Mt Pleasant Community School District

Part-Time School Psychologist, Therapeutic Classroom

Job Title: School PsychologistDepartment: Therapeutic ClassroomEmployment Status: Part-TimeReports to: Therapeutic Classroom Administrator

Job Overview

The School Psychologist provides assessment, consultation, and intervention services for students in Mount Pleasant Community Schools' therapeutic classrooms. As a member of a multidisciplinary team, the school psychologist supports the design, implementation, and evaluation of individualized programming for students with significant social, emotional, behavioral, and mental health (SEBMH) needs.

The position collaborates with staff, families, and service providers to strengthen student skills, support academic engagement, and facilitate successful transitions to home school settings. Priorities and schedules will be established with the administrator to align responsibilities with the part-time assignment. There is potential for some remote work with this position.

Job Functions

• Collaborate with the therapeutic classroom team to design, implement, and evaluate evidence-based academic, behavioral, and social-emotional supports;
• Conduct and interpret assessments within the scope of professional credentials and assigned responsibilities to inform student programming and educational decisions;
• Lead or support functional behavior assessments and the development, implementation, and monitoring of Behavior Intervention Plans (BIPs);
• Provide individual and small-group interventions to develop emotional regulation, coping, problem-solving, social, and self-management skills;
• Consult with teachers and associates regarding instructional strategies, positive behavior supports, classroom environments, and individualized interventions;
• Support staff in using trauma-sensitive and culturally responsive practices;
• Assist with crisis prevention, de-escalation planning, and post-incident review within assigned responsibilities and district procedures;
• Establish and support data collection systems to monitor student progress, intervention effectiveness, and program outcomes;
• Participate in student support, IEP, and Section 504 meetings as appropriate;
• Collaborate with families, home school teams, AEA personnel, and community providers to coordinate supports;
• Support individualized transition plans, including readiness indicators, gradual reintegration, and follow-up monitoring;
• Provide staff consultation and professional learning related to student behavior, mental health, and effective interventions;
• Maintain positive working relationships and demonstrate behaviors consistent with the district's core values, vision, and mission;
• Maintain confidentiality and complete required records and reports;
• Engage in ongoing professional learning;
• Maintain regular, predictable attendance consistent with the assigned schedule; and
• Perform other duties consistent with the position, professional credentials, and part-time assignment.

Confidential Information

This position has access to highly confidential student and family information. A background check is required. Confidentiality must be maintained in accordance with district policies and applicable requirements.

Education, Experience and Knowledge

Knowledge, Skills, and Abilities

• Understanding of students with significant SEBMH needs and the impact of those needs on learning and participation;
• Knowledge of school psychological assessment, evidence-based interventions, functional behavior assessment, and behavior intervention planning;
• Ability to interpret data and translate findings into practical recommendations for staff and families;
• Knowledge of special education, Section 504, student confidentiality, and professional ethical standards;
• Skills in consultation, collaboration, crisis prevention, and trauma-sensitive and culturally responsive practices;
• Strong communication, organizational, and problem-solving skills; and
• Ability to work independently, manage priorities within a part-time schedule, and contribute to multidisciplinary decisions.

Education and Experience Required

• Graduate degree in school psychology from an approved preparation program;
• Valid licensure or certification appropriate to practice as a school psychologist in Iowa; and
• Experience assessing student needs and developing individualized academic, behavioral, or social-emotional interventions.

Education and Experience Preferred

• Successful experience supporting students with significant SEBMH needs;
• Experience in therapeutic classrooms, alternative settings, or intensive behavioral support programs;
• Experience supporting program design, implementation, and evaluation; and
• Experience collaborating on student transitions and reintegration into home school settings.