District Clinical Psychologist

The Chariho Regional School District is seeking a full-time district Clinical Psychologist, 1.0 FTE possible assignment will be to an elementary school(s). Must have or be willing to obtain Awareness in structured literacy or its equivalent required. Job Description: Position Summary The Clinical Psychologist strengthens student access to learning by addressing social, emotional, and behavioral health needs through a Multi-Tiered System of Supports (MTSS). Grounded in evidence-based clinical practice, this role supports the district’s commitment to Social Emotional Learning (SEL) and the development of Learner Qualities by providing targeted mental health interventions, consultation, and systems-level support. The Clinical Psychologist partners with school-based teams, families, community providers, and Board Certified Behavior Analysts (BCBAs) to ensure students are supported holistically and equitably across Pre-K–12. Role Within MTSS The Clinical Psychologist primarily supports Tier 2 and Tier 3 mental health interventions and collaborates with Tier 1 systems to promote prevention, early identification, and student well-being. This role complements - but does not replace - school psychologists, counselors, social workers, BCBAs, and other student support personnel by providing clinical mental health expertise that extends beyond educational evaluation. Qualifications ➢ Rhode Island Department of Health Psychologist License. ➢ Rhode Island Department of Education School Psychologist Certificate. ➢ Experience working in Pre-K–12 public school or school-adjacent settings. ➢ Familiarity with districtwide SEL frameworks and learner-centered instructional models. ➢ Experience supporting students with complex trauma, anxiety, depression, or behavioral challenges. ➢ Experience collaborating with special education, student services teams, and BCBAs/behavioral support staff. Essential Duties and Responsibilities (other duties may be assigned) MTSS-Aligned Clinical Services ➢ Provide targeted individual and group counseling aligned to Tier 2 and Tier 3 MTSS supports. ➢ Conduct clinical screenings and mental health assessments to inform intervention planning and progress monitoring. ➢ Conduct comprehensive clinical psychological evaluations, including cognitive assessments, behavioral rating scales, social/developmental histories, and structured observations; formulate diagnoses when appropriate in accordance with established clinical guidelines. ➢ Complete Functional Behavioral Assessments (FBAs) to identify the underlying causes and functions of behavior. ➢ Develop, implement, and monitor individualized Behavioral Intervention Plans (BIPs) based on assessment data and best practices. ➢ Design and implement evidence-based interventions addressing anxiety, depression, emotional regulation, behavioral challenges, and trauma. ➢ Support students requiring intensive or wraparound mental health support. ➢ Participate in crisis response, safety planning, and re-entry planning following hospitalization or significant mental health events. ➢ Collaborate with BCBAs to support students with complex behavioral and mental health needs through coordinated intervention planning, functional understanding of behavior, and aligned therapeutic supports. SEL & Learner Qualities Integration ➢ Embed SEL competencies (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) into therapeutic and consultative work. ➢ Support the development of Learner Qualities, including: o Self-regulation and emotional resilience o Responsible decision-making and self-advocacy o Perseverance, reflection, and growth mindset o Healthy relationships and effective communication ➢ Collaborate with educators, counselors, and BCBA’s to align mental health supports with classroom expectations, behavior intervention plans and schoolwide SEL initiatives. Consultation & Collaboration ➢ Serve as a clinical consultant to MTSS teams, student support teams, and administrators. ➢ Partner with school psychologists, counselors, social workers, behavior specialists, and BCBAs to support complex student profiles. ➢ Consult with families to strengthen home–school connections and support continuity of care. ➢ Coordinate with outside mental health agencies, medical providers, and community-based organizations. Systems-Level & Preventive Support ➢ Contribute clinical expertise to Tier 1 prevention efforts, including staff training on traumainformed practices and student mental health. ➢ Support data-informed decision-making within MTSS through review of behavioral, attendance, and SEL-related data. ➢ Collaborate with BCBAs and district teams to analyze behavioral trends, intervention effectiveness, and proactive supports across tiers. ➢ Assist district leaders in aligning school-based mental health services with district priorities, equity goals, and learner-centered frameworks. Skills Required ➢ Ability to read, analyze, and interpret general business periodicals, professional journals, test data, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups, staff, parents, and the general public. ➢ Ability to calculate figures and amounts. ➢ Ability to utilize current technology for communication, data analysis, and access to research and instruction. ➢ Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret a variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. ➢ Ability to apply knowledge of current research and theory in specific field. Ability to establish and maintain effective working relationships with students, staff, and the community. Ability to communicate clearly and concisely both in oral and written form. Ability to perform duties with awareness of all district requirements and school committee policies. 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 regularly required to stand, walk, sit, and talk or hear. Specific vision ability required by this job includes close vision and distance vision. Frequently, driving is required to meet the demands of this job. Occasionally, yet essential to this position, the individual must meet deadlines with severe time constraints and interact with the public and with other workers. The position may require the employee to work irregular or extended hours, direct responsibility for the safety, well being, or work output of other people, and meet multiple demands from several people. 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 this environment may be loud, depending upon the activity in the particular part of the day and location.