| Location | Redford, MI |
Tradition-Rich, Future-Focused August 31, 2026 Notice of Position Vacancy 2026-2027 INTERNAL/EXTERNAL SCHOOL PSYCHOLOGIST REDFORD UNION SCHOOL DISTRICT
REQUIREMENTS:
All applicants must complete the online application accessed from the Wayne RESA website: https://www.applitrack.com/resa/OnlineApp/default.aspx?choosedistrict=true&applitrackclient =43727
Application Deadline: Until Filled
It is the policy of Redford Union Public Schools that no person shall on the basis of sex, race, color, religion, age, national origin or disability be excluded from participation in, be denied the benefits of, or be subjected to discrimination, in employment in any of its programs or activities. Inquiries related to nondiscrimination should be related to Civil Rights Coordinator, Superintendent of Schools, Redford Union School District 17715 Brady Street, Redford, MI 48240-2117, Phone 313-242-6000. Nondiscrimination inquiries related to disability should be directed to Section 504 Coordinator, Director of Human Resources and Executive Director of Student Services (same address and phone number).
Judy Nachman Executive Director of Human Resources and Labor Relations
Tradition-Rich, Future-Focused REDFORD UNION SCHOOLS, DISTRICT NO. 1 SCHOOL PSYCHOLOGIST JOB DESCRIPTION: The school psychologist will work to help students address and resolve personal, emotional, and social problems that interfere with their adjustments to school and their capacity to enjoy the fullest benefits of the education offered to them. The school psychologist may have assigned responsibilities for evaluation, consultation, and other services to Livonia Public Schools students in pre-school through post-high school levels.
EDUCATION and/or EXPERIENCE: Full approval preferred, temporary approval accepted, for a Michigan School Psychologist Certification Must have a knowledge of federal and state special education laws and other legal aspects of the role of the school psychologist. A passionate commitment to improving learning for all students. Demonstrated positive interpersonal relationships. Must have a knowledge of the organization and administration of local, county and state agencies and their services for pupils. Skills in the ability to consult, counsel, and collaborate with pupils, parents, school personnel, and appropriate outside personnel regarding mental health, behavior, and educational concerns utilizing psychology principles. An understanding of the rationale of testing, measurement, and skills in the administration of tests, including those which measure intelligence, achievement, adaptive behavior, perceptual-motor skills, and behavior Knowledge of computer technology is necessary to implement computer applications for management, to understand technology's instructional value, and to develop the technological skills needed in the delivery of special education services. Comprehensive understanding of personality development and the assessment of human behavior Mastery of broad understanding of learning and learning impairments Superior verbal and written communication skills
ESSENTIAL JOB FUNCTIONS: Creates a welcoming and positive climate and culture. Exhibits a commitment to the District's Shared Vision and Collective Commitments Integrates data obtained from tests and from other sources of information and ability to communicate these findings to other professionals, parents, and pupils in a meaningful way. Provides school psychological services to any student in need of such services. Collaborates with staff in planning educational intervention, curriculum, behavioral management, and teaching strategies. Directly intervenes during crises (e.g. suicidal assessments) to ensure safety or in the case of tragedy (e.g. traffic fatality) to lower distress. Responds to threatening behaviors, by investigating the reasons behind the threat and recommends interventions designed to lower the likelihood of violent behavior to ensure the safety of all students and to eliminate sources of provocative behaviors (e.g. harassment, bullying) that impacted the student reacting due to victimization. Contributes to initial "problem identification" or the likely nature of a student, classroom, or school problem to help develop intervention efforts as part of a problem-solving team. Accurately identifies, through comprehensive evaluations, students' specific strengths and weaknesses, helpful evidence-based intervention options, and eligibility for an accommodation plan (504) or special education under rules for Emotional Impairments, Other Health Impairment, or autism spectrum disorders. Systematically gathers information (e.g. Functional Behavior Assessment) needed to determine the need for and, if needed, the specific features of a Behavior Intervention Plan (BIP) or variation (e.g. Antecedent Intervention Plan, Anti-harassment interventions) Meets with colleagues to develop classroom-based approaches to help with one or more students experiencing academic, emotional, behavioral, social, and/or physical difficulties. Teams with colleagues for extended interventions to help with initial implementation, monitoring, modification, and ultimately, evaluation of plans designed to address student needs. Contributes to problem-solving procedures required to determine the need for, nature of, and specific accommodations for students to have access to a free and appropriate public education (i.e. 504 plans) Consults, counsels, and collaborates with students, parents, school personnel, and appropriate outside personnel regarding mental health, behavioral, and educational concerns utilizing psychological principles. Provides psychological evaluation for students referred as candidates for special education programs and provides reports to the appropriate educational authority. Performs systematic direct observations of pupils.
Administers tests which may include intelligence, achievement, personality, adaptive behavior, perceptual-motor tests, and behavior rating scales. Interprets psychological and other diagnostic data for professionals, parents, students, and appropriate others. Interprets the school psychological services to teachers and parents. Collaborates in program planning and evaluation services for decision-making purposes. Follows all District guidelines, protocols, and procedures. Participates in all professional development required of student services staff. Executes other duties and assumes other responsibilities as assigned by building administrator. OTHER: This description is intended to describe the essential job functions, the general supplemental functions, and the essential requirements for the performance of this job. It is not an exhaustive list of all duties, responsibilities, and requirements of a person so classified. Other functions may be assigned, and management retains the right to add or change the duties at any time. Upon recommendation for employment, Section 1230g, as amended, of the Revised School Code requires all school employees to be electronically fingerprinted for the purpose of undergoing a criminal history background check. The fingerprinting is conducted by a third party and is at the expense of the applicant. SALARY: Commensurate with education and experience. This is an exempt, non-affiliated position.