Bachelor's or Master's degree in School Psychology, active School Psychologist license and minimum 1+ years School Psychologist experience required. Applicants who do not meet these qualifications will not be considered.
A school psychologist position is available in the Nashville, TN area, offering the opportunity to support student development and well-being within an educational setting. This role involves travel between schools to provide comprehensive psychological services tailored to diverse student populations.
Key Responsibilities:
- Conduct psychological assessments and evaluations to identify student needs.
- Develop and implement intervention plans to support academic, social, and emotional growth.
- Collaborate with teachers, parents, and administrators to create supportive learning environments.
- Provide counseling and crisis intervention services as needed.
- Participate in multidisciplinary team meetings and contribute to individualized education programs (IEPs).
- Maintain accurate documentation and adhere to ethical standards and legal requirements.
Qualifications:
- Masters or Doctoral degree in School Psychology or related field.
- Valid licensure or certification as a School Psychologist in Tennessee.
- Strong knowledge of child development, learning disabilities, and behavioral issues.
- Experience with psychological assessments and interpretation.
- Excellent communication, interpersonal, and organizational skills.
- Willingness and ability to travel between multiple school sites.
Benefits:
- Exposure to diverse student populations and school environments.
- Opportunity to make a meaningful impact on students academic and emotional success.
- Collaborative work setting with education professionals.
- Professional development opportunities related to school psychology.
This position suits professionals committed to fostering student well-being through psychological expertise and collaboration. Apply today to contribute your skills toward enhancing educational outcomes for children and youth.
