School Psychologist

The Rosendale-Brandon School District is seeking qualified candidates for a full time School Psychologist position beginning with the 2023-2024 school year. Qualified applicants should be positive, self-motivated individuals who are passionate about developing all learners’ abilities. Applicants with strong communication skills are also preferred. Candidates must demonstrate excellent written and verbal communication skills, be highly organized, and have intimate knowledge of best practices within the field of response to intervention and special education (including FBA, BIP and IEP best practices). Applicants must possess a thorough knowledge in the area of student assessment, intervention, and prevention strategies. Successful applicants will also have experience in trauma informed care strategies, AODA prevention, de-escalation strategies, and individual and group counseling. Appropriate Wisconsin certification is required. Job Description

Interested parties should apply through WECAN and provide a resume, three professional letters of recommendation, transcript(s), and a copy of their teaching license. A letter of interest should also be emailed to Jessica Sinor-Vanne at; the position remains open until filled and qualifies for a Sign-On Bonus


Purpose Statement: The SCHOOL PSYCHOLOGIST is directly responsible for the psychological assessment
of academic, social, emotional, and behavioral domains utilizing problem-solving and standardized
evaluations. The School Psychologist monitors the completion of case study evaluations and participates
in Individual Education Plan (IEP) conferences and problem-solving meetings designing systems,
programs and services that maximize students’ social, emotional, and educational success. In
collaboration with staff, families, students, and communities the school psychologist promotes effective
educational environments.

Reports to:
Pupil Services Director

● Supervises the behavior of students in the classroom, throughout the school, and on
educational trips
● Provides input to supervising administrator regarding teaching assistants assigned to classroom
Essential Functions:

● Conduct psychological assessments and interpret results for students and participate in IEP
conferences, team meetings, and problem-solving meetings.
● Provide individual, group, and family therapy per IEP requirements.

● Monitor completion of case study evaluations and participate in IEP conferences and problem-
solving meetings.

● Lead crisis intervention efforts and provide insight into the development of functional
assessments and behavior intervention plans.
● Integrate psychological services into the classroom environment as appropriate.
● Provide assistance to staff in the design and implementation of appropriate interventions and
accommodations for students.
● Evaluate and/or translate research into practice and understand research design and statistics in
sufficient depth to plan and conduct investigations and program evaluations for improvement of

● Contribute to program development that furthers the integration of social, coping, and problem-
solving in the classroom.

● Provide support services to parents/guardians as needed.
● Coordinate and/or collaborate with a range of individuals/agencies to promote and provide
comprehensive services to students and families.
● Provide and/or assist in professional development for staff, parents, and/or community.
● Participate in professional growth activities on an ongoing basis including recertification for CPI,

workshops, in-services, professional reading materials, and/or other available offerings.
● Proficiently use technology to communicate, compile reports, and collect data.
● Participate in building or program activities and meetings as appropriate.
● Assume appropriate roles as adult model, behavior manager and educator.
● Possess effective decision-making, managerial, communication and organizational skills
● Possess strong analytical/evaluative ability
● Demonstrate ability to develop and maintain professional working relationships with all
stakeholders to promote the academic programs and welfare of the District
● Demonstrate a leadership style that is active, dynamic, and collaborative
● Demonstrate understanding / utilization of board policy, state law, and federal regulations in
● Possess knowledge of learning processes, appropriate instructional interventions to meet
students’ needs, and the ability to implement and assess their effectiveness
● Holds a School Psychologist License
● Possess a minimum of five years experience working directly with students
Physical Requirements:
● Prolonged periods sitting at a desk
● Must be able to have repetitive wrist/hand/finger movement to work on a computer and/or
other related office equipment
● Regularly required to drive to other locations
● Position can require some degree of physical interaction with students who have difficulty
controlling physical behavior
● Must be able to traverse all areas of the school quickly, including indoor and outdoor areas, in
order to assist students, as well as lead students to safety in the event of an emergency

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