Community Unit School District 300
School Psychologist (1.0 FTE) for 24/25SY - (.6) Algonquin Middle School and (.4
Community Unit School District 300, Algonquin, Illinois, United States, 60102
School Psychologist (1.0 FTE) for 24/25SY - (.6) Algonquin Middle School and (.4) District-Wide
Join to apply for the
School Psychologist (1.0 FTE) for 24/25SY - (.6) Algonquin Middle School and (.4) District-Wide
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Community Unit School District 300 School Psychologist (1.0 FTE) for 24/25SY - (.6) Algonquin Middle School and (.4) District-Wide
2 months ago Be among the first 25 applicants Join to apply for the
School Psychologist (1.0 FTE) for 24/25SY - (.6) Algonquin Middle School and (.4) District-Wide
role at
Community Unit School District 300 2025-2026 School Year
School Psychologist - (.6) Algonquin Middle School and (.4) District-Wide 2025-2026 School Year
School Psychologist - (.6) Algonquin Middle School and (.4) District-Wide
Description
School Psychologist to conduct case study evaluations, RTI data analysis, and psychological testing.
Duties And Responsibilities
Pick up district issued computer in August 2025 Attend Induction Academy I for teachers new to D300 on August 1st, August 4th, August 5th, and August 6th Engage in ongoing communication and consultation with administration, staff, and parents. Evaluate the student's relevant academic, cognitive, behavioral, and mental health functioning as part of a comprehensive evaluation. Participate in building level crisis teams to actively support students in behavioral crisis. Support in the coordination and facilitation of building level Educations Services meetings as it relates to special education referrals. This activity includes, but not limited to, scheduling and facilitating domain meetings, completing referral forms and related domain paperwork, monitoring the completion of the case study evaluation components, and the scheduling and facilitation of eligibility review meetings. It also involves data entry (startup) of My Service Tracker (or its successor) data. Monitor completion of case study evaluations (re-evaluations) within the building and participate in IEP conferences. Collaborate with the problem solving team/IEP team to conduct both simple and regular Functional Analyses (FAs) and develop/monitor simple and regular Behavioral Intervention Plans (BIPs). Integrate psychological services into the classroom environment as appropriate. Contribute to program development that furthers the integration of coping skills, and problem solving in the classroom. Collaborate with IEP teams in the design and implementation of appropriate support accommodations for students. Provide support services to parents/guardians as needed. Serve as liaisons to parents by helping them understand the intervention and evaluation processes and how they impact their child, thus, helping to ensure that parent input is integrated into each tier of intervention and subsequent evaluation. Coordinate and/or collaborate with a range of individuals/agencies to promote and provide comprehensive services to students and families. Maintain Crisis Prevention Intervention certification. Possess a working knowledge of Restorative Practices and facilitate the process to restore relationships with students/staff Maintain knowledge of trauma informed practices as they relate to a student’s social and emotional well-being. Observe students in the instructional environment in order to help identify appropriate strategies and supports, to identify barriers to accommodations, and to collect data. Work with team members and service providers to set realistic goals, design appropriate instructional strategies and progress monitor procedures, and periodically evaluate student progress for those receiving special education services. Maintain accurate, complete and correct records as required by law, district policy and administrative regulations Proficiently use technology to communicate, produce comprehensive individualized reports, and collect data. Make provisions for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms Participate in district and building level in-service workshops, staff meetings, problem solving, and PLC’s. Develop, implement and monitor student IEP needs in compliance with state and federal law and district procedures.
Qualifications
Illinois licensure with School Psychologist endorsement(s) required.
Application Procedures
Apply online.
Three step interview process that includes district and building process.
Selection Process
Applicants will be reviewed by District 300's Educational Services. Seniority level
Seniority level Entry level Employment type
Employment type Full-time Job function
Job function Health Care Provider Industries Primary and Secondary Education Referrals increase your chances of interviewing at Community Unit School District 300 by 2x School Psychologist (1.0 FTE) for the 2025_2026 School Year
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Travel School Psychologist in Glendale Heights, IL - Make $2547 - $2699/week
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Join to apply for the
School Psychologist (1.0 FTE) for 24/25SY - (.6) Algonquin Middle School and (.4) District-Wide
role at
Community Unit School District 300 School Psychologist (1.0 FTE) for 24/25SY - (.6) Algonquin Middle School and (.4) District-Wide
2 months ago Be among the first 25 applicants Join to apply for the
School Psychologist (1.0 FTE) for 24/25SY - (.6) Algonquin Middle School and (.4) District-Wide
role at
Community Unit School District 300 2025-2026 School Year
School Psychologist - (.6) Algonquin Middle School and (.4) District-Wide 2025-2026 School Year
School Psychologist - (.6) Algonquin Middle School and (.4) District-Wide
Description
School Psychologist to conduct case study evaluations, RTI data analysis, and psychological testing.
Duties And Responsibilities
Pick up district issued computer in August 2025 Attend Induction Academy I for teachers new to D300 on August 1st, August 4th, August 5th, and August 6th Engage in ongoing communication and consultation with administration, staff, and parents. Evaluate the student's relevant academic, cognitive, behavioral, and mental health functioning as part of a comprehensive evaluation. Participate in building level crisis teams to actively support students in behavioral crisis. Support in the coordination and facilitation of building level Educations Services meetings as it relates to special education referrals. This activity includes, but not limited to, scheduling and facilitating domain meetings, completing referral forms and related domain paperwork, monitoring the completion of the case study evaluation components, and the scheduling and facilitation of eligibility review meetings. It also involves data entry (startup) of My Service Tracker (or its successor) data. Monitor completion of case study evaluations (re-evaluations) within the building and participate in IEP conferences. Collaborate with the problem solving team/IEP team to conduct both simple and regular Functional Analyses (FAs) and develop/monitor simple and regular Behavioral Intervention Plans (BIPs). Integrate psychological services into the classroom environment as appropriate. Contribute to program development that furthers the integration of coping skills, and problem solving in the classroom. Collaborate with IEP teams in the design and implementation of appropriate support accommodations for students. Provide support services to parents/guardians as needed. Serve as liaisons to parents by helping them understand the intervention and evaluation processes and how they impact their child, thus, helping to ensure that parent input is integrated into each tier of intervention and subsequent evaluation. Coordinate and/or collaborate with a range of individuals/agencies to promote and provide comprehensive services to students and families. Maintain Crisis Prevention Intervention certification. Possess a working knowledge of Restorative Practices and facilitate the process to restore relationships with students/staff Maintain knowledge of trauma informed practices as they relate to a student’s social and emotional well-being. Observe students in the instructional environment in order to help identify appropriate strategies and supports, to identify barriers to accommodations, and to collect data. Work with team members and service providers to set realistic goals, design appropriate instructional strategies and progress monitor procedures, and periodically evaluate student progress for those receiving special education services. Maintain accurate, complete and correct records as required by law, district policy and administrative regulations Proficiently use technology to communicate, produce comprehensive individualized reports, and collect data. Make provisions for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms Participate in district and building level in-service workshops, staff meetings, problem solving, and PLC’s. Develop, implement and monitor student IEP needs in compliance with state and federal law and district procedures.
Qualifications
Illinois licensure with School Psychologist endorsement(s) required.
Application Procedures
Apply online.
Three step interview process that includes district and building process.
Selection Process
Applicants will be reviewed by District 300's Educational Services. Seniority level
Seniority level Entry level Employment type
Employment type Full-time Job function
Job function Health Care Provider Industries Primary and Secondary Education Referrals increase your chances of interviewing at Community Unit School District 300 by 2x School Psychologist (1.0 FTE) for the 2025_2026 School Year
Elementary School Psychologist (2025-2026 school year)
School Psychologist at Orchard Place Elementary School SY25-26
School Psychologist(s)- Long-term Leaves for 2025-2026 School Year
High School School Psychologist (2025-2026 School Year)
School Psychologist or School Social Worker - 1.0 FTE
Family and Consumer Sciences Teacher - 25/26 SY
School Psychologist - Bilingual (Spanish/English) (1.0 FTE) for 25/26SY
Early Childhood Special Education LBS1 Teacher
Special Education Instructional Teacher (Aspire Autism Program)
Travel School Psychologist in Glendale Heights, IL - Make $2547 - $2699/week
We’re unlocking community knowledge in a new way. Experts add insights directly into each article, started with the help of AI.
#J-18808-Ljbffr