School Psychologist - 26/27 SY

Job Title: School Psychologist 

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: April 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 to support the academic, social, and emotional success of all students. This role specializes in the assessment of learning and behavioral barriers, the design of data-driven interventions, and the leadership of the Evaluation Team Report (ETR) process. Whether in-person or virtual, the School Psychologist ensures rigorous adherence to IDEA standards and the Ohio State Board of Psychology ethical mandates.

Minimum Qualifications:

• Valid license to practice school psychology issued by the Ohio State Board of Psychology.
• 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.
• Proficiency in virtual assessment platforms and digital compliance management.
• Experience in a fast-paced environment analyzing complex multi-source data sets.

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.

Evaluation Leadership

• Serves as the primary lead for initial and re-evaluations.
• Determines the need for further assessment and synthesizes data into a comprehensive Evaluation Team Report (ETR).
• Manages special education legal timelines at assigned buildings.

Assessment of Student Learning

• Administers and interprets cognitive, achievement, and social-emotional assessments.
• Ensures all virtual testing maintains validity and security protocols.
• Analyzes student data through a lens of equity to ensure assessments are unbiased and reflect the student’s background.

MTSS Partnership

• Serves as an active partner in the District Multi-Tiered System of Supports (MTSS) and Positive Behavior Intervention Support (PBIS) teams.
• Provides partnership to instructional staff regarding classroom-wide management strategies and data collection.

FBA/BIP Support

• Assists with Functional Behavioral Assessments (FBA) and the development of Behavior Intervention Plans (BIP).
• Partners with the behavior team to ensure interventions align with the student's psychological needs and ETR findings.

Meeting Facilitation

• Schedules and leads Evaluation Team meetings (virtually or in-person).
• Ensures all compliance components under IDEA are met timely and accurately.

Crisis Response

• Serves as an active member of the District Crisis Team.
• Provides risk assessments and short-term crisis intervention.

Professionalism

• Maintains the ethical standards and professional code of conduct defined by the Ohio State Board of Psychology and the National Association of School Psychologists (NASP).
• Participates in high-quality professional development regarding Ohio school law and clinical advancements.

Knowledge, Skills and Abilities

Knowledge of:

• Ohio Operating Standards for the Education of Children with Disabilities.
• Ohio State Board of Psychology administrative rules and ethical codes.
• Range of special education services, tiered supports, and psychometric principles.

Skilled in:

• Technical writing of comprehensive and actionable psychoeducational reports.
• Virtual platform management for assessment and conferencing.
• Collaborative problem-solving and active listening.

Ability to:

• Handle a multitude of tasks and high-volume caseloads simultaneously.
• Make decisions based on the best interest of students and equity.
• 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.