School Psychologist
Evansville Vanderburgh School Corporation - Evansville, IN

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It is the policy of the Evansville Vanderburgh School Corporation not to discriminate on the basis of race, color, religion, gender, veteran status, national origin, age, limited English proficiency, or disability in its programs or employment policies as required by the Indiana Civil Rights Law (I.C. 22-9-1), Title VI (Civil Rights Acts of 1964), the Equal Pay Act of 1973, Title IX (Educational Amendments), and Section 504 (Rehabilitation Act of 1973).

Questions concerning compliance with these laws should be directed to the Chief Human Resources Officer, Evansville Vanderburgh School Corporation, 951 Walnut Street, Evansville, IN 47713, phone number 435-8508.

The interview committee will give preference to candidates who, through the interview process, past experience, and references have demonstrated the ability to interact with students, staff, and the community.

The Evansville Vanderburgh School Corporation is an equal opportunity employer. Individuals with disabilities, including disabled veterans and veterans with service-connected disabilities, are encouraged to apply. SUMMARY: Conducts psychological evaluations including writing psycho-educational reports; makes recommendations regarding eligibility for special education; and works with a team on developing intervention programs for children.

  • Conducts extensive psychological evaluations; prepares detailed reports and provides interpretation of results.
  • Meets Individuals with Disabilities Education Improvement Act (IDEIA) and Article 7 deadlines for the timely assessment of children with suspected handicaps and provide assessment data and interpretation required for each disability category.
  • Participates in case conferences, Educational Intervention Teams, Response to Intervention Teams and 504 conferences.
  • Participates in eligibility and placement decisions regarding children with disabilities.
  • Interprets diagnoses to school personnel, parents, and students
  • Makes recommendations on ways to assist students.
  • Works as a team member to develop plans, programs, and interventions to assist students' behavioral/emotional adjustment and academic progress.
  • Observes students in various school settings.
  • Maintains regular attendance

Master's degree in school psychology and completion of graduate course work as required by state licensing board.

Commensurate with education and experience


QUALIFICATION REQUIREMENTS : To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.


Reading: Ability to read and comprehend instructions, correspondence, and memos. Ability to read and interpret documents such as administration and procedure manuals. Ability to read, analyze and interpret professional journals, psychological reports, and legal documents.

Writing: Ability to write simple correspondence. Ability to write psychological reports, correspondence, and manuals. Ability to write speeches and articles for presentation in a variety of formats or styles.

Presentation: Ability to speak effectively with other employees and students. Ability to present information in one-on-one and small group situations to other employees and students. Ability to speak and present effectively before administration and staff. Ability to effectively present information and respond to questions from groups of administrators, school staff, and parents. Ability to respond to common inquiries or complaints from parents, administrators, school staff, and students.


Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to interpret bar graphs. Ability to calculate figures and amounts such as proportions, percentages, and test scores. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. Ability to apply concepts of basic algebra and geometry. Ability to work with mathematical concepts such as probability and statistical inference.

Ability to apply simple understanding to carry out detailed but basic written and/or oral instructions. Ability to deal with problems involving a variety of concrete variables in standardized situations. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Ability to define problems, collect data, establish facts, and draw valid conclusions . Ability to interpret a variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

Ability to apply knowledge of current research and theory. Ability to plan and implement intervention strategies based on the needs and abilities of students. Ability to establish and maintain effective working relationships with students, peers, parents and community. Ability to convey information and communicate clearly and concisely in both oral and written formats. Ability to perform duties with awareness of EVSC requirements, Board of School Trustees policies, and state and federal laws.

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