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Vancouver Public Schools School Psychologist in Vancouver, Washington

Effective 2022-23 school year

Part to full time positions

Posting Period: Open until filled

Fair Labor Standards Act Status: Exempt

We appreciate your interest in employment with Vancouver Public Schools (VPS). All applications are considered and reviewed. The most qualified and competitive applicant(s) that possess directly related experience and expertise, training, and education may be invited to participate in the interview/selection process. As part of the selection process, the District conducts confidential reference checks to include former and present employers and also requires a criminal background investigation. Unfortunately, due to the number of applications received, not all applicants will receive an interview.

Résumés should include education, relevant experience (including current position), and skills which highlight the qualifications of the position to which a person is applying.

All district employees are encouraged to review their personnel file periodically to ensure that their file includes current and relevant documentation that supports their education, experience, training, etc., as it relates to qualifications described on job postings.


  • Valid Washington State Educational Staff Associate (ESA) certificate for the role of School Psychologist

  • Master's degree, Education Specialist, or Doctorate in School Psychology or equivalent from an accredited college of higher learning

  • Knowledge of varied models and ability to apply methods of assessment and data collection

  • Knowledge of varied models and ability to apply strategies of consultation, collaboration, and communication applicable to students, parents, staff, & community agencies

  • Knowledge of biological, cultural, and social influences on academic skills; learning, cognitive, and developmental processes; evidence-based curricula and instructional strategies

  • Knowledge of biological, cultural, developmental, and social influences on behavior and mental health; and evidence-based strategies to promote social-emotional functioning

  • Knowledge of school and systems structure, organization, and theory; basic and special education

  • Knowledge of principles and research related to resilience and risk factors in learning and mental health, and ability to apply services in schools and communities to support multi-tiered prevention (Response to Intervention, Positive Behavior Intervention & Supports, Restorative Practices)

  • Energy and enthusiasm in working with students with disabilities

  • Knowledge in, or willingness to learn and use instructional technology, web-based special education programs/systems, scoring software

  • Knowledge and understanding of the impact of second language development on the evaluation process

  • Must possess a valid driver's license

  • Must provide own transportation

  • Ability to work cooperatively with students and their parents who are culturally, racially, and linguistically diverse

  • Advanced ability to use technology as an effective communication, planning and instructional tool

  • Willingness to participate in professional development courses aligned with the school and district initiatives

Essential Functions:

  • Leads or co-facilitates school problem-solving teams

  • Establishes collaborative culture to promote a positive teaching and learning environment

  • Provides psychological and counseling services to students with differing abilities

  • Conducts comprehensive evaluations of students referred to the multi-disciplinary team

  • Uses assessment data about the student(s) and their environment in developing positive behavior interventions and supports

  • Develop and plan interventions with teachers for students to support the teaching-learning process

  • Provides consultation to parents, teachers, other school personnel, and community agencies, as appropriate, to enhance the learning and adjustment of students

  • Assists in the planning, development, and evaluation of services to meet the needs of students

  • Actively engage students in using technology in individual and collaborative learning activities

  • Works in a flexible and cooperative manner to advocate for students

  • Treats co-workers, supervisors, students, parents and others with dignity and respect at all times

  • Serves as a positive role model for students and staff, and practices the behaviors that are expected of our students and staff

  • Maintains regular and punctual attendance and hours of operation as set by the assigned building/location and the Comprehensive Professional Agreement to carry out the duties and responsibilities of the position to achieve program requirements

  • Supervision of students

  • Other duties as assigned

Such alternatives to the above requirements and desirable qualifications may be made as the district finds appropriate and acceptable.