Psychologist

Position Type:
Licensed Professional/Licensed Professional

Date Posted:
7/16/2025

Location:
Fitzgerald Public Schools
(High-Needs School)
NOTICE OF OPENING: School Psychologist (2 positions)
LOCATION: Fitzgerald Public Schools
WORK YEAR: 2025-2026 School Year
SALARY: Per FEA Contract

JOB GOAL:
To provide quality services as a behavior and assessment specialist who supports both the general and special education population. To provide a comprehensive school psychological evaluation utilizing various techniques to determine the eligibility of children suspected of having an impairment that impacts educational success. To work as a member of child study teams with the goal of accurately identifying, assessing and servicing students with delays and impairments in the least restrictive environment. To implement curriculum based intervention programs in a collaborative manner. To promote parent and community involvement in innovative ways that supports good mental health and social development.

QUALIFICATIONS:

• Specialist degree or equivalent in school psychology, and state approval or certificate as a school psychologist.
• Experience as a school psychologist in a school setting or other related agency experience preferred.
• Able to work effectively with staff, students and the community.
• Able to bill for services performed through the county Medicaid system.
• Able to follow all state and federal guidelines and timelines for the service and assessment of children.
• Skill in providing assessment and written psychological evaluations of intelligence, achievement, personality and adaptive behavior in identifying eligibility criteria for those suspected of mental impairment, learning disability, emotional impairment or other handicapping conditions.
• Skill in developing, implementing, training staff and students, and supporting behavior plans that help create meaningful, positive change in students with mental impairments and behavioral issues.
• Chair multidisciplinary Evaluation Team (MET) Meetings and the Individual Educational Planning Committee (IEPC).
• Understanding of Response to Intervention theory and implementations in school settings.
• Understanding of Positive Behavior Support best practices.
• Knowledge of the development of assessment procedures that measure instructional progress and learning outcomes for individual children.
• Knowledge and ability to analyze assessment instruments typically used to measure educational potential.
• Skilled in objectively analyzing a situation in order to make a placement decision based solely on the best interest of that child.
• Skilled at providing educational programs or providing information to help parents, school personnel and others who work with youth to be more effective in their roles.
• Skilled at working directly with pupils, family or educators to help solve problems related to learning and adjustment.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

DUTIES AND RESPONSIBILITIES:

• Participate in establishing procedures for early identification and intervention for learning, social and emotional difficulties in the pre-assessment of students suspected of being handicapped.
• Provide consultation and planning for effective classroom organization, social structures, implementation of effective teaching techniques and development of appropriate educational plans and behavior management programs.
• Assists in modifying instructional practices to make them more appropriate to the social and academic needs of students with diverse backgrounds and characteristics.
• Participate in all staff meetings and all in-services, as necessary.
• Carry out the special education policies and procedures in all assigned buildings.
• Interpret all psychological assessment data in a meaningful and understandable manner to pertinent personnel such as parents, teachers and administrators.
• Develops and writes annual goals and short-term instructional objectives for students assigned to caseload.
• Compiles and maintains records, written reports, and other documentation for students assigned to the caseload or as a part of a response to intervention assessment.
• Works as a team member with instructional staff and parents/ guardians to refer eligible students to outside agencies and other community resources.
• Provides in-service information and training to staff and parents on topics of interest that support educational and social development.