School Psychologist | Livonia, Michigan

Make a real difference in the lives of elementary students by bringing your expertise as a School Psychologist to a vibrant school community. This contract opportunity runs from August 24, 2026, through June 4, 2027, offering a rewarding experience for a dedicated professional who is passionate about supporting young learners.

You’ll work onsite in a collaborative environment, with flexible scheduling available for those who may prefer part-time hours. The focus of this role is on providing psychological services to elementary school students, addressing diverse needs, and partnering with staff and families to foster student well-being and success.

Key Qualifications:

• Active, valid Michigan School Psychologist license (license must be included in application)
• Master’s degree in School Psychology from an accredited college or university
• Experience working in a school setting strongly preferred
• Strong communication and collaboration skills
• Ability to deliver a full range of psychological services, including assessment, counseling, and consultation

Primary Responsibilities:

• Conduct psychological assessments and interpret results to support student academic and behavioral planning
• Collaborate with teachers, administrators, and families to develop and implement individualized education plans (IEPs)
• Provide counseling, intervention, and crisis response services as needed
• Assist in the design and implementation of positive behavioral interventions
• Maintain thorough and confidential documentation in compliance with state, local, and federal guidelines

This position offers competitive compensation reflective of your expertise and commitment as a school psychologist. Immerse yourself in meaningful work while supporting the growth and development of elementary students.

Ready to take the next step in your School Psychologist career? Apply now to make an impact throughout the 2026-2027 school year and join a supportive, student-centered educational community.

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