School Psychologist with Spanish Fluency
Description
School Psychologist – Student Assessment & Intervention
Berwyn, Illinois | $50–$65/hour
Help students overcome academic, behavioral, and social-emotional barriers to learning. Use psychological assessment, data-driven interventions, and collaboration with families and educators to improve student well-being and educational outcomes.
What You’ll Get
Join a public Pre-K–8 school district serving more than 2,500 students across four schools. The district supports inclusive education through Dual Language, STEAM, and one-to-one student technology initiatives. You’ll work in a collaborative school community focused on student growth, with opportunities for professional development and an academic calendar offering extended breaks in the fall, winter, and spring.
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$50–$65 per hour
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Comprehensive benefits
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Professional learning and development opportunities
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A collaborative environment focused on student success
What You’ll Do
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Conduct psychological and educational assessments and interpret results to identify student needs.
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Develop, monitor, and adjust academic, behavioral, and social-emotional interventions.
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Collaborate with teachers, families, administrators, and service providers to support students.
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Coordinate multidisciplinary evaluation meetings and maintain compliant, confidential documentation.
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Support classroom behavior strategies, student counseling, screenings, and crisis response.
What You’ll Need
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Master’s degree in School Psychology.
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Current Illinois Professional Educator License (PEL) with School Psychology endorsement.
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Experience conducting and interpreting psychological or educational assessments.
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Knowledge of evidence-based academic, behavioral, and social-emotional interventions.
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Ability to use student data to guide intervention planning and monitor progress.
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Strong communication, collaboration, and professional ethics.
Preferred: Experience supporting students performing below grade level, experience in diverse school communities, and fluency in Spanish.
