Position Type:
ADMINISTRATION/COORDINATOR
Date Posted:
5/14/2026
Location:
SPECIAL SERVICES
Richland County School District One, South Carolina
Classification Description
Job Title: Coordinator for Psychological Services
FLSA: Exempt
240 days
Salary Range: $ 80,243.00 - $120,438.00
GENERAL STATEMENT OF JOB
Under general supervision assists with ensuring that the district Vision, Mission and Goals are achieved and assists in ensuring that the district's school psychologists and school psychologist interns are in compliance with federal, state, and district regulations and laws related to Individual Comprehensive Evaluations, Re-Evaluations, Functional Behavioral Assessments and other responsibilities of the school psychologists. Reports to the Director of Special Services.
SPECIFIC DUTIES AND RESPONSIBILITIES
ESSENTIAL JOB FUNCTIONS
Provides mentoring and coaching to school psychologists;
Consults with principals and teachers to ensure appropriate supplemental and support services are provided to students with disabilities;
Assists with coordination of the implementation of Student Driven Systems of Support (DBSS) including Data Base Interventions (DBI);
Collaborates with the district Office of Special Services Teams to ensure that district procedures are developed and implemented to meet federal and state requirements regarding identifying, evaluating, and determining eligibility for students with disabilities;
Collaborates with the district Quality Assurance and Compliance Team to ensure that the school psychologists are in compliance with federal, state, and district regulations and laws related to Comprehensive Evaluations, Reevaluations, Functional Behavioral Assessments, 504s, Threat Assessments, and other responsibilities of the school psychologists;
Consults with and provides feedback to school psychologists on individual student cases or school trends and/or issues;
Ensures that adequate and appropriate psychometric instruments and supplies are available for school psychologists;
In consultation with the SDSS team, consults with administrators and school psychologists to ensure effective core team functioning to develop a three-tiered school-wide system of support within a Multi-Tiered Systems of Support (MTSS) framework;
Conducts comprehensive needs assessment to identify school psychologists' training needs;
Reviews weekly schedules and monthly reports for school psychologists to assess caseloads based on new referrals, reevaluations, or transfer students and make recommendations for temporary reassignment of personnel or contractual staff;
Serves as liaison among general education staff, special services staff, counselors, administrators, etc. in mediation/resolving student issues;
Serves as a representative on various committees and organizations within the school district and with other agencies;
Develop and facilitate the delivery of appropriate professional learning opportunities in the areas of special education programs, due process, research-based and evidenced- based instruction methodologies, and the Individuals with Disabilities Education Improvement Act (IDEIA) compliance;
Guide and support local school Individual Education Program (IEP) teams, teachers, parents, and administrators with planning, dispute resolution, monitoring, and compliance;
Identifies the accomplishments, needs, and problems of the program;
Conducts other activities and completes tasks as assigned by the Director of Special Services in collaboration with the Special Services Teams;
Make recommendations for class locations, personnel assignments, budgetary needs, class formation, materials, and equipment for program area and cluster area classes;
Collaborates with district representatives with the implementation of crisis intervention teams; Assists with implementing district action plan priorities;
Remains informed of educational improvements and best practices with regard to school psychology and 504s;
Serves as a resource for district staff development programs;
Effectively operates technology;
Manage the collection of data and meet deadlines for required information and data reporting;
Act as the special education department's communication liaison with all internal and external stakeholders;
Analyze and disseminate student performance data by program and cluster area and make recommendations for increasing student achievement;
Provide continuous quality improvement to departmental processes;
Perform continuous evaluation of special education quality and effectiveness and recommend methods to improve operations;
Complete special projects as needed
Performs other duties as assigned.
ADDITIONAL JOB FUNCTIONS
Performs a variety of general administrative duties as necessary, including preparing correspondence and reports, copying and filing documents, attending school events, etc.
Performs related duties as required.
MINIMUM TRAINING AND EXPERIENCE
Master's degree (or equivalent) with at least five years' experience as a School Psychologist and South Carolina State Board of Education Certification as School Psychologist II. While not required, the employee may have SC Licensure by the Board of Examiners for Counselors, Therapists, and Psycho-Educational Specialist and be a Nationally Certified School Psychologist (NCSP). Supervisory/leadership experience preferred.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be physically able to operate a variety of machines and equipment including a computer, telephone, vehicle, audio-visual equipment, etc. Must be able to exert up to five pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Sedentary work involves sitting most of the time, but may involve walking or standing for periods of time. Must be able to lift and/or carry weights of five to ten pounds.
Data Conception: Requires the ability to compare and/or judge the readily observable functional, structural or compositional characteristics (whether similar to or divergent from obvious standards) of data, people or things.
Interpersonal Communications: Requires the ability of speaking and/or signaling people to convey or exchange information. Includes giving instructions and/or directions to subordinates or co-workers and receiving assignments and/or direction from supervisor.
Language Ability: Requires ability to read a variety of laws, policies and procedures, technical and professional studies, reference books and publications, etc. Requires the ability to prepare performance appraisals, policies, statistical and analytical reports, correspondence, etc. with proper format, punctuation, spelling and grammar, using all parts of speech. Requires the ability to speak with and before others with poise, voice control and confidence.
Intelligence: Requires the ability to apply principles of logical thinking to define problems, collect data, establish facts and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical, schedule or diagrammatic form; to deal with several abstract and concrete variables. Requires the ability to apply influence systems in managing staff members; to learn and understand relatively complex principles and techniques; to make independent judgments in absence of supervision; to acquire knowledge of topics related to primary occupation. Must have the ability to comprehend and interpret received information.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow and give verbal and written instructions; to counsel and teach employees. Must be able to communicate effectively and efficiently with persons of varying educational backgrounds and in a variety of technical and/or professional languages.
Numerical Aptitude: Requires the ability to add and subtract totals, to multiply and divide, to utilize mathematical formulas, to determine percentages and decimals and to determine time. Must be able to use practical applications of algebra and statistics.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape, and visually read various information.
Motor Coordination: Requires the ability to coordinate hands and eyes using office machinery; to operate motor vehicles.
Manual Dexterity: Requires the ability to handle a variety of items, keyboards, office equipment, control knobs, buttons, switches, catches, medical equipment, etc. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Does not require the ability to differentiate colors and shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress when confronted with emergency situations or tight deadlines.
Physical Communications: Requires the ability to talk and/or hear: (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear).
PERFORMANCE INDICATORS
Knowledge of Job: Must have knowledge of the policies, procedures and activities of the school district which pertain to the specific duties and responsibilities of the job; knowledge of applicable local, state and federal guidelines; knowledge of the records, forms and reports which must be prepared and maintained; knowledge of regarding Comprehensive Evaluations, IDEIA, State and Federal Regulations Related to the Evaluation Process and Eligibility Criteria, 504s, and Multi-Tier System of Support (MTSS).
Skills//Effort: Must have the ability to mentor and coach school psychologists and school psychologist interns; ability to write due process and implementation procedures according to state and federal guidelines; ability to operate general office equipment in the performance of daily activities; ability to identify the accomplishments, needs, and problems of the program; ability to communicate effectively with students and their parents, district staff, etc.; ability to prepare and maintain required records and reports; ability to stay abreast of trends in special education, 504s, and related issues; ability to interpret and apply information and issues pertaining to special services and the ability to use technology to enhance communication and delivery of support documents.
Quality of Work: Maintains high standards of accuracy in exercising duties and responsibilities. Exercises immediate remedial action to correct any quality deficiencies that occur in areas of responsibility. Maintains high quality communication and interaction with all District departments and divisions, co-workers and the public.
Quantity of Work: Performs described "Specific Duties and Responsibilities" and related assignments efficiently and effectively in order to produce quantity of work which consistently meets standards and expectations of the District.
Dependability: Assumes responsibility for completing assigned work. Completes assigned work within deadlines in accordance with directives, District policy, standards and prescribed procedures. Remains accountable to assigned responsibilities in the technical, human and conceptual areas.
Attendance: Attends and remains at work regularly and adheres to District policies and procedures regarding absences and tardiness. Provides adequate notice to higher management with respect to vacation time and time-off requests.
Initiative and Enthusiasm: Maintains an enthusiastic, self-reliant and self-starting approach to meet job responsibilities and accountabilities. Strives to anticipate work to be done and initiates proper and acceptable direction for the completion of work with a minimum of supervision and instruction.
Judgment: Exercises analytical judgment in areas of responsibility. Identifies problems or situations as they occur and specifies decision objectives. Identifies or assists in identifying alternative solutions to problems or situations. Implements decisions in accordance with prescribed and effective policies and procedures and with a minimum of errors. Seeks expert or experienced advice where appropriate and researches problems, situations and alternatives before exercising judgment.
Cooperation: Accepts supervisory instruction and direction and strives to meet the goals and objectives of same. Questions such instruction and direction when clarification of results or consequences are justified, i.e., poor communications, variance with District policy or procedures, etc. Offers suggestions and recommendations to encourage and improve cooperation between all staff persons and departments within the District.
Relationships with Others: Shares knowledge with managers, supervisors and staff for mutual and District benefit. Contributes to maintaining high morale among all District employees. Develops and maintains cooperative and courteous relationships with department employees, staffers and managers in other departments, representatives from organizations, and the public so as to maintain good will toward the District and to project a good District image. Tactfully and effectively handles requests, suggestions and complaints f...
