JOB DESCRIPTION

 

Position Title	School Psychologist
Supervisor’s Title	Director of Teaching and Learning
Effective Date	August 1, 2025
Salary Schedule	Depends on experience and qualification

 

AISC Mission

Together we inspire a love of learning, empowering all students with the courage, confidence, creativity and compassion to make their unique contribution in a diverse and dynamic world.

 

Our Core Values
Respect | Responsibility | Excellence | Integrity | Diversity

We believe that…

1. Each person has equal intrinsic value, worthy of dignity and respect.
2. We are responsible for our choices and their effect on ourselves, others, and the environment.
3. Being open to new ideas and challenging experiences enriches our lives. 
4. Mutual respect, trust, and caring foster healthy interpersonal relationships. 
5. Embracing our diversity makes us a stronger community.
6. In an interconnected world, our positive contributions to the community and the environment are essential.
7. Individuals thrive in a nurturing environment that provides for their physical and emotional safety.

Our Vision for the AISC Learner
At AISC, successful learners are…

 

POSITION DUTIES AND RESPONSIBILITIES

The AISC School Psychologist plays an essential role in fostering the mental, emotional, and academic well-being of students and community members. This role supports AISC’s psychological services and ensures a data-driven, inclusive approach to Learning Support across all grade levels. The School Psychologist collaborates with students, faculty, and parents to assess learning and emotional needs, implement interventions, and foster a safe, supportive environment for student success.

 

The School Psychologist will collaborate within a Multi-Tiered System of Supports (MTSS) framework and apply principles of Universal Design for Learning (UDL) to meet the diverse academic, behavioral, and emotional needs of students. This role requires a balance of focus across elementary, middle, and high school, ensuring tailored interventions that suit the developmental needs of students at each stage. 

 

Responsibilities include but are not limited to: 

 

Assessment and Evaluation:

• Conduct psychological evaluations to identify and assess students’ learning, developmental, and emotional needs.
• Interpret results to guide data-driven recommendations for educational and psychological interventions.
• Support the development of Individualized Education Plans (IEPs) and targeted interventions within the MTSS framework.
• Maintain a balance between supporting the diverse needs of students across elementary, middle, and high school divisions.

Development and Implementation of Interventions:

• Design psychological interventions aligned with MTSS and UDL principles.
• Collaborate with teachers to create classroom strategies that support student mental health and academic success.
• Tailor interventions to meet the developmental needs of students at different age levels, ensuring equitable access to support.

Collaboration and Consultation:

• Provide consultative support to teachers, administrators, and parents regarding student psychological and learning needs.
• Collaborate on Positive Behavioral Interventions and Supports (PBIS) and ensure students receive necessary tiered supports.
• Serve as a key member of the learning support team, contributing to comprehensive strategies for student success.
• Coordinate with external mental health professionals to provide comprehensive care when necessary.
• Collaborate with the Enrollment Office on student admissions when necessary
• Collaborate with the Director of Enrollment to assess and determine appropriate placement for new students.

Crisis Management:

• Develop and implement crisis intervention protocols for students facing urgent psychological needs.
• Act as the primary contact for mental health crises and coordinate care with external professionals as needed.
• Train staff on response strategies for mental health emergencies and collaborate with the safeguarding lead to ensure student safety.

Data Collection and Progress Monitoring:

• Monitor and evaluate student progress following interventions and adjust based on data and outcomes.
• Utilize progress monitoring tools within the MTSS framework to ensure effective scaling of interventions
• Document assessments and services to ensure accountability and inform future interventions.

Program Development and Improvement:

• Lead the design and improvement of psychological services, ensuring alignment with AISC’s strategic goals.
• Contribute to school-wide mental health, wellbeing, and inclusion initiatives.
• Provide expertise in MTSS and UDL to ensure equitable and effective learning and mental health approaches.

Professional Development and Ethical Practice:

• Stay current with best practices in school psychology, MTSS, and UDL through professional development.
• Uphold ethical standards in psychological services, adhering to laws and school policies.
• Support the school’s accreditation and improvement processes related to mental health and learning outcomes.

KNOWLEDGE

Successful AISC leaders are learners. They can demonstrate specific knowledge and understanding and share examples of their growth in the following areas:

• Expertise in psychological assessment and intervention development.
• In-depth understanding of MTSS framework and UDL principles.
• Familiarity with crisis intervention protocols and child protection policies.
• Knowledge of best practices in student mental health, learning support, and behavioral interventions.

SKILLS

AISC leaders can demonstrate specific skills and understanding, and share examples of their current practice in the following areas: 

• Strong crisis management and problem-solving skills in mental health situations.
• Ability to collaborate effectively with teachers, administrators, and parents.
• Proficiency in using data to inform educational and psychological interventions.
• Strong communication and consultation skills across diverse cultural backgrounds.
• Sensitivity to cultural diversity and commitment to fostering an inclusive environment.

PROFESSIONAL STANDARDS

AISC leaders are expected to demonstrate effectiveness and growth by:

• Upholding ethical standards in psychological practice.
• Adhering to child protection and safeguarding protocols.
• Maintaining confidentiality and professional boundaries in all interactions.
• Commitment to ongoing professional development and staying updated with best practices in the field.
• Embedding wellbeing
• Demonstrating ethics and integrity in all interactions

AISC is a thriving community of students, parents, and professionals. To support this community, AISC professionals volunteer, participate, and engage with AISC initiatives, events, and programs.

 

PREFERRED QUALIFICATIONS AND EXPERIENCE

AISC seeks leaders with appropriate experiences that have helped them develop their knowledge, skills, and talents:

Essential Qualifications:

• Master’s or Doctorate in School Psychology.
• Certification as a School Psychologist.
• Previous leadership experience in school settings.
• Minimum of five years of relevant experience, preferably in international or culturally diverse environments.
• Experience with the MTSS framework and understanding of UDL.
• Proficiency in conducting psychological assessments and developing evidence-based interventions.
• Strong collaboration and communication skills with students, parents, and faculty.
• Demonstrated ability to manage and respond effectively to crisis situations.

Preferred Qualifications:

• Experience in international schools or culturally diverse environments.
• Experience leading or participating in school-wide mental health and wellbeing initiatives.
• Familiarity with educational technology tools used in psychological evaluations and reporting.

KEY COMPETENCIES

Empathy and Sensitivity:

• Ability to connect with students and understand their emotional and psychological needs.

Crisis Management Skills:

• Capable of leading in urgent mental health situations and supporting the school community through challenging events.

Data-Driven Problem-Solving:

• Uses psychological assessments and data to inform interventions and promote student success.

Cultural Competence:

• Sensitive to the diverse cultural backgrounds of students and families, fostering an inclusive and supportive environment.

Collaboration:

• Works effectively with teachers, administrators, and parents to create comprehensive support strategies.

NOTE
The above job description is meant to outline general knowledge, skills and responsibilities. It may be necessary to assume other duties and responsibilities that are not specifically outlined herein.