Elementary School Psychologist

Overview
Clawson Public Schools is currently seeking a full-time elementary school psychologist, beginning January 5, 2026. This position is in-person and supports students in grades TK-5. Clawson Elementary has 540 students and the special education continuum includes our resource room program and the Center Based Integrated ASD program. Our retiring school psychologist has set up the position nicely in that most special education testing has been completed for the year. We are seeking a highly organized, energetic, flexible, and supportive team member.

Required Qualifications

• Candidate must meet Michigan State Department of Education criteria for Full or Temporary Approval as a School Psychologist and have at least a Master's Degree
• Must have either a valid Michigan School Psychologist Certificate or a Preliminary School Psychologist Certificate
• Knowledge of special education rules and regulations
• Experience in working with students who manifest a wide range of abilities
• Nonviolent Crisis Intervention training or the willingness to be trained
• The ability to provide leadership/mentoring to peers related to the requirements of the IDEA and the Michigan Administrative Rules for Special Education (MARSE)

Preferred Qualifications

• Experience in leading problem-solving teams (i.e. Child Study) through data-based decision-making
• Experience administering both standardized and informal assessments (observations, curriculum-based measures, dynamic assessments, etc. for Initials and Reevaluations
• Experience with positive behavior management and universal strategies to support students with social, emotional, and behavioral needs
• Ability to develop and maintain acceptable relationships with school staff
• Ability to clearly express ideas and concepts verbally and in writing
• Experience with supporting youth and their families, while also working with community agencies
• Ability to develop modifications and accommodations to general education curriculum
• Knowledge of typical school age behavioral conditions such as intellectual disabilities, traumatic brain injury, autism and special education regulations

Essential Responsibilities

• Participates as a member of the building support teams and ASD Center Program teams to assist all students in making progress. This includes serving as a data expert, program expert and assessment expert.
• Interprets psychological data to Multi-Disciplinary Teams, Individual Education Planning Teams, teachers, professionals, and parents.
• Uses data-based decision making to lead a problem-solving model in dealing with student academic and behavioral concerns.
• Participates and/or facilitates crisis/threat assessments, collaborating with team members and sharing results with families.
• Consults with principals, staff members, and parents/guardians to assist students in making academic progress.
• Reviews, analyzes and revises implementation plans and interventions.
• Evaluates, assesses, implements, and updates support programs and interventions
• Monitors integrity of strategies and plans.
• Conducts Individualized Educational Planning Team meetings and training on IEP guidelines.
• Recommends or participates in the development of alternative academic and behavior strategies to general education staff, special education staff and parents.
• Determines functional behavior capabilities of students in classroom to design behavioral interventions.
• Analyzes functional behavior and multi-faceted behavior interventions.
• Helps students develop important skills like problem-solving, anger management, and effective communication.
• Coordinates with special education district staff to collect, monitor and analyze data for ensuring instructional strategy effectiveness.
• Helps parents understand their child's needs and navigate the special education process, while also connecting them with community services as needed.
• Gathers and analyzes data on academic and behavioral trends to evaluate the effectiveness of school programs.
• Works with school leaders to implement programs, strategies, and policies that promote a positive school environment for all students.
• Addresses issues like bullying, substance abuse, and violence to create a safer and more positive school climate.
• In the event of a school-wide tragedy or disaster, provides crisis prevention and intervention services to the entire school community.
• Performs other duties as assigned by the Special Education Administration or Building Principal.

Essential Physical Functions Mobility

• Standing and walking: School psychologists frequently move throughout the school building, walking between their office, classrooms, and other campus locations.
• Sitting: The job requires sitting for extended periods, particularly when administering tests, writing reports, or consulting with students and staff.
• Moving between school sites: Psychologists serving multiple schools need the ability to drive or otherwise transport themselves to different locations. Strength and lifting
• Lifting and carrying: It is necessary to frequently lift and carry assessment materials, files, and other equipment. The weight is typically in the light to moderate range, with specific job descriptions mentioning lifting up to 25 to 50 pounds on an occasional basis.
• Pushing/pulling: Maneuvering a rolling cart full of test kits and other materials is a common task.
• Managing physical outbursts: In rare circumstances, a psychologist may be required to intervene physically to ensure student safety. Flexibility and coordination
• Bending, stooping, and kneeling: An elementary school setting often requires getting to a child's level, which involves kneeling, crouching, or sitting on the floor in classrooms.
• Reaching: Reaching with hands and arms to retrieve or store materials is a frequent part of the job.
• Manual dexterity: Basic manual dexterity is needed to handle materials, operate computers, and write.

Sensory abilities

• Vision: The role requires sufficient vision for tasks such as reading and interpreting assessment materials, analyzing data on a computer, and observing students' nonverbal cues during assessments and interactions.
• Hearing and speech: Clear verbal communication is vital for counseling students, consulting with staff and parents, and explaining assessment results. Good hearing is also necessary to listen to and understand others.

If you are committed to making a difference in the lives of students and thrive in a collaborative educational environment, we encourage you to apply for this rewarding position.

TO APPLY: Clawson is a member of the Oakland Human Resources Consortium

Job Type: Full-time

Pay: $43, $66,097.00 per year

Benefits:

• Dental insurance
• Health insurance
• Life insurance
• Paid time off
• Retirement plan
• Vision insurance

Work Location: In person