School Psychologist

Job Title: School Psychologist Department: Special Education Reports To: Lead School Psychologist Compensation: Teachers’ Salary Schedule + Psychologist Stipend + 10% Special Education Stipend Number of Days: Teachers’ Schedule + 5 days Security Access: School site FLSA: Exempt Oklahoma Teacher’s Retirement: Mandatory Participation Bargaining Unit: TCTA Funding Source: District Paid Last Revised Date: June 2026 Mission: Our students lead through literacy, are empowered through experience, and contribute to their community. Vision: Tulsa Public Schools honors the diversity, creativity, and passion of our students, elevating every student to be designers of their destiny. Core Values: Our core values guide how we work and interact with each other at every level of the organization. We embrace and embody these values every day: ● Equity: We know that our diversity is a community treasure, and we are committed to dismantling practices and systems that perpetuate inequalities, being actively anti -bias, anti-racist, and working toward justice and opportunity for all. ● Character: We are honest, trustworthy and have high standards of behavior. We make decisions based on what our students and community need, and we do the right thing even when it is hard. ● Excellence: We work together to give Tulsa the world- class schools it needs and deserves. We expect a lot from one another, and we support one another in achieving our shared, high expectations. ● Team: We care for one another and work together to celebrate success, learn from struggles, and work to help every team member be their best selves. ● Joy: Joy at school and at work makes us more productive, because when we create, innovate, and imagine, our motivation grows. Also, we love to have fun! Position Summary: The School Psychologist provides comprehensive and integrated services across all domains of the National Association of School Psychologists (NASP) Practice Model, advancing student learning, behavior, and mental health through direct and indirect services, consultation and collaboration, and schoolwide improvement and systems -level support. The School Psychologist plays an active role in the Multi -Tiered System of Supports (MTSS) process, providing support for students’ social, emotional, behavioral, and academic needs and partnering with school administrators to support data- based decision- making, crisis prevention, and school climate and culture. The School Psychologist also fulfills IDEA obligations such as child find, evaluation and eligibility, and supporting the instructional program for students with disabilities. Key Functions: • Conducts psychoeducational evaluations and serves as a qualified examiner in the eligibility process • Provides consultation and coaching to educators and teams within the district’s MTSS framework • Supports students’ mental health and behavioral needs, including risk procedures and interventions • Supports crisis prevention, preparedness, response, and recovery efforts • Engages families in culturally and linguistically responsive ways Minimum Qualifications: Education: • Graduate- level (specialist or master’s) preparation in school psychology, as required for Oklahoma State Department of Education (OSDE) certification as a School Psychologist Experience: • Three (3) years of experience as a school psychologist (preferred) Licenses and Certifications: • Current OSDE certification as a School Psychologist • Nationally Certified School Psychologist (NCSP) preferred • Valid driver’s license and reliable transportation Knowledge, Skills, and Abilities: • Strong interpersonal communication; ability to facilitate problem -solving teams and build consensus; ability to apply district priorities in practice at the school level • Mastery of assessment (academic, cognitive, behavioral, social –emotional), intervention design, progress monitoring, and fidelity assessment • Facility with data systems for screening and monitoring and with tools used for psychoeducational assessment; adherence to test standardization and ethical practice • Ability to engage successfully with children • Ability to work effectively and respectfully with students and adults from diverse backgrounds and lived experiences Responsibilities and Essential Functions: The following duties are representative of performance expectations. A reasonable accommodation may be provided to enable a qualified individual with a disability to perform essential functions. • Facilitates problem -solving processes that integrate universal screening, progress monitoring, and multiple sources of data to identify needs and monitor outcomes across tiers for all student needs • Provides consultation and coaching to educators, administrators, and related service providers to design, implement, and evaluate evidence- based supports within the district’s MTSS framework • Partners with instructional teams to select and implement academic interventions matched to student need; analyzes progress data and adjusts accordingly • Provides support for student mental health and behavioral needs, including behavior interventions, threat/suicide risk procedures, and coordination with other school -based mental health providers and community partners • Contributes to school mental health initiatives and prevention efforts • Collaborates with site leadership to strengthen the school’s MTSS infrastructure in accordance with district frameworks • Supports crisis prevention, preparedness, response, and recovery efforts; helps develop re-entry plans that support student resilience and continuity of learning • Engages families in accessible, culturally and linguistically responsive ways; provides clear, actionable feedback on student progress and strategies to use at home • Eliminates barriers to access and opportunity by ensuring practices are culturally responsive and non- discriminatory, in alignment with district core values and NASP ethics and standards • Serves as a qualified examiner and contributes to the Multidisciplinary Evaluation and Eligibility Group Summary (MEEGS), assisting with interpretation of assessment data, appropriate placement, and development of Individualized Education Programs (IEPs) according to district procedures and state/federal guidelines • May provide field- based clinical supervision to school psychology practicum students or interns; such supervision is for training purposes and does not include employment evaluation • Completes required service documentation for school -based health services billing per district procedures and current OSDE guidance, when applicable • Maintains practice consistent with NASP professional standards and district policy; engages in ongoing professional learning; protects confidentiality; and contributes to staff professional development • Performs other related tasks aligned to the comprehensive role of the School Psychologist Customer Contacts: ● Internal: Students, teachers, school administrators, related service providers, and Special Education team members ● External : Families, community mental health providers, partnered vendors, and local and state agencies Supervisory Responsibility: • This role does not directly supervise any employees. May provide clinical/field supervision to practicum students or interns for training purposes only. Working and Physical Conditions: The physical demands and work environment characteristics described here are representative of those an employee may encounter while performing the essential functions of this position. Exposure to the following conditions may range from rare to frequent based on circumstances and factors that may not be predictable.  • Office and school -site environment, including frequent computer and email use and periods of sitting • Travel between school sites to conduct evaluations and provide services • Lifts and moves a minimum of ten (10) pounds to carry professional and assessment materials from vehicle to each site • Occasional attendance at events and meetings outside regular work hours • Occasional periods of light physical activity Tulsa Public Schools is committed to building a diverse and inclusive team of individuals who contribute to the district's mission with their talents, skills, and energy. Tulsa Public Schools is an equal opportunity employer and does not discriminate on the basis of race, religion, color, national origin, sex, sexual orientation, gender expression, gender identity, pregnancy , disability, genetic information, veteran status, marital status, age , or any other classification protected by applicable law. Tulsa Public Schools also provides reasonable accommodation to qualified applicants and employees with disabilities. If you need accommodation during the application process, please contact the district's ADA Coordinator at ada@tulsaschools.org. You can al so direct your request for accommodation in writing via mail to the Tulsa Public Schools Education Service Center, Attn: ADA Coordinator, 3027 S. New Haven Ave., Tulsa, OK 74114- 6131.