2026-27 SCHOOL YEAR
School Psychologist, 1.0 FTE
7 hours/day and start/end times vary by building (between 7:20 a.m.-4:00 p.m.); Monday-Friday; School Year + additional days (reference Appendix B-1 )
Student Support Services assigns School Building Location(s)
Certificated, Continuing**
**The district reserves the option to return to this pool for non-continuing, leave replacement positions. Candidates will be notified if they are being contacted regarding a non-continuing position.
$59,028-$115,278/year depending on prior school district experience; Up to ten years of comparable private-industry experience may be applied to salary placement with HR review/approval; Pay is annualized over 12 months (if hired after start of school year, spread over remaining months of fiscal year (Sept-Aug))
View positions listed in CEA Appendices for details around additional days, etc.
- Professional Development and Supply Allocation Funds:
The District will provide annually $700 per FTE employee for reimbursement of 1) Classes, conferences and/or workshops; 2) Purchase of work related materials (no gift cards may be purchased with these funds for any reason); 3) Certification Support
- New Certified Staff Funds:
The District will provide a one-time $400 per FTE reimbursement to new employees with one year or less previous teaching experience (includes substitute time) to support initial classroom setup and supply needs. Does not apply to partial year leave replacement contracts.
Paid leave ; If utilizing flexible hours/schedule, position hours must generate at least 630 work hours in the current school year for the following to apply: Medical , dental , vision , and basic life and AD&D insurance ; retirement plan ; deferred compensation ( DRS and TSA )
Valid Washington State ESA School Psychologist Certificate ; Valid Washington State Driver’s License and personal transportation; WSP/FBI criminal history background clearance
- Please note: Per the CEA bargaining agreement, this is a restricted position. Those wishing to transfer must currently hold the same position (i.e., Instructional Support TOSA to Instructional Support TOSA). Employees not currently holding the same position and seeking transfer into the restricted positions must apply and the top four candidates, as determined by the hiring team, will be guaranteed an interview with out-of-district candidates.
GENERAL INFORMATION
Cheney Public Schools is a rapidly growing district serving approximately 5,300 students and encompasses the towns of Cheney and Airway Heights, an expansive rural area, and a developing industrial and residential area on the West Plains. The District covers 380 square miles.
Cheney Public Schools is committed to high expectations and continuous progress for students, staff, and administration. The District provides a rich learning environment for all students, and the local community provides consistent and unwavering support for an extensive co-curricular program. Our mission states, “Cheney Public Schools exists to guarantee a safe and caring environment where ALL students learn at high levels and graduate with options for post-secondary education, careers, and civic engagement.”
Cheney Public Schools utilizes the PLC process to drive student learning and success. School psychologists in Cheney Public Schools work in highly collaborative teams and participate in shared assessments and continual improvement in support of student learning growth. Cheney Public Schools Strategic Plan drives the work of the district. There are six priorities: Student Safety, Student Well Being, Learning and Growth, Future Ready Outcomes, Exemplar School District, and Community and Facility Growth. The work of district school psychologists is integral to Learning and Growth, Future Ready Outcomes and Exemplar School District.
GENERAL DESCRIPTION
School Psychologists support student learning, social development, and mental and behavioral health using problem-solving, assessment, data-based decision-making, and the delivery of evidence-based interventions. School psychologists collaborate and consult with educators, families, and other professionals to help create safe, healthy, and supportive learning environments for all students.
GENERAL RESPONSIBILITIES
School psychologists provide a comprehensive range of services as described in the current standards from the National Association of School Psychologists. The school psychologist functions as part of the district’s Student Support Services Team. This team collaboratively provides a multi-tiered system of supports through the implementation and monitoring of evidence-based behavioral and academic interventions for all students in need. The services provided reflect the specific needs of the students, families, and schools served and address the non-exhaustive list of duties, responsibilities, expectations, and essential functions indicated below. Participate as a contributing member of Special Education Team[s]. Evaluate individual students using a variety of instruments designed to assess cognitive, social, emotional, behavioral, and adaptive domains; document, score, analyze, and interpret results; disseminate findings to the Special Education Team and Evaluation Team providing implications/recommendations for student’s educational environment and program. Observe, document, and analyze individual student’s behavior in educational settings and develop plans which foster positive behavioral outcomes. Provide counseling or instruction in behavioral/social/emotional content areas, as appropriate to individual students.
ESSENTIAL FUNCTIONS
An employee hired for this assignment may perform all or some of the responsibilities defined below:
- Follow federal and state laws/requirements, along with district policies, procedures, and processes regarding special education and tiered interventions framework
- Conduct individualized testing, analyze and interpret results, and write comprehensive evaluation/re-evaluation reports used for determining eligibility for special education services
- Engage in specific services for students, such as direct and indirect interventions that focus on academic skills, learning, socialization, and mental health
- Provide services to schools and families that enhance the competence and well-being of students, including the promotion of effective and safe learning environments, prevention and remediation of academic and behavioral problems, response to crises, and improvement of family/school collaboration
- Work collaboratively within the team for the support of students at risk for failure in schools and those who are eligible for special education
- Interpret and share assessment results/data with parents and the team during eligibility meetings, and participate in other meetings, as needed/requested
- Actively participate in district/building Professional Learning Communities (PLCs)
- Organize and prioritize daily, weekly, and monthly schedules for timely work completion
- Conduct and provide a written summary of student observations
- Provide specific recommendations in evaluation reports, based on student strengths and needs as determined by assessment, discussion, and observation
- Conduct Functional Behavioral Assessments as needed or directed
- Assist in developing positive support plans and behavioral intervention plans
- Provide student social skills or other small group instruction, if needed
- Collaborate with others in developing social, academic, and/or functional interventions and supports for students
- Effectively communicate in writing and verbally with others
- Maintain highest degree of confidentiality, per FERPA guidelines
- Participate in building-level intervention and special education meetings
- Consult with support agencies, and refer students/families as needed
- Actively participate in department meetings, staff meetings, and trainings
- Provide professional development, as needed, on topics related to students with disabilities, intervention, behavioral needs, etc.
- Review programs to determine efficacy and recommend adjustments or changes to department administration, as requested
- Other duties and responsibilities as assigned
Each position within the Student Support Services Department serves as one unit of the whole team.
KNOWLEDGE, SKILLS AND ABILITIES
Knowledge of: Current standards of practice from the National Association of School Psychologists; OSPI rules and regulations regarding ESA school psychologist certification, along with the OSPI Code of Professional Conduct and generally recognized professional practices.
Ability to: Communicate clearly and effectively in both verbal and written communications; use email to receive District communication; utilize technology and software to complete duties and responsibilities; maintain emotional control under stress; work with multiple deadlines and frequent interruptions is required. Ability to work alone and in a team setting; maintain good rapport with supervisors, colleagues, students, and families. Visual acuity and hearing are required for the delivery of assessment, intervention, and consultation services.
MENTAL DEMANDS
Required to regularly engage in problem solving and decision making; deal with a wide range of behaviors and needs in a positive and service-oriented manner; may experience shifts in work schedule and/or work site according to student/district needs; sustain mental awareness while also maintaining attention to details and safety requirements; may occasionally support with distraught or difficult adults and children.
PHYSICAL DEMANDS
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 accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to:
- Sit, walk, and/or stand for extended periods of time
- Amount of sitting, standing and walking may vary depending on projects/tasks. Generally, the job requires 50% sitting, 30% walking, and 20% standing
- May be exposed to visual display terminal for prolonged periods
- The usual and customary methods of performing the job's functions require the following physical demands: the employee is regularly required to talk and hear, sit, stand, walk, bend at neck and back, twist body, use hands to push/pull and lift/carry, squat, kneel, stoop, and crouch. The employee is occasionally required to reach with hands and arms, climb or balance, lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions, duties, and responsibilities of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee often remains indoors, however, may occasionally work in outside weather conditions. The noise level in the work environment is usually moderate. May experience shifts in work schedule and/or work site according to student/district needs.
REQUIRED QUALIFICATIONS
- Valid Washington State ESA School Psychologist Certificate
- Must have and maintain a valid Washington State Driver License
CLEARANCES
- WSP/FBI criminal history background clearance
EVALUATION
The employee shall be evaluated per the terms of the Cheney Education Association (CEA) Collective Bargaining Agreement by the department director, building principal, or designee. The process shall include an evaluation of the employee’s performance of the above Duties and Responsibilities, Essential Functions, and Knowledge, Skills, and Abilities.
CONTINUING EDUCATION/TRAINING
- Must maintain valid Washington State ESA School Psychologist Certificate
- Must complete school safety training prior to deadline indicated within system and annually thereafter
- Attend designated trainings as specified by department director(s) and/or supervisor in order to maintain knowledge/skills
- Submit current/renewed certificates/licenses to Human Resources upon attaining
HISTORY
Job description updated: March 2024
Student Support Services (SSS)
Based on student need as determined by SSS administration
Position is supervised and evaluated by the department director(s) with input from work site principal(s)
Placement on the CEA Salary Schedule based on education and experience
Cheney Education Association (CEA) a local chapter of Washington Education Association
Cheney Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, economic status, pregnancy, familial status, marital status, disability, or the use of a trained guide dog or service animal, and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions: Title IX/Chapter 28A.640 Officer/Civil Rights Compliance Coordinator/ADA Coordinator - Tom Arlt, Assistant Superintendent, Cheney School District, 12414 S. Andrus Rd. Cheney, WA 99004 Phone: (509) 559-4550; Section 504 Coordinator - Franklin Day, Director of Student Support Services, Cheney School District, 12414 S. Andrus Rd., Cheney, WA 99004 Phone: (509) 559-4507.
EQUAL OPPORTUNITY EMPLOYER
