Special Education - PT SpEd Psychologist/Psychologist Intern (28888)

Title: Special Education Psychologist

Calendar/Contract: 182 Days + 10 extra contract days (typically 5 days before teacher start date and 5 days after school ends)

Salary Schedule: Educator Salary Schedule (multiply figures by 0.5 FTE factor; figures do not include pay for 10 extra days)
Hours: 4.0 hours/day | 20.0 hours/week

Benefits-Eligible : As outlined in the Benefits Guide

**TO INTERNAL QUALIFIED APPLICANTS: ENSURE YOU ARE MARKED AS AN INTERNAL CANDIDATE TO HAVE ACCESS TO THE INTERNAL APPLICATION. CLICK HERE FOR A GUIDE (WSD SSO REQUIRED)**

Application Note:
This position will remain open until filled after a minimum of five (5) working days. Applications will be reviewed prior to scheduling interviews. All applicants shall apply at wsd.schoolspring.com .

This position is funded, in full or in part, through grant allocations or enrollment-based funding sources. Employment is guaranteed through the current school year (or the upcoming school year if the posting occurs during summer). Continuation of employment (or the position’s hourly workload) beyond this period is not assured and is contingent upon the availability of future funding.

Pay:

Positions are paid on Educator salary schedule , based on years of experience and degrees held. Additional a nnual stipends are based on caseloads and school assignments as determined by the Special Education Department.

Position Summary:

The Special Education School Psychologist plays a critical role in supporting the educational, emotional, and behavioral development of students with disabilities. This position is responsible for conducting comprehensive psycho-educational assessments, and collaborating with multidisciplinary teams to develop and implement effective Individualized Education Programs (IEPs).

Key Responsibilities

• Assessment & Evaluation: Administer, score, and interpret comprehensive psychological and educational tests to determine student eligibility for special education services under IDEA and Section 504.
• IEP Development: Collaborate with educators, administrators, and parents as part of the multidisciplinary team to develop, implement, and monitor IEPs and Behavior Intervention Plans (BIPs).
• Consultation: Advise teachers and staff on inclusive classroom strategies, behavior management techniques, and differentiated instruction.
• Data & Compliance: Maintain accurate, confidential, and compliant records of student evaluations and interventions in accordance with district, state, and federal regulations.
• Administer and review assessments in relation to special education evaluations
• Direct student behavioral and academic interventions
• Consultation with school teams and parents in educational planning
• Social skills and behavioral training and supports with students
• Parent and teacher consultations
• Facilitate learning and help promote cognitive, personal, and social development to students of all ages at multiple locations in Weber School District
• Attend required district meetings and trainings
• Demonstrates professional ethics as outlined by the Utah Professional Practices Advisory Commission
• Conforms to district policies including attendance, absences and evaluations
• Perform other related duties, as assigned
• List of essential functions is not exhaustive and may be supplemented or adjusted to fit the requirements of the job
• Attendance is an Essential Function of this Position
• Physical presence at the worksite is an essential function of this position. The role requires in-person collaboration, direct interaction with team members, other staff, students, and/or guardians, and access to on-site equipment and resources.

Other Responsibilities:

• Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.

Qualifications:

• Masters degree or higher in School or Educational Psychology from an accredited university
• Current Utah Educator or DOPL License
• Internships available currently working on a degree in School or Educational Psychology through an accredited university
• Valid driver's license, vehicle in good working order, and vehicle insurance as daily travel to work sites will be required.

Preferred Experience:

• Knowledge and experience with the IEP process and Special Education
• Previous public school experience in administering and reviewing cognitive assessments

Requiired Skills, Knowledge, and Abilities (SKAs):

• Knowledge of: Federal and state special education laws (IDEA, Section 504, ADA), child and adolescent development, learning theories, and evidence-based mental health interventions.
• Knowledge of: Standardized psychological, behavioral, and educational assessment instruments and methodologies.
• Skill in: Analyzing complex academic and behavioral data to translate findings into actionable, student-centered interventions.
• Skill in: Technical writing to produce clear, concise, and legally defensible psycho-educational evaluation reports.
• Ability to: Communicate effectively and empathetically with diverse populations, including students, parents, educators, and community agencies.
• Ability to: De-escalate high-stress situations, exercise sound professional judgment, and maintain strict confidentiality.
• Ability to: Manage time efficiently, prioritize caseloads, and meet strict regulatory deadlines for evaluations and IEP meetings.

Work Environment:

• Work is primarily performed in standard school building environments, including private offices, conference rooms, and active classrooms.
• The environment involves frequent interruptions, shifting priorities, and interactions with students experiencing behavioral or emotional distress.
• Requires driving or traveling between multiple school sites within the district during the workday.
• Standard school contract hours.

Physical Demands:

• Mobility: Ability to navigate and move freely throughout school campuses, classrooms, and administrative offices.
• Sitting/Standing: Prolonged periods of sitting at a desk or computer terminal for report writing and testing, interspersed with standing and walking.
• Communication: Ability to hear and speak clearly to exchange information in person and over the telephone, and to conduct verbal assessments.
• Visual Acuity: Close visual acuity required to read standardized test protocols, observe student behavior, and view computer screens.
• Dexterity: Manual dexterity of hands and fingers to operate a computer keyboard, mouse, and testing materials.
• Lifting: Occasional lifting, carrying, pushing, and/or pulling of light objects (typically up to 15–20 lbs, such as assessment kits, files, or laptop bags).

WEBER SCHOOL DISTRICT IS AN EQUAL OPPORTUNITY (EEO) EMPLOYER