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Job Title: School Psychologist (SSRCE)The South Shore Regional Centre for Education (SSRCE) practices the culturally responsive pedagogy approach in providing an inclusive, diverse, equitable, safe and healthy education that supports learning and success both personally and academically to the 59,000 residents of Lunenburg and Queens Counties, an area of 5,250 square kilometres and a total of 23 schools.Regional Centres for Education have Employment Equity Policies and/or processes and we actively encourage applications from under-represented groups, particularly people of African Nova Scotian, African Canadian and African ancestry and Mi'kmaw/Indigenous ancestry. Please ensure you complete the self-identification portion on the position application.Requsition#: 91046Position: Repost*** School Psychologist (SSRCE)Subject Area(s): School Psychologist (10 month)Location: SSRCEStatus: 100% PermanentStart/End Dates: Effective August 1, 2026Deadline to Apply: August 24, 2026 at 11:59pm ASTPosition: School PsychologistReports to: Coordinator of Student ServicesEmployee Group: NSTUQualifications:Registered with NS Board of PsychologyGraduate degree in psychologyExtensive training and experience in psychologyExperience:The ability to work and communicate effectively within a team environmentAdvanced technological skillsThe ability to conduct presentations based on current best practices.Strong interpersonal skills, with the ability to introduce a positive influence to initiatives.The ability to contribute to region initiatives.The ability to apply psychological knowledge to support student mental health, academic achievement and overall well-being.Task Dimensions:Provides consultation services. For example:Consulting and working collaboratively with school/Region personnel in the area Trauma Informed PracticesConsulting and working collaboratively with school personnel, parents/guardians, and outside agencies to meet the needs of the childProviding parents/guardians with specific information about their child's development and its relationship to typical child developmentConsulting with teachers, parents and community groups on a variety of topics (e.g. information on specific disorders, interpreting assessment results, understanding student's strengths and needs and how they relate to classroom functioning)Consulting in the program planning process to make appropriate recommendations and plans for studentsConsulting with teachers on effective classroom management.Assisting educators in the interpretation of psychological reports from outside agencies (e.g. IWK Health Centre, private practice, Child and Adolescent Mental Health Services)Provide professional development for school staff as necessary.Remain current in best practices related to consultation.Provides assessment services. For example:Observation in various settings (e.g. classroom, gym, music room, etc)Interviewing (e.g. parent/guardian, teachers, student)Collecting relevant data (e.g. school history, developmental history, Student Record review, referral form)Performing informal assessments (e.g. work samples, checklists)Performing formal standardized testing (e.g. cognitive, achievement, behavioral, adaptive functioning, social-emotional, developmental)Interpreting (e.g. profile analysis, integration of information from a variety of sources)Report writing (integration of information from all sources available; presented in an accessible language for school personnel, parents/guardians, students (if appropriate), and other professionals; specific to a particular student.)Remain current in best practices related to assessment.Provides intervention services. For example:Planning and implementing interventions for specific students with identified behavioural and/or academic problemsCollaborating with program planning teams to develop adaptations, Individual program Plans (IPP's), and transition plans.Delivering supportive programs for student's social-emotional skill, self-