The Noble Network of Charter Schools

School Psychologist (2018-19 School Year)

III. Network Support Chicago, Illinois


The Noble Network of Charter Schools is currently seeking a full-time School Psychologist to support various campuses. This person will support the education process by providing evaluation services which will facilitate the development of IEPs and interventions to support the overall success of students within the Noble Network of Charter Schools. Further, the School Psychologist will be expected to participate in the identification of disabilities, the development of Individualized Education Plans, and the implementation of related services. The School Psychologist chosen must partake in a blended approach where evaluative services include the traditional psychometric (norm-referenced) approaches where appropriate and/or a pragmatic, RTI approach (focused on measuring changes in individual performance over time).

The psychologist will report to the Director of Student Services and will be responsible for working collaboratively with school personnel in the identification, diagnosis, and remediation of individual students with specialized needs; conducting and reporting assessment results as determined by the IEP team; and serving as a RtI coach for campus teams. Finally, the school psychologist will support instruction by working with students in a counseling manner as determined by the IEP team.  

Type 73 certification and School Psychologist degree required.

School Psychologist responsibilities include but are not limited to:

  • Identifying and analyzing existing literature on problem solving and RTI in order to determine relevant and effective approaches for the Noble Network of Charter Schools.
  • Serving as a member of crisis team(s).
  • Conducting needs assessments support training needs.
  • Designing evidence-based models that best fit network needs and resources.
  • Developing local norms for academic achievement (e.g., curriculum-based measures and other measures of student progress) and monitoring the reliability and validity of these norms over time.
  • Engaging in ongoing communication and consultation with Director of Student Services, case managers, and relevant IEP team members.
  • Identifying systemic patterns of student need and working with building teams to identify appropriate, evidence-based intervention strategies.
  • Collaborating in the development of RtI teams and procedures (e.g., developing procedures for referral, monitoring and evaluation at each tier; developing specific procedures for measuring response to intervention; developing observation and interview protocols, etc.).
  • Providing oversight of progress monitoring and integration of all data in team decision-making as needed.  
  • Demonstrating (and training) progress monitoring strategies as part of the individual student intervention plan, and assisting staff in interpreting data as part of the ongoing decision-making process.
  • Observing students in the instructional environment in order to help identify appropriate intervention strategies, to identify barriers to intervention, and to collect response to intervention data.
  • Evaluating the student’s cognitive functioning consistent with blended model suggested above.
  • Determining the most useful procedures to address referral concerns and the needs of the individual student. School psychologists may spend less time in formal assessment activities by individualizing the assessment based on student need rather than complying with “gate keeping” rules.
  • Participation in the development of positive behavioral interventions and supports.
  • Participation in the development and monitoring of Functional Behavior Analysis and Behavioral Intervention Plans (BIP).
  • Participation in the evaluation of the student’s relevant academic, behavioral, and mental health functioning.  
  • Working with team members and service providers to set realistic goals, design appropriate instructional strategies and progress monitoring procedures, and periodically evaluate student progress for those receiving special education services, using RTI and other data.
  • Participation in the network compliance with RTI and other relevant legislative mandates/guidelines


The Noble Network of Charter Schools Is An Equal Opportunity Employer

Applicants must be currently authorized to work in the United States on a full-time basis