District - School Psychologist - 2026/2027

What Deerfield Public Schools District 109 Is All About... The Role of the School Psychologist in Deerfield 109 DEERFIELD 109 - MISSION STATEMENT Provide the highest quality educational experiences that engage, inspire and empower each student to excel and contribute in a changing world. DEERFIELD 109 - VISION STATEMENT District 109 students will excel and contribute when they have the knowledge and skills to be: Lifelong learnersCritical and creative thinkersEffective communicatorsCollaborative workersSelf-directed learnersRespectful and responsible members of society GENERAL INFORMATION TITLE: District - School Psychologist DEPARTMENT: School Psychologists LICENSURE: Professional Educator License (PEL) ENDORSEMENT: School Psychologist (PK-21) or equivalent CLASSIFICATION:Certified FLSA STATUS:Non-exempt REPORTS TO:Building administration SUPERVISORY RESPONSIBILITIES:N/A PRIOR EXPERIENCE: Minimum of 1 year school psychologist internship EVALUATION: Evaluated by the Principal, Assistant Principal, and/or other certified evaluators using the agreed upon evaluation tool. This includes formal observation of job performance, inclusion of informal observation data, an artifact file, student growth measures. The evaluation cycle for teachers not in continued contractual service (tenure) shall be one school year. The evaluation cycle for teachers who have attained tenure in District 109 shall be three school years unless job performance is deemed as “needs improvement” or “unsatisfactory.” PRIOR EXPERIENCE:Successful completion of student teaching and/or internship DATES: 2026-2027 AVAILABILITY: One (1.0 FTE) Position(s)/Full-Time PLACEMENT:District Assignment - Walden Elementary School WORK CALENDAR: Teacher JOB GOAL(S) Under General Supervision, The Employee Will Help facilitate solutions for students to succeed academically, socially, and emotionally. They collaborate with educators, administrator, and families to create safe, healthy, and supportive learning environment for all students and strengthen connections between home and school. Major Duties & Performance Responsibilities The criterion indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position. Evaluations Participate in the determination of special education eligibility and academic programmingAnalyze and synthesize data to appropriately complete mandated documents related to the case study evaluation processCoordinate the various evaluation components to comply with mandated timeframes which may include the need for scheduling, planning, and distribution of materialsConduct classroom observations to collect data and evaluate student functional performanceReview all applicable student records to ensure a comprehensive understanding of the students prior experiences and developmentConduct teacher interviews to gather case specific information on academic, social/emotional, and behavioral functioningConduct student interviews to gain perspective on home/family life, school, friends, personal interests, and feeling states as a way of establishing rapport and forming a comprehensive understanding of the studentAdminister one-to-one assessments in the appropriate domains, which may include:CognitiveAcademicFunctionalSocial EmotionalFine MotorScore, analyze, and synthesize test results to understand the learning profile of the student as it relates to eligibilityReview and summarize private and/or independent evaluations to consider and possibly synthesize results and recommendations with school based evaluationsConduct Functional Behavioral Assessments to determine necessary behavior supports which may or may not include a formalized Behavior Intervention PlanDocument findings in a psychoeducational reportCollaborate with IEP team to develop accommodations, modifications, and programming needsSynthesize information to plan for IEP meeting presentation Special Education Team/Program Consultation and Support Participate in various special education team meetings, program meetings, and student meetingsProvide direct service to individual students, groups of students, and/or special education programs/classroomsConsult with IEP teams to support problem solving in the areas of plan development, goal writing, parent support, behavior support, and progress monitoringSupport data collection methods with team members and create data collection toolsCoach team members regarding reliable and valid data collection and data analysisCollaborate with team members to design data driven, goal based interventions and environmental supportsSupport student transitions between various educational settingsProctor district and state assessments by providing accommodations as listed in student IEP’s Collaborative Consultation with General Education Consult and collaborate with teachers to identify student behaviors of concernDetermine data collection methods with teachers and create data collection toolsCoach teachers regarding reliable and valid data collection and analysis proceduresCollaborate with teachers to design data-driven, goal-based interventions and environmental supportsCreate intervention materials as needed (e.g. visual supports, charts, checklists)Coach teachers through the implementation of effective intervention techniquesProctor interventions and provide appropriate supports which may include meeting with students to monitor progressConduct classwide instruction related to specific social, emotional, and/or behavioral needs Response to Intervention Team Participate in RtI team meetings to support the intervention processCollaborate with RtI team members to analyze data and define target academic concernsWrite goals with RtI team members to determine criteria for students successReview student progress to determine specific interventions and the necessary level of tiered instruction for studentsConsult with RtI team members to determine when case study may be warrantedGuide RtI team members regarding the process for reliable and valid data collection, data analysis, and appropriate documentationParticipate in an intervention to provide individual and/or group counseling for students as needed Parental Support Guide parents through the initial case study processProvide consultation and resources to support parents with specific student concerns in both the school and home settings Crisis Intervention Participate in the mobilization of various resources relevant to the specific crisis situationProvide direct intervention and/or support to staff, students, and parents/communityCrises may include but are not limited toSelf-harmSuicide attempt or ideationThreat to othersDeath (student, family, or staff)National crises MENTAL DEMANDS Knowledge The employee must have foundational knowledge and understanding of child growth and development, learning assessment and diagnosis, psychological research related to learning, State and Federal special education laws and regulations and best practices in school psychology. Ability The employee shall engage in the collaborative dialogue with peers; maintain records and prepare reports; communicate effectively both orally and in writing; read, interpret, apply, and explain policies and procedures; meet the requirements of schedules and time lines; take professional initiative; plan and organize work independently; read a variety of materials; engage in ongoing professional development; implement a student centered approach to problem-solving and conflict-resolution; ability to work cooperatively and effectively with other certified and non-certified personnel, parents, and community members. Education/Preparation The employee shall possess the equivalent of a Master’s Degree plus additional hours of study in the field of school psychology; completion of a School Psychologist preparation program through an accredited university or college; completion of a 1-year School Psychologist internship; successful completion of State proficiency exams; and possess/maintain appropriate licensure through the State of Illinois. Reasoning The employee must have the ability to solve practical problems in situations where only limited standardization exists. Ability to interpret instructions provided through written and oral form. PHYSICAL DEMANDS While performing the duties of this job, the employee is regularly required to stand, walk, talk or hear, and taste or smell. The employee frequently is required to use hands to handle or feel instructional materials and school psychologist resources. The employee is occasionally required to sit; climb or balance; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. WORK ENVIRONMENT The employee shall possess personal computing skills with the following types of software including web browsers, word processing, spreadsheet, and databases and student database systems. The employee shall use board approved school psychologist resources, technology, and assistive technology. While performing the duties of this job, the employee works in a school setting with children, occasionally works in outdoor weather conditions, and is subject to noises associated with an educational environment. The mental demands, physical demands, and work environment characteristics are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to allow an employee with disabilities to perform the essential functions.