Hybrid School Psychologist - 26/27 SY

Job Title: School Psychologist

 (Traditional, Hybrid, and Virtual)

Reports To: Executive Director of Diverse Learners and Whole Child Support / Building Principal

Job Code Number: [Insert Number]

Contract Length: 197 Days (194 work days, 3 flex days)

Exempt/Nonexempt: Exempt

Department: Diverse Learners and Whole Child

Last Updated: February 2026

Reynoldsburg City Schools is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. At Reynoldsburg, our educators embody the principles outlined in Our Portrait of an Educator, inspiring students to innovate, collaborate, and excel. For more information, visit https://www.reyn.org/about-rcs/mission-vision-values.

Primary Job Function:

The Reynoldsburg City Schools’ School Psychologist is responsible for providing comprehensive psychological services including counseling, instruction, and mentoring for students struggling with academic, social, emotional, and behavioral concerns. This role focuses on assessing barriers to learning and collaborating with staff to determine the best instructional and behavioral strategies to improve student outcomes. In virtual or hybrid capacities, the School Psychologist utilizes digital platforms to conduct assessments and facilitate compliance meetings while maintaining rigorous adherence to IDEA standards.

Minimum Qualifications:

• Valid Ohio Pupil Services License in School Psychology issued by the Ohio Department of Education and Workforce.

• Demonstrated knowledge of federal (IDEA) and state (Ohio Operating Standards) special education laws.

• Ability to pass BCI/FBI criminal background checks.

Preferred Qualifications:

• 3-5 years of experience in a public school setting.
• Experience in a fast-paced environment analyzing complex data sets.
• Proficiency in virtual assessment tools and digital meeting facilitation.

The following requirements apply to all positions designated as Hybrid:

• Onsite Presence: The School Psychologist will attend professional development, building meetings, and department meetings in person.
• In-Person Testing: The School Psychologist will conduct all testing during the evaluation process in person and onsite at the students’ schools within the Reynoldsburg City Schools District.
• Schedule: Onsite requirements must be met a minimum of 3 days per 5-day school week (or 80% during non-5-day school weeks) during standard school hours.
• Meetings: While Evaluation Team meetings are permitted to be held virtually, in-person meetings are preferred. Virtual evaluation team meetings will only be held as a last option.

Essential Duties and Responsibilities: Primary functions may include the following duties, responsibilities, skills, abilities, and other characteristics. This list of tasks is ILLUSTRATIVE ONLY and is not intended to be a comprehensive listing of tasks performed by all positions within this classification.

OTES Standards for Pupil Services & Instructional Support

• Focus for Learning: Uses data from multiple sources to set measurable goals and align interventions with the student's Individualized Education Program (IEP) and Evaluation Team Report (ETR).
• Knowledge of Students: Analyzes student social, emotional, and cognitive development to tailor culturally responsive assessments and interventions.
• Assessment of Student Learning: Administers I.Q. tests, achievement tests, and specialized assessments to determine eligibility for services; ensures all virtual testing maintains validity and security protocols.
• Professionalism: Maintains the ethical standards of the National Association of School Psychologists (NASP) and participates in high-quality professional development regarding Ohio school law and clinical advancements.

Special Education Compliance & Management

• Evaluation Leadership: Manages the special education process at assigned buildings, performing initial evaluations and re-evaluations for suspected disabilities.
• Report Writing: Compiles and organizes data for comprehensive psychoeducational reports as required by state and federal regulations.
• Meeting Facilitation: Schedules and leads Evaluation Team meetings (virtually or in-person) ensuring all compliance pieces under IDEA are met timely and accurately.

Intervention & MTSS Support

• MTSS Leadership: Leads the District Multi-Tiered System of Supports (MTSS) process and Positive Behavior Intervention Support (PBIS) teams.
• FBA/BIP Development: Conducts and assists with Functional Behavioral Assessments (FBA) and the development of Behavior Intervention Plans (BIP).
• Staff Consultation: Provides consultation to staff on interventions, data collection, and instructional strategies; monitors proper implementation through observations and coaching.

Student & Family Support

• Crisis Response: Provides counseling to students in crisis and serves as an active member of the District Crisis Team.
• Direct Services: Provides group and individual lessons on social skills development and behavioral health.
• Parental Engagement: Collaborates with families to enhance home-school collaboration and provides referrals to community support services as needed.

Knowledge, Skills and Abilities

Knowledge of:

• District, local, state, and federal special education laws (IDEA, Section 504).
• Range of special education services and tiered supports.
• Culturally responsive curriculum-based measures and observations.
• Negotiated bargained agreements within a school district.

Skilled in:

• Effective, active listening and oral/written communication.
• Organizing complex data into concise, actionable reports.
• Visionary leadership and collaborative problem-solving.
• Virtual platform management for assessment and conferencing.

Ability to:

• Handle a multitude of tasks simultaneously under constant pressure.
• Make decisions based on the best interest of students and equity.
• Work effectively with persons of varied cultural and educational backgrounds.
• Maintain compliance while working in traditional, hybrid, or virtual settings.

PHYSICAL DEMANDS & WORKING CONDITIONS: 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 accommodation may be made to enable individuals with disabilities to perform the essential functions in keeping with law.

Physical Demands – While performing the duties of this job, the employee is regularly required to communicate with others. The employee is required to sit or stand and move around for extended periods of time. While performing the duties of this job the employee must be able to push, pull, lift and carry over 25 pounds on occasion. In virtual roles, extended periods of screen time and computer usage are required.

Working Conditions – The employee in this position may experience occasional exposure to blood, bodily fluids and tissue. The employee may also be required to interact with unruly children. Virtual environments require a secure, confidential, and quiet workspace to ensure student privacy (FERPA).

Driving Requirement – This position may require driving to various school sites or events.

This job description is subject to change and in no manner states or implies that these are the only duties and responsibilities to be performed by the employee. The employee will be required to follow the instructions and perform the duties required by the employee’s supervisor and or appointing authority.