Description
K-12 SCHOOL PSYCHOLOGIST
193 DAY CONTRACT (PENDING APPROVAL OF 25/26 SCHOOL CALENDAR)
2025-2026 SCHOOL YEAR
INSURANCE, RETIREMENT BENEFITS, PAID TIME OFF
REPORTS TO:
Special Education Director and Building Administration
NATURE AND SCOPE OF JOB:
Provide department leadership for building level special education team, teachers and staff.
Conduct evaluations and determine eligibility in compliance with IDEA and district
procedures.
PERFORMANCE RESPONSIBILITIES:
- Serve as the Special Education Department head within the assigned school building.
- Provide ongoing leadership and annual professional development for all staff in maintaining compliance with state and federal guidelines for child find, special education eligibility, IEP development and implementation.
- Provide leadership for special education case managers, assisting in the development and completion of evaluations, IEPs, FBAs, and BIPs as appropriate.
- Serve as LEA representative at IEP and MDT meetings. Coordinate with building staff around scheduling and participation in IEP and MDT meetings as appropriate.
- Collaborate with district and building teams around the development and implementation of both academic and behavioral tiered support systems and programs.
- Provide ongoing training and support to case managers around collecting and entering data into district data management system(s).
- Create and supervise special education paraprofessional schedule in collaboration with the building administration and special education director.
- Collaborate with teaching staff in the development of a variety of instructional strategies, to include resource and co-teaching strategies to meet the educational needs of all IEP students within the building.
- Provide leadership to IEP team members in completing observations and functional behavioral analyses of student behavior and writing effective behavior intervention plans.
- Model and educate school personnel and parents in the use of positive behavioral supports and in the appropriate implementation of academic and behavioral intervention plans.
- Develop, implement and provide ongoing support for staff around social/emotional goals/services for all IEP students.
- Coordinate and implement Tier III behavior programming for IDEA students.
- Provide direct counseling services to students as directed by the IEP or through the building’s counseling referral process.
- Use a wide variety of assessment techniques to evaluate students’ academic skills, learning aptitudes, personality and emotional development, adaptive behavior, and social skills.
- Interpret data collected from evaluations of referred students (e.g. standardized test data, normative test data, intelligence and other cognitive test data) and share information in a concise, organized, and educationally relevant evaluation report so that parents, staff, and others are able to understand the functioning level of specific students. From this data, must be able to give conclusions and recommendations for development of an IEP for the specific student as needed for programming.
- Ability to provide culturally and linguistically sensitive assessments and accurately interpret the results of those assessments within the context of a bilingual home and school setting.
- Provide leadership for all staff in maintaining the necessary confidentiality of information as it relates to students and staff they collaborate with on a daily basis.
- Demonstrates a willingness to perform other duties as requested by the special education director or building administration.
QUALIFICATIONS AND ABILITIES:
- Wyoming certification with a School Psychologist Endorsement, required. (Applicants must be able to obtain a certificate issued by the Wyoming Professional Teaching Standards Board (http://wyomingptsb.com/)
- WY State Certification from the Wyoming Board of Psychology.
- Understand IDEA and Wyoming rules that govern the operation of special education programs and services provided to students with disabilities.
- Experience leading a school based special education department.
- Knowledge of curriculum-based measurement and research-based practices in effective instruction and MTSS.
- Understanding of how the process of language acquisition, culture, background, development, and individual learning characteristics may influence student learning.
- Experience facilitating differentiated language acquisition and special education supports as well as implementing sensitive instructional interventions for bilingual learners.
- Ability to plan comprehensive academic and behavioral interventions, plans and specialized instruction.
- Experience conducting behavioral assessments, functional analysis, and developing and implementing behavioral or social skills interventions in both English and Spanish preferred.
The School District places employees on salary schedules on the basis of:
- Wyoming experience.
- Out-of-state experience up to 7 years.
- Degree – Bachelor's, Masters, or Doctorate.
- Semester Graduate Credits beyond Degree.
*Salary dependent upon approval of the 2025-2026 Compensation Package
24/25 Compensation package can be found here
Apply Here: https://www.applitrack.com/tcsd/onlineapp/default.aspx?Category=Student+Support+Services
PHYSICAL DEMANDS:
The physical demands 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 duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit on the floor depending on the age of the children. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs. 0 - 12 feet and on occasion up to 20 feet, such as boxes of books and AV/VCR carts. Occasionally the employee will bend or twist at the neck more than the average person, may need to lift arms to write on chalk or marking board and occasionally stoop, kneel, crouch and reach 0 - 24 inches and up to 36 inches above the head. The employee is directly responsible for the safety, well-being and work output of other people. Specific vision abilities required by this job include close vision such as to read handwritten or typed material,the ability to adjust focus, and exposure to screen(s) via technology. Hearing ability to monitor activity and presence of students and respond to communication with students and adults is required. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.
WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is normally low to moderate but may become loud when large groups are together in a room. The employee may be required to move from room to room to provide instruction and may have to maneuver in crowded hallways. Duties are typically performed indoors and occasionally outdoors, such as playground duty or when students are boarding or unloading buses. The employee may be exposed to unpredictable weather conditions. This position is typically performed in a hazard free, clean, and healthy environment.
DISCLAIMER:
This job description identifies primary responsibilities and is not intended to be a complete list of all tasks and activities. This job description is subject to change in response to student demographics, staffing factors, funding variables, modified operating procedures, and/or program/curriculum changes as directed by the Superintendent(s) or designee(s) of Teton County School District #1.
NOTICE OF NONDISCRIMINATION:
The Teton County School District does not discriminate on the basis of age, sex, race, color, religion, national origin, sexual orientation, gender identity or disability in admission or access to, or treatment or employment in, its programs and activities. Any person having inquiries concerning the school’s compliance with the regulations implementing the Americans with Disabilities Act (ADA) or Section 504 of the Rehabilitation Act of 1973 (Section 504) is directed to contact the Civil Rights Compliance Officer (Communications Coordinator), at the office of the School District , 307-733-2704, titleixcoordinator@tcsd.org or PO Box 568, 1235 Gregory Lane, Jackson, WY 83001.
FLSA: Exempt
Clearance: Background Check via Fingerprinting
