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Interventionist In School information

What are some common challenges faced by an Interventionist in a school setting and how can they be addressed?

Interventionists in schools often encounter challenges such as balancing the needs of multiple students with varying learning difficulties, collaborating effectively with classroom teachers, and adapting interventions to fit limited time within the school day. Success in this role often comes from strong organizational skills, clear communication, and a flexible approach to problem-solving. Regular collaboration with teachers and ongoing professional development also help interventionists stay effective and responsive to student needs.

What is the difference between Interventionist In School vs Speech-Language Pathologist?

AspectInterventionist In SchoolSpeech-Language Pathologist
Required CredentialsTypically a bachelor's degree in education or related field; certification may be requiredMaster's degree in Speech-Language Pathology; state licensure and ASHA certification
Work EnvironmentElementary, middle, or high schools; focused on behavioral and academic interventionsSchools, clinics, hospitals; focused on diagnosing and treating speech and language disorders
Employer & Industry UsageSchool districts, educational agenciesEducational institutions, healthcare facilities

While both roles work within educational settings, Interventionists In School primarily focus on behavioral and academic support, often with a bachelor's credential, whereas Speech-Language Pathologists diagnose and treat speech and language issues, requiring advanced degrees and licensure.

What are the key skills and qualifications needed to thrive as an Interventionist in School, and why are they important?

To thrive as an Interventionist in School, you need a background in education or counseling, expertise in instructional strategies, and typically a relevant bachelor's degree or teaching certification. Familiarity with assessment tools, progress monitoring software, and intervention programs is often required. Strong communication, empathy, and problem-solving skills help build trust with students and collaborate effectively with teachers and parents. These skills are vital to providing targeted support, addressing learning gaps, and fostering student success in the school environment.

What are interventionists in schools?

Interventionists in schools are specialized educators who work with students who need extra academic support, often in areas like reading, math, or behavior. They assess students' needs, develop targeted strategies, and provide individualized or small-group instruction to help students meet grade-level standards. Interventionists also collaborate with classroom teachers, parents, and other specialists to monitor progress and adjust interventions as needed. Their goal is to ensure all students have the support they need to succeed academically and socially in school.
What are popular job titles related to Interventionist In School jobs in Florida? For Interventionist In School jobs in Florida, the most frequently searched job titles are:
What job categories do people searching Interventionist In School jobs in Florida look for? The top searched job categories for Interventionist In School jobs in Florida are:
What cities in Florida are hiring for Interventionist In School jobs? Cities in Florida with the most Interventionist In School job openings:
Interventionist In School jobs near you
Infographic showing various Interventionist In School job openings in Florida as of July 2026, with employment types broken down into 1% As Needed, 74% Full Time, 20% Part Time, and 5% Contract. Highlights an 93% Physical, 1% Hybrid, and 6% Remote job distribution.

School Psychologist

Marion County Public Schools

Ocala, FL • On-site

$79K - $90K/yr

Full-time

Re-posted 24 days ago

Marion County Public Schools rating

6.8

Company rating: 6.8 out of 10

Based on 44 frontline employees who took The Breakroom Quiz

308th of 619 rated elementary and secondary schools

Job description

POSITION SUMMARY:
The School Psychologist will implement the District’s philosophy of education and instructional program in accordance with the District policies and administrative guidelines, Florida Department of Education requirements, and provisions of State and Federal Law. The School Psychologist will work as a collaborative team member with classroom staff, other school professionals, families, and community agencies supporting students to improve the academic achievement, behavioral/social skills, and emotional and mental well-being of all students through direct contact with students, or through testing and consultations with other professionals.
SKILLS & ABILITIES: 
  • Must have knowledge of modern psychological principles, processes, and techniques. 
  • Knowledge of child growth and developmental tests, test and measurement theory and foundations, and community resources and services available for student assistance. Experience conducting psychological observations, comprehensive evaluations, behavioral/emotional and mental health interventions; as well as knowledge of assessment instruments, procedures, and applications. Detailed knowledge of applicable procedures, policies, rules regulations, codes, laws, and guidelines pertaining to special education. 
  • Must have strong verbal and written skills, proper English usage, grammar, vocabulary, spelling, and punctuation. 
  • Data tracking and collection, record management, and reporting methods. 
  • Experience in communicating results of evaluation findings in written reports and correspondence to assist students, parents, and school personnel in the resolution of problems in student learning, behavior, and mental health. 
  • Ability to interact successfully with parents, school personnel, and administrators. 
  • Skills in communicating effectively orally and in writing. 
  • Skills and ability to apply and interpret federal, state, and local laws and policies governing the provision of educational services to students with disabilities. Knowledge of laws and rules relating to education and other services for persons with disabilities. 
  • Must have skill in use of computers and technology, to include, but not limited to email, internet, Microsoft Office, or equivalent software. 
  • Must work effectively with staff, students, parents, and administration. 
  • Must be able to manage time, and prioritize projects and the ability to maintain a safe environment for students. 

POSITION QUALIFICATIONS:
Education:
  •  A specialist’s or higher degree with a major in school psychology at the specialist or higher degree level which includes (6) semester hours of graduate credit in a year-long supervised school psychology internship in an elementary or secondary school, or 
  • A master’s or higher degree, and completion of a graduate program in school psychology which includes sixty (60) semester hours of graduate credit in school psychology to include psychological foundations; educational foundations; psychoeducational assessment; interventions and specialized techniques; statistics, measurement, and research design; and professional school psychology. Three (3) semester hours in a supervised practicum in school psychology in addition to the internship, and six (6) semester hours in a yearlong supervised internship in an elementary or secondary school. No more than twelve (12) semester hours of credit in the internship shall be accepted; or
  •  A master’s or higher degree with completion of a graduate program in school psychology and three (3) years of full-time experience as a school psychologist in an elementary or secondary school. The experience shall be acceptable provided the applicant held a valid full-time school psychologist certificate issued by the state where the experience was gained, or 
  • A master’s or higher degree with sixty (60) semester hours of graduate credit in school psychology to include the following:
  •  Twelve (12) semester hours in psychological foundations.
  •  Six (6) semester hours in educational foundations.
  •  Nine (9) semester hours in psychoeducational assessment to include three (3) semester hours in individual intellectual assessment.
  • Nine (9) semester hours in interventions and specialized techniques.
  •  Six (6) semester hours in statistics, measurement, and research design. 
  • Three (3) semester hours in professional school psychology. 
  • Three (3) semester hours in supervised practicum in school psychology in addition to the internship. Three years of full-time experience as a school psychologist in an elementary or secondary school will satisfy the supervised practicum requirement. The experience should be acceptable provided the applicant held a valid full-time school psychologist certificate issued by the state where the experience was gained; and 
  • Six (6) semester hours in a year-long supervised school psychology internship in an elementary or secondary school. The internship should total at least twelve hundred (1200) clock hours with at least six hundred (600) clock hours in an elementary or secondary school. The internship should be completed at an institution which offers a master’s or higher degree major in school psychology. No more than twelve (12) semester hours of credit in the internship shall be accepted. Three (3) years of fulltime experience as a school psychologist will satisfy the internship requirement, or 
  •  A valid certificate as a Nationally Certified School Psychologist issued by the National School Psychology Certification System. 
Experience: Experience in the role of school psychologist preferred, but not required.
Computer Skills:Basic understanding and knowledge of use of current technology, as required for the position. Experience in Data Entry and Microsoft Word.
Certificates and/or Licenses –:Florida Department of Education Certification in School Psychology.
Other Requirements :Intimate knowledge of the Individual with Disability Education Act (IDEA) and the Standard Processes and Procedures (SP&P) adopted by the Marion County Exceptional Student Education Department.
ESSENTIAL FUNCTIONS:
NOTE: These examples are intended only as illustrations of the various types of work performed in a position allocated to this class. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.  Coordinate/participate in child study team planning strategies for Individual Education Plans (IEP) to help meet the academic and emotional needs of identified students. 
  • Select, develop, and/or modify psychological assessment materials, which identify learning and emotional needs of students with diverse cultural and socioeconomic backgrounds, learning styles, and special needs.  
  • Establish short- and long-range plans designed specifically to support the District exceptional education programs and students’ Individual Education Plans. 
  • Plan and prepare intervention strategies for parents and teachers that are effective, allowing students to become engaged in meaningful learning experiences. 
  • Plan and prepare intervention strategies for supporting students facing a mental health crisis and/or emotional/behavioral crisis. 
  • Prepare and maintain periodic records as required, and in a timely manner. 
  • Manage materials and equipment effectively. 
  • Coordinate and implement school-wide and District-wide psychological and mental health services and activities. 
  • Use technology effectively.
  •  Manage time efficiently. 
  • Analyze and interpret information to make diagnoses and recommendations regarding needs for services.  Provide follow-up conferences with parents and teachers to share information and develop alternative instructional strategies. 
  • Evaluate school psychological and mental health services. 
  • Seek out new data sources, which will provide evidence of student growth and share these findings with teachers, principals, and other instructional leaders. 
  • Conduct comprehensive follow-up with tested students to determine the effectiveness and implementation levels of recommendations. 
  • Suggest a variety of reasonable and effective intervention strategies for teachers and parents to use with students with special needs. 
  • Assist in early identification of student’s school-related learning, behavioral/emotional, and mental health problems. 
  • Work effectively with students, parents, colleagues, community agencies, and staff. 
  • Provide direct observation and/or crises intervention as necessary. 
  • Recognize overt indicators of student distress or abuse and take appropriate actions. 
  • Demonstrate knowledge and understanding of a broad curriculum base. 
  • Demonstrate knowledge and understanding of mental health issues affecting students, parents, and staff to provide appropriate mental health support. 
  • Consult with parents, teachers, administrators, and other school staff to facilitate the learning, behavioral/emotional, mental well-being, and adjustment of students. 
  • Enlist the cooperation of parents in examining the family situation and together assess the strengths and problem areas. 
  • Apply knowledge of effective consultation procedures and strategies. 
  • Interpret educational policies, programs, and procedures related to school psychological services for parents and staff.  
  • Participate in the school Multidisciplinary Team to address the mental health needs and safety concerns of students, staff, and schools.  Collaborate with community agencies to provide a continuum of behavioral/emotional and mental health services to students.  Conduct in-service training for faculty and staff. 
  • Demonstrate professional growth and continuous improvement of professional knowledge and skills.  Participate in District-sponsored staff development programs. 
  • Conduct a personal assessment periodically to determine professional growth needs. 
  • Act in a professional and ethical manner and adhere at all times to the Professional Code of Ethics and Standards of Professional Conduct. 
  • Prepare all required reports and maintain all appropriate records. 
  • Mentor new Colleagues. 
  • Perform and fulfill professional responsibilities as assigned by the program’s supervisor. 
  • Support District and local school improvement initiatives, services, and programs. 
  • Perform other incidental tasks consistent with the goals and objectives of this position. 
  • Perform your professional role to further the Department’s vision and mission. 
  • Conduct psychological work services program in a manner which ensures that student growth / achievement is continuous and appropriate for age group, subject area, and student program classification. Indicators may include case history and follow-up reports, criterion and norm referenced – standardized tests, documented parent interaction, student discipline records, and others deemed appropriate. 

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