Student Support Services-Licensed | District Wide


We are accepting applications for School Psychologists and Interns!      
Interns encouraged to apply; it is a paid internship.

Hours may vary based on building/program needs
Executive Director of Special Education/Student Services, Building Principals

  • Licensed as a School Psychologist in the state of Minnesota¬†


  • 2-5 years‚Äô experience working in an education setting
  • Certification from the National Association of School Psychologists¬†

The school psychologist functions as a member of a multi-disciplinary team by collaborating with educators, administrators, support staff, families, and other mental health professionals to create safe, healthy and supportive learning environments for students and to strengthen connections between home and school.  The school psychologist provides a full range of school psychological services to students ages 0-21 including screening and assessment, consultation and advisement, and program evaluation to help school staff recognize and provide for the individual differences and needs of all children and ensure their academic, social, and emotional success.
Provides collaborative consultation to parents, teachers, and other appropriate staff; assists school teams with suggestions and implementation of RtI, pre-referral intervention strategies, and classroom accommodations to facilitate improved student performance in the classroom and at home

  • Engages in consultation processes with educators and parents, consistent with established models; participates in integration of all available data pertaining to students (home, school, community-based)
  • Assists with the development of intervention and accommodation plans; provides jargon free and understandable recommendations to staff and parents
  • Keeps current with literature on crisis prevention and early intervention
  • Develops and maintains a regular building schedule and informs building level staff of variations in schedule availability; actively participates in school meetings and on school teams; is punctual for appointments and meetings within buildings
  • Maintains a log of consultation activities

Screens and evaluates referred children including selecting appropriate instruments, administering assessments, completing observations, and writing reports which state the evaluation findings and provide for educational program recommendations

  • Selects evaluation techniques appropriate to the referral concern
  • Follows best practice guidelines in all evaluation and diagnostic practices (e.g. standardized administration, rapport building, ethical evaluation behaviors)
  • Interprets and communicates psycho-educational evaluation results in written and oral communication to the team and parents; provides an accurate and technically correct interpretation of the evaluation data available; provides information in a jargon-free and understandable manner
  • Actively listens to and assists with questions regarding evaluation data and information provided by other members of the team
  • Effectively makes determination of need for outside resource referral and need for further evaluation or consultation with other staff
  • Participates in team decision-making regarding eligibility for special education services and contributes to documentation of eligibility in written reports
  • Adheres to the ethic standards and codes of the profession and to the established rules, regulations, and laws governing special education

Participates as a member of the Individualized Education Program (IEP) team, contributing evaluation findings and collaborating on the child’s education program

  • Has knowledge of the building special education meeting schedule; meets with building staff to set priorities for attendance at building meetings
  • Has appropriate materials ready and is well prepared to present information at meetings
  • Provides input to IEP teams regarding direct service activities, appropriate methods and/or skill training curricula
  • Works cooperatively to accomplish the goals of the IEP

Provides direct services through a variety of methods including crisis intervention, early intervention services, classroom presentations, co-teaching, and in-service training

  • Schedules and is present for individual/group sessions
  • Fosters active involvement of individuals and groups in sessions; recognizes and utilizes current and motivating teaching techniques; demonstrates ability to adjust to and use new approaches
  • Maintains appropriate data on students to document current levels of performance and other pertinent information; re-evaluates, as appropriate, to determine extent of progress and effectiveness of therapy
  • Informs parents, students, and school staff of the goals and objectives of direct service activities
  • Engages in crisis intervention
  • Provides in-service training to school personnel; is well prepared and informed on topics to be addressed; assesses level of audience and the need to adjust material to their specific needs
  • Accomplishes evaluation of in-service activities

Participates in decision making regarding the development and delivery of District school psychology services

  • Supports and implements District policies, regulations, procedures, and administrative directives; demonstrates loyalty to the District
  • Attends all scheduled school psychologist meetings unless otherwise excused
  • Participates in district and school level planning for crisis prevention
  • Submits records, reports, and assignments promptly and efficiently
  • Reviews and evaluates new/revised evaluation instruments and procedures and makes determinations regarding their acquisition and use in the District
  • Elicits feedback from schools regarding psychological services and what changes or activities may be needed
  • Participates in District level committees
  • Communicates psychological principles and information in a useable and practical manner for broad use with schools or systems
  • Participates in activities that promote professional development and uses clinical/educational research to enhance therapy services

Provides immediate supervision of school psychologist interns and support staff, when applicable

  • Uses effective and current teaching techniques and feedback processes in instructing interns
  • Makes certain interns are oriented to department practices and activities
  • Provides regular supervision and consultation
  • Actively assesses progress of interns’ skills and professional development; provides feedback to district supervisor as well as educational/training facilities as requested
  • Facilitates development of internship experience which fulfills specific program requirements and affords opportunities to develop skills in specific areas of interest to the intern
  • Directs and monitors the activities of assigned support staff

Consults with community, health, and social service agencies regarding students

  • Informs parents, students and educators of community-based resources as needed
  • Recognizes and operates within ethical standards regarding referral
  • Maintains working and cooperative relationships with outside agencies
  • Respects the confidentiality of communications, releases of information, etc.
  • Provides school-related evaluation information to community, health, and social service agencies to improve functioning of students through diagnosis, treatment, and post-secondary placements
  • Gathers diagnostic and follow-up information as needed by physicians, therapists, etc.

Other duties as assigned
PHYSICAL FACTORS:  Frequent:  walking, standing, sitting, hearing, talking, and seeing
All Employees of Saint Cloud School District 742 are responsible to support District goals, to work collaboratively and respectfully with diverse populations of staff, students and parents and to model and promote a welcoming working and learning environment.  Employees are expected to support and adapt to change and to demonstrate commitment to continuous performance improvement.  Employees are responsible to establish and maintain effective communication with students, teachers, support staff, colleagues and parents, respect confidential matters, encourage a safe and secure environment throughout the District, and to be dependable and accountable in the performance of their work
It is the prerogative of the District to assign staff so as to best meet the needs of the District