2026-27 TOSA-10 Month (187 Duty Days)
- Office of Specialized Services Saint Paul Public Schools
- 3.6 Saint Paul, MN Job Details Full-time $58,584
- $111,399 a year 3 hours ago Benefits Health insurance Dental insurance Vision insurance Qualifications School experience Psychological testing Working with individuals with disabilities Phone communication Evidence-based interventions in treatment planning Working with students with special education needs Practicing as a mental health professional Full Job Description General Information General Information Saint Paul Public Schools (SPPS) is looking to hire a full-time TOSA•10 Month (187 Duty Days)•Lead School Psychologist for our Office of Specialized Services in St.
Paul, MN. We are aiming to fill this role in 2
Employees could be eligible for Medical/Dental/Vision/Pension and accrue sick and vacation time. Position Summary The Lead School Psychologist fosters a culture of continuous improvement by strengthening professional practice, supporting staff development, and leading system-wide initiatives. This position acts as a critical liaison between school psychologists, district administration, and internal and external partners to ensure cohesive, student-centered service delivery aligned with best practices and ethical standards. Reporting Relationship Reports to a Supervisor in the Office of Specialized Services Minimum Qualifications ¿ Education Specialist or Doctoral degree in School Psychology. ¿ Minimum of 3 years of successful experience as a practicing school psychologist. ¿ A valid MN school psychologist license issued by PELSB. ¿ At least 3 years of experience conducting comprehensive psychoeducational evaluations across a range of disabilities and presenting concerns. ¿ Demonstrated commitment to equity, culturally responsive practices, and inclusive service delivery. ¿ Expertise in evidence-based practices in school psychology, including assessment, intervention, and mental health supports. Preferred Qualifications ¿ Demonstrated experience providing consultation, problem-solving, and intervention support within an MTSS framework. ¿ Demonstrated leadership and facilitation skills, with the ability to influence and support adult learners. ¿ Knowledge of crisis prevention, intervention, postvention and mental health support. ¿ Experience mentoring, coaching, or leading peers. ¿ Experience with assessment resource management. ¿ Strong interpersonal, communication, and collaboration skills, with the ability to build trust across diverse stakeholders. ¿ Deep knowledge of federal and state special education laws and compliance requirements. Physical and Mental Requirements The physical and mental demands described herein are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Physical Requirements Regularly required to sit, stand, and walk for extended periods. Must have the mobility to navigate various school environments, including multi-story buildings, stairs, playgrounds, and large facilities. Constant use of hands and fingers to operate office technology and specialized clinical tools. This includes frequent keyboarding and the precise handling of standardized testing protocols, manuals, and manipulatives. Must be able to exchange accurate information in person, virtually, and via telephone with students, staff, and families. Specific vision abilities required include close vision (reading digital and print data), distance vision (observing students in classroom settings), and the ability to adjust focus between tasks. Must be able to hear and process verbal communication in both quiet office settings and noisy school environments (e.g., cafeterias or hallways). Occasionally required to lift, carry, or move items weighing up to 25 pounds, such as laptop bags, professional development materials, and heavy psychological assessment kits. Ability to maintain a valid driver's license (or access reliable independent transportation) to travel frequently and efficiently between multiple district sites and community partner locations. Ability to maintain stationary positions for prolonged periods during high-stakes meetings, hearings, or while drafting complex evaluation reports. Mental Requirements Ability to navigate high-stakes ethical dilemmas, legal compliance issues, and systemic challenges. Ability to Interpret complex psychoeducational data and district-wide outcome trends to drive decision-making. Ability to maintain composure and professional neutrality during crisis interventions or high-conflict meetings with staff/families. Ability to shift focus quickly between administrative tasks, peer coaching, and direct student service coverage. Ability to maintain focus in environments with frequent interruptions (e.g., school buildings, open offices). Ability to manage the varying perspectives of adult learners and mediating conflict between diverse stakeholders. Working Conditions The Lead School Psychologist operates in a professional environment that spans multiple locations. Work is primarily performed in an office setting and standard school building environments (classrooms, conference rooms). Travel may be required to different school sites to provide support across the district. Exposure to noise is generally moderate, but may be exposed to loud environments during school-based activities (cafeterias, playgrounds, or crisis situations). Potential exposure to high-stress situations, including student crises, sensitive family dynamics, and legal proceedings (due process). The work schedule generally follows a standard professional work week; however, may require occasional early morning or evening hours for district meetings, professional development, or emergency crisis response. Knowledge, Skills and Abilities ¿ Deep knowledge of school psychology best practices, professional standards (NASP Practice Model), and legal/ethical frameworks governing special education and psychological services. ¿ Knowledge of systems-level change, program development, and continuous improvement methodologies. ¿ Familiarity with psychological assessment tools, scoring platforms, and digital testing resources, including trends in test development and adoption. ¿ Strong leadership and facilitation skills, including the ability to plan and deliver effective professional development for adult learners. ¿ Skilled in coaching and consultation across a range of professional practice issues, including complex evaluations, ethical dilemmas, and high-stakes decisions. ¿ Knowledge of crisis intervention frameworks (e.g., PREPaRE), mental health supports, and tiered intervention models. ¿ Effective written and verbal communication skills, including the ability to translate and disseminate complex information clearly to diverse audiences. ¿ Strong organizational and project management skills, including the ability to coordinate multiple initiatives, workgroups, and timelines simultaneously. ¿ Skill in data analysis and use of outcome data to drive department-level decisions and improvement efforts. ¿ Ability to support budget planning and management related to assessment and evaluation tool resources. ¿ Ability to build trusting, collaborative relationships with school psychologists, administrators, educators, families, and community partners. ¿ Ability to serve as an effective liaison and bridge between frontline staff and district leadership, maintaining transparency and staff voice. ¿ Ability to navigate conflict, mediate differences, and maintain a solution-focused, equity-centered approach in complex or ambiguous situations. ¿ Ability to model and promote reflective practice, professional growth, and a culture of continuous improvement. ¿ Ability to manage competing priorities and adapt to shifting district needs while maintaining service quality and ethical standards. ¿ Ability to promote and uphold equitable, culturally responsive practices across all aspects of service delivery. Responsibilities The essential job functions include, but are not limited to the following fundamental duties: ¿ Design, implement and evaluate comprehensive professional development activities plan for all school psychologists aligned with district priorities and emerging best practices including the organization and facilitation of professional development days ¿ Develop, implement and continuously improve on-boarding systems and mentoring structures for new school psychologists. ¿ Provide consultation and coaching with school psychologists on complex cases, high-stakes evaluations, ethical dilemmas, questions of daily practice, and school-based problem-solving. ¿ Promote reflective practice and continuous professional growth across the department. ¿ Serve as a liaison between the school psychology team, district leadership, the Office of Special Services, and cross-functional teams. ¿ Coordination and lead monthly school psychology team meetings. ¿ Collaborate with educators, administrators, families, and community agencies to support student needs and ensure integrated service delivery. ¿ Represent the department on district-level committees, meetings and initiatives (e.g., mental health lead meetings, crisis intervention teams, multi-tiered systems of support (MTSS), equity teams, etc.). ¿ Communicate timely, accurate, and relevant information to school psychologists from district leadership, the Office of Special Services, and various committees ensuring clarity, transparency, and alignment. ¿ Establish and maintain feedback loops to elevate staff voice, identify trends, and inform continuous improvement efforts. ¿ Lead continuous improvement efforts to strengthen the effectiveness, consistency, and equity of school psychological services across the district. ¿ Maintain a solution-oriented approach to addressing systemic challenges and operational needs within the department. ¿ Oversee the financial planning, management, evaluation, and modernization of the district¿s psychological assessment resources, including test libraries, digital tools, and adoption of new instruments. ¿ Facilitate and support workgroups focused on key initiatives, ensuring appropriate time, resources, and accountability structures are in place to address school psychology and district related issues. ¿ Ensure all departmental practices remain in strict adherence to state/federal special education laws and National Association of School Psychologists (NASP) ethical standards. ¿ Coordinate and/or provide direct service coverage for school psychologists during leaves of absence or vacancies to ensure continuity of services. ¿ Assist in workload balancing and resource allocation across the team to meet student and building needs. ¿ Perform other duties as assigned to support district priorities and student outcomes as directed/assigned by the Special Education Supervisor.
PAY, BENEFITS & WORK SCHEDULE
This is a 10 month position working 40 hours per week. Pay range for this position is: $58,584
- $111,399 Maximum hiring step = Step Twenty (20) The full salary schedule is listed in the Teachers contract.
Salary information for this job posting can be found on the Labor Agreements page and by selecting the "Teachers" Labor agreement. Benefit information for this position can be found on the Benefits Summaries page and by selecting the "Teachers ¿ Full Time" link.
HOW TO APPLY
To be considered further, please apply for this position and attach a resume and cover letter to your online application. The Human Resource Department will review your application materials and contact you regarding the next steps. To attach additional documents to your online application, click on the "Additional Attachments" link from the applicant homepage and upload your documents as attachments. Valid file extensions for attaching a document include .doc, .txt, .rtf, and .pdf.
OTHER INFORMATION
Transcript
- Unofficial transcripts are accepted at the time of hire. You must submit official transcripts within 30 days of your start date. Formal credential evaluation is required for post-secondary education completed outside of the United States. Veteran's Preference
- If you are an eligible veteran applying for a job where veteran's preference applies and wish to claim Veterans Preference you must submit a legible copy of your DD214 to the Human Resource Department with your employment application. If your claim is approved, five or ten additional points will be added to your final passing score. Criminal Background Investigation and Reference Checks
- Reference checks and a criminal background investigation will be completed as a condition of hire for all new employees and for former employees who have not been employed by the District for more than six months.
ESSENTIAL FUNCTIONS
Essential functions are job duties that the individual holding the position must be able to perform unaided or with the assistance of a reasonable accommodation through the Americans with Disability Act (ADA) and the Americans with Disability Amendments Act (ADAAA). The essential functions are typical duties as outlined under Responsibilities. Regular and reliable attendance. May be exposed to various cleaning products.
EQUAL EMPLOYMENT OPPORTUNITY
Saint Paul Public Schools is an equal opportunity employer and supports an inclusive workplace environment.
EQUITY STATMENT SPPS
is committed to an equitable workforce where all employees represent this commitment through equitable practices in their job position.
