2026

SUMMARY: The School Psychologist provides support to learners to help them succeed academically, socially, and emotionally. Will collaborate with educators, guardians, and other professionals to help create safe, healthy, and supportive learning environments.

Salary: The position is eligible for a grant-funded recruitment and retention stipend of up to $10,000, in addition to the salary, based on criteria established and availability of funds. The stipend shall be prorated in accordance with the length of the contract, for part-time contracts, and contracts that commence after the beginning of the contract year. If the certification is attained during the school year, the stipend shall be prorated accordingly. More details are available upon request.

To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your teaching license, if applicable.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:

• Develops positive, effective working relationships with learners and staff.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Collaborates with outside agencies to support learners with mental health needs in the school setting.
• Promotes and collaborates on the implementation of system-wide educational initiatives such as Multi-tiered Systems of Support (MTSS), crisis de-escalation and intervention, and Positive Behavior Supports (PBS).
• Provides consultation and coaching for classroom management and provides training on best practices in behavioral intervention and prevention at the school level based on an MTSS model.

Communication:

• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Partners well with others to resolve controversy and conflict through respectful negotiation and accepts constructive feedback.
• Provides resources related to Special Education disabilities, eligibilities, and Special Education law for school personnel and families.

Compassion:

• Understands the complexities of cultural and global issues and how they relate to employee and learners' experiences.
• Demonstrates knowledge of individual differences, abilities, disabilities, and other diverse student characteristics to enhance services and address potential influences related to diversity.
• Creates safe and positive school climates using researched based models of crisis prevention and preparedness
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.

Creativity:

• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Proactively engages in problem-solving and focuses on planning and organization.
• Uses various data, including academic, emotional, behavioral, and psychological assessment to identify learner strengths and needs to support learning.

Critical Thinking:

• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
• Employs knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in educational settings.

Reflection:

• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.

Resilience:

• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.

Responsibility:

• Practices in accordance with ethical, legal, and professional standards as defined by the National Association of School Psychologists (NASP).
• Uses the general framework of the NASP Practice Model across 10 domains of practice for comprehensive service provision.
• Conducts Functional Behavior Analysis (FBAs) and develops Positive Behavior Support plans for implementation with the assistance of educators and family.
• Provides psychological evaluation and assessment for early entrance, whole, or partial grade acceleration.

PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.

Education and/or Experience:

• ND Teaching License with School Psychologist Credential.
• Master's Degree or Specialist's Degree in School Psychology from a National Association of School Psychology accredited institution.
• Prior experience working as a School Psychologist is preferred.
• Prior experience working in a school setting is preferred.
• Prior experience managing complex learner behaviors is preferred.

Language Skills:

• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.

Other Skills and Abilities:

• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.

SUPERVISORY RESPONSIBILITIES:

• None.

The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual's race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran's Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran's status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.

Attachment(s):

• WFPS - School Psychologists - 26-27.pdf