School Psychologist（スクールサイコロジスト）の職務経歴書サンプル＆テンプレート（2025年版）

米国では約67,200名のschool psychologistが勤務していますが、全国の比率は1,119名の生徒に対して1名の専門家であり、National Association of School Psychologists (NASP)が推奨する1:500の比率の2倍以上です。この格差は、採用委員会がすべての応募を緊急かつ正確に精査することを意味します。あなたの職務経歴書は、審査の最初の30秒以内に臨床的能力、アセスメントの専門性、測定可能な生徒の成果を示さなければなりません。

目次

1. この役割が重要な理由
2. 初期キャリアの職務経歴書サンプル
3. 中堅キャリアの職務経歴書サンプル
4. リード/スーパーバイザーの職務経歴書サンプル
5. 重要スキル＆ATSキーワード
6. Professional Summaryの例文
7. よくある間違い
8. ATS最適化のヒント
9. よくある質問
10. 引用・出典

この役割が重要な理由

School psychologistは、メンタルヘルス、教育法、児童発達の交差点に位置する、他の学校ベースの専門家では担えない役割を果たしています。Individuals with Disabilities Education Act (IDEA)に基づく特別支援教育の適格性を判定するpsychoeducational evaluationsを実施し、生徒を教室に留める行動介入を設計し、学校コミュニティが暴力、自殺リスク、トラウマに直面した際の危機対応をリードします。Bureau of Labor Statisticsはschool psychologist（SOC 19-3034）の年収中央値を$86,930と報告しており、上位10%は$131,470を超えています。

この不足は構造的であり、周期的なものではありません。NASPのデータによると、認定プログラムから毎年約3,400名の新しいschool psychologistが卒業していますが、退職と離職によりほぼ同じ割合で専門家が失われています。地方や低所得地区は最も深刻な不足に直面しており、一部の州では1:5,000の比率に近づいています。

初期キャリアの職務経歴書サンプル

経験0〜3年 | インターンシップ + 初のポジション

RESUME EXAMPLE

SARAH MARTINEZ, Ed.S., NCSP Denver, CO 80220 | (720) 555-0193 | [email protected] | LinkedIn: linkedin.com/in/smartinezpsych

Professional Summary

Nationally Certified School Psychologist (NCSP) with Ed.S. from a NASP-approved program and 2 years of experience serving K–8 populations across urban Title I schools. Completed 1,500-hour internship across elementary and middle school settings, conducting 47 initial psychoeducational evaluations and 23 reevaluations within IDEA compliance timelines. Bilingual English/Spanish practitioner experienced in culturally responsive assessment and MTSS Tier 2/3 intervention design for diverse learners.

Education

Specialist in School Psychology (Ed.S.) University of Northern Colorado — May 2023

• NASP-approved program | 72 graduate credit hours | GPA: 3.91/4.0

Bachelor of Arts in Psychology University of Colorado Denver — May 2020

Certifications and Credentials

• Nationally Certified School Psychologist (NCSP) — NASP, 2023
• Colorado Special Services Provider License — School Psychologist, 2023
• Praxis School Psychologist (#5403) — Score: 168 (passing: 147)
• Crisis Prevention Intervention (CPI) Certified — 2023
• Youth Mental Health First Aid Certified — 2022

Professional Experience

School Psychologist Jefferson County Public Schools — Lakewood, CO | August 2023 – Present

• Conduct 38–42 initial psychoeducational evaluations annually using WISC-V, WJ-IV ACH, BASC-3, Vineland-3, and BRIEF-2, completing 100% within Colorado's 60-day IDEA timeline
• Administer cognitive assessments (WISC-V, KABC-II) and academic achievement batteries (WJ-IV, WIAT-4) for students referred through MTSS Tier 3 process
• Facilitate 85+ IEP meetings per year, presenting evaluation results to parents, teachers, and administrators
• Designed and implemented a Tier 2 social-emotional learning group for 24 third-graders using Second Step curriculum, reducing office discipline referrals by 31%
• Collaborated with 14 classroom teachers to develop Behavior Intervention Plans (BIPs) for 11 students, resulting in 73% of students meeting behavioral goals within 9 weeks
• Provided crisis intervention services for 6 critical incidents including suicidal ideation screenings using the Columbia Suicide Severity Rating Scale (C-SSRS)
• Conducted Functional Behavioral Assessments (FBAs) for 9 students
• Participated in district-wide MTSS leadership team, contributing to redesign of universal screening protocols using AIMSweb Plus for 4,200 K–5 students

School Psychology Intern Aurora Public Schools — Aurora, CO | August 2022 – June 2023

• Conducted 47 initial psychoeducational evaluations and 23 reevaluations under supervision, achieving 100% IDEA compliance
• Administered and scored 140+ standardized assessment instruments
• Led 8-week Tier 2 anxiety intervention group for 6 seventh-graders using cognitive-behavioral techniques
• Completed bilingual (English/Spanish) evaluations for 12 students using nonverbal measures (UNIT-2, Leiter-3)

Technical Skills

Psychoeducational Assessment | WISC-V | WJ-IV ACH | BASC-3 | Conners-4 | BRIEF-2 | Vineland-3 | KABC-II | UNIT-2 | Leiter-3 | SCARED | C-SSRS | AIMSweb Plus | MTSS/RTI | IEP Development | 504 Plans | FBA | BIP | Crisis Intervention | Bilingual Assessment (English/Spanish) | PowerSchool | SEIS

中堅キャリアの職務経歴書サンプル

経験4〜8年 | アセスメント専門

RESUME EXAMPLE

DAVID CHEN, Ed.S., NCSP, BCBA Fairfax, VA 22030 | (571) 555-0287 | [email protected] | LinkedIn: linkedin.com/in/davidchenpsych

Professional Summary

Nationally Certified School Psychologist and Board Certified Behavior Analyst with 7 years of experience serving K–12 populations across suburban and urban school districts. Manage a caseload of 1,800 students across 3 buildings, completing 65+ comprehensive psychoeducational evaluations annually with specialization in autism spectrum disorder assessment and twice-exceptional (2e) identification. Led district-wide implementation of universal social-emotional screening for 12,400 students, reducing time-to-intervention by 34%. Published researcher in school-based behavioral assessment methodology.

Certifications and Credentials

• Nationally Certified School Psychologist (NCSP) — NASP, 2018
• Board Certified Behavior Analyst (BCBA) — BACB, 2020
• Virginia DOE Pupil Personnel Services License — School Psychology, 2018
• Praxis School Psychologist (#5403) — Score: 172 (passing: 147)
• ADOS-2 — Research Reliable, 2019
• Threat Assessment Trained — VSTAG, 2019

Professional Experience

School Psychologist — Assessment Specialist Fairfax County Public Schools — Fairfax, VA | August 2020 – Present

• Complete 65–72 comprehensive psychoeducational evaluations annually, maintaining 100% compliance with Virginia's 65-business-day timeline
• Specialize in autism spectrum disorder evaluations, conducting 18–22 ASD-specific assessments per year using ADOS-2, ADI-R, MIGDAS-2, SRS-2
• Identified 14 twice-exceptional (2e) students over 3 years by integrating cognitive, achievement, and gifted screening data
• Led district-wide implementation of SAEBRS universal screening for 12,400 students across 8 schools, training 340 teachers
• Reduced average time from screening flag to Tier 2 intervention from 28 days to 18.5 days
• Chair the school-based threat assessment team, completing 14 threat assessments annually using VSTAG, with 0 incidents of violence
• Supervised 3 school psychology practicum students
• Consult with 48 teachers across 3 buildings on differentiated instruction and progress monitoring for 130+ students on IEPs and 504 Plans
• Facilitate monthly parent workshops — average attendance: 35 families per session

School Psychologist Prince William County Public Schools — Manassas, VA | August 2018 – July 2020

• Conducted 48–55 psychoeducational evaluations annually across disability categories including SLD, OHI, ASD, ED, and ID
• Implemented Check-In/Check-Out (CICO) Tier 2 behavioral intervention for 32 students, with 78% meeting behavioral goals
• Designed 12-week social skills group for 8 fourth-grade students with ASD using PEERS curriculum
• Served as MTSS building coordinator, managing universal screening data for 780 students

Publications and Presentations

• Chen, D., & Williams, R. (2023). "Universal Screening Implementation at Scale." NASP Communiqué, 51(4), 18–20.
• Chen, D. (2022). "Integrating ABA and School Psychology." Poster at NASP Annual Convention, Boston, MA.

Technical Skills

Psychoeducational Assessment | WISC-V | SB5 | WJ-IV ACH | KTEA-3 | WIAT-4 | BASC-3 | Conners-4 | BRIEF-2 | Vineland-3 | ADOS-2 | ADI-R | MIGDAS-2 | SRS-2 | CogAT | NNAT3 | SAEBRS | DIBELS | AIMSweb | C-SSRS | FBA/BIP | MTSS/RTI | IEP Development | 504 Plans | ABA | Threat Assessment (VSTAG) | Crisis Intervention | PowerSchool | Frontline IEP | Q-interactive

リード/スーパーバイザーの職務経歴書サンプル

経験9年以上 | プログラム開発＆監督

RESUME EXAMPLE

DR. JENNIFER OKAFOR, Psy.D., NCSP Minneapolis, MN 55407 | (612) 555-0341 | [email protected] | LinkedIn: linkedin.com/in/jenniferokaforpsyd

Professional Summary

Licensed Psychologist and Nationally Certified School Psychologist with 14 years of experience and 6 years in district-level leadership, currently directing psychological services for a district of 33,500 students across 57 school sites. Built and manage a team of 28 school psychologists and 8 practicum interns, reducing the district's student-to-psychologist ratio from 1,450:1 to 1,196:1 over 4 years. Architect of the district's comprehensive MTSS framework, resulting in a 22% reduction in special education referrals and $1.8M in annual cost avoidance.

Certifications and Credentials

• Licensed Psychologist — Minnesota Board of Psychology, 2015
• Nationally Certified School Psychologist (NCSP) — NASP, 2011
• Minnesota DOE License — School Psychologist, 2011
• Praxis School Psychologist (#5403) — Score: 178 (passing: 147)
• ADOS-2 Clinical Certified — 2013
• TF-CBT Trained — 2016
• Certified in CSTAG — Dewey Cornell Model, 2018

Professional Experience

Director of Psychological Services Minneapolis Public Schools | July 2020 – Present

• Lead district-wide psychological services for 33,500 students across 57 school sites, managing 28 school psychologists, 8 practicum interns, and 3 administrative support staff
• Recruited and retained 12 school psychologists over 4 years, reducing the district ratio from 1,450:1 to 1,196:1
• Designed and launched the district's 3-tier MTSS framework, resulting in 22% reduction in special education referrals
• Achieved $1.8M in annual cost avoidance by reducing out-of-district placements from 87 to 54
• Established district threat assessment protocol aligned with CSTAG, training 142 administrators; 0 acts of targeted violence
• Developed equity-focused evaluation guidelines reducing disproportionate identification of Black male students in ED category by 34%
• Supervise 8 practicum interns annually, providing 280+ hours per year of supervision
• Manage departmental budget of $3.2M
• Authored district policy on restraint and seclusion reduction, contributing to a 41% decrease in physical restraint incidents

Lead School Psychologist Minneapolis Public Schools | August 2016 – June 2020

• Supervised 6 school psychologists serving 14 buildings (8,200 students), maintaining personal caseload of 1,200
• Completed 50–60 evaluations annually while reviewing 340+ reports per year
• Piloted universal social-emotional screening (SAEBRS) across 14 buildings, achieving 96% administration fidelity
• Chaired the district's Autism Evaluation Team, reducing evaluation completion time from 78 to 52 days
• Created new-hire onboarding program — first-year retention improved from 72% to 94%
• Implemented restorative practices in 4 middle schools, achieving 28% reduction in out-of-school suspensions

School Psychologist Madison Metropolitan School District — Madison, WI | August 2011 – July 2016

• Conducted 55–65 psychoeducational evaluations annually with SLD specialization
• Designed the district's first systematic check-in protocol for students returning from psychiatric hospitalization
• Conducted 8–12 bilingual evaluations annually for Spanish-speaking families
• Trained 85 teachers on PBIS Tier 1 strategies, contributing to 26% reduction in office discipline referrals

Publications and Presentations

• Okafor, J., & Thompson, L. (2024). "Reducing Disproportionality Through MTSS." School Psychology Review, 53(2), 142–158.
• Okafor, J. (2024). "Building and Retaining the School Psychology Workforce." Invited address at NASP Annual Convention.

Technical Skills

Psychoeducational Assessment | WISC-V | WAIS-IV | SB5 | WJ-IV ACH | KTEA-3 | WIAT-4 | BASC-3 | Conners-4 | BRIEF-2 | Vineland-3 | ADOS-2 | ADI-R | SRS-2 | SAEBRS | Fastbridge | DIBELS | C-SSRS | CSTAG Threat Assessment | FBA/BIP | MTSS/RTI Program Design | IEP Development | 504 Plans | Crisis Intervention & Psychological First Aid | Special Education Law (IDEA/Section 504) | Clinical Supervision | Program Evaluation | Budget Management | PowerSchool | Infinite Campus | Frontline IEP

重要スキル＆ATSキーワード

アセスメント機器

WISC-V, WJ-IV ACH, WIAT-4, KTEA-3, BASC-3, Conners-4, BRIEF-2, Vineland-3, ADOS-2, Stanford-Binet 5, KABC-II, UNIT-2

臨床＆介入スキル

Psychoeducational assessment, Cognitive assessment, Behavioral assessment, FBA, BIP, Crisis intervention, Threat assessment, Suicide risk screening, Trauma-informed practices, Counseling, Consultation

フレームワーク＆コンプライアンス

MTSS, RTI, PBIS, IEP development, 504 Plan, IDEA compliance, Section 504, Special education eligibility, Data-based decision-making, Progress monitoring, Universal screening

テクノロジー

PowerSchool, Infinite Campus, Frontline IEP, SEIS, Q-interactive, AIMSweb Plus, Fastbridge, DIBELS

Professional Summaryの例文

アセスメント重視

18,000名の生徒を抱える郊外学区でK–12の生徒にサービスを提供する5年間の経験を持つNationally Certified School Psychologist (NCSP)。WISC-V、WJ-IV、BASC-3、ADOS-2を使用して年間55以上の包括的psychoeducational evaluationsを実施し、3年連続で州のIDEAタイムラインに100%準拠。

MTSS＆予防重視

Title I小学校でMTSSフレームワークの設計・実施を行う6年間の経験を持つEd.S.レベルのSchool PsychologistおよびNCSP。6校4,800名の生徒にuniversal screening（SAEBRS、Fastbridge）を導入し、行動フラグからTier 2介入までの期間を25日から14日に短縮。

バイリンガル＆エクイティ重視

Ed.S.学位およびNCSP資格を持つバイリンガル（英語/スペイン語）School Psychologist。多様な学校コミュニティにおける文化的応答型psychoeducational evaluationに4年間の専門的経験。nonverbal measures（UNIT-2、Leiter-3）を使用して年間40以上のevaluationsを実施。

よくある間違い

1. 文脈なしでアセスメント名を列挙する

「WISC-V、BASC-3、WJ-IVを実施」だけでは臨床的推論について何も伝わりません。母集団、目的、結果を特定してください。

2. ケースロードサイズと建物構成を省略する

400名の生徒を1つの建物で管理したのか、2,200名を4サイトで管理したのかを学区は知る必要があります。

3. 影響に翻訳せずに臨床用語を使用する

コンサルテーションを定量化してください：相談した教師数、解決したケース数、紹介削減率を示してください。

4. MTSSと予防業務を軽視する

universal screening、PBIS initiatives、Tier 2 intervention groups、MTSSデータチーム会議への貢献を含めてください。

5. 危機介入経験の言及を怠る

suicide risk screening（C-SSRS）、threat assessment（VSTAG、CSTAG）、Psychological First Aidの経験があれば、具体的な数字とともに含めてください。

6. Ed.S.学位を曖昧に提示する

常にフル学位名（「Specialist in School Psychology, Ed.S.」）を記載し、NASP認定プログラムのステータスと総大学院単位数を含めてください。

7. 特別支援教育法のコンプライアンスを無視する

IDEAタイムライン遵守率、適格性判定会議での役割、手続き的保護への言及を含めてください。

ATS最適化のヒント

1. 求人情報の表現を正確にミラーする

2. アセスメント機器と略語を初出時にフルスペルで記載する

3. NCSP資格をヘッダーと本文の両方に含める

4. 標準的なセクションヘッダーを使用する

5. すべての経験箇条書きを定量化する

6. 要求されたフォーマットで提出する

7. 州固有の資格タイトルを含める

よくある質問

Praxisスコアを職務経歴書に含めるべきですか？

合格基準を大幅に超えている場合は含めてください。165以上のスコアは内容の習熟の具体的証拠を提供します。

インターンシップ経験が唯一の学校ベースの業務である場合、どう提示すべきですか？

NASP認定インターンシップを完全な専門経験エントリとして扱い、「School Psychology Intern」とラベル付けしてください。

BCBA資格はNCSPと並べて記載する価値がありますか？

はい。二重資格は稀であり（school psychologistの5%未満がBCBAを保有）、FBA、行動介入設計、ASD関連サービスにおける高度な能力を示します。

Ed.S.プログラムと最初のポジションの間のギャップはどう扱うべきですか？

免許取得の準備やPraxisの勉強、追加トレーニング（CPI、ADOS-2、TF-CBT）に費やした時間を「Professional Development」セクションに記載してください。

使用したすべてのアセスメント機器を記載する必要がありますか？

ポジションに最も関連し、分野で最もよく使用される12〜18の機器を記載してください。

引用・出典

1. Bureau of Labor Statistics. "Occupational Employment and Wages, May 2023: School Psychologists (19-3034)." https://www.bls.gov/oes/2023/may/oes193034.htm
2. Bureau of Labor Statistics. "Occupational Outlook Handbook: Psychologists." https://www.bls.gov/ooh/life-physical-and-social-science/psychologists.htm
3. NASP. "Shortage of School Psychologists." https://www.nasponline.org/research-and-policy/policy-priorities/critical-policy-issues/shortage-of-school-psychologists
4. NASP. "Student to School Psychologist Ratio: State Shortages Data Dashboard." https://www.nasponline.org/about-school-psychology/state-shortages-data-dashboard
5. NASP. "Nationally Certified School Psychologist (NCSP) Credential." https://www.nasponline.org/standards-and-certification/national-certification
6. NASP. "NASP 2020 Professional Standards." https://www.nasponline.org/standards-and-certification
7. O*NET OnLine. "School Psychologists (19-3034.00)." https://www.onetonline.org/link/summary/19-3034.00
8. NASP. "State School Psychology Credentialing Requirements." https://www.nasponline.org/standards-and-certification/school-psychology-credentialing-resources
9. Walcott, C. M., & Hyson, D. (2018). "Results from the NASP 2015 Membership Survey." NASP Research Reports, 3(1), 1–17.
10. Cornell, D. (2018). Comprehensive School Threat Assessment Guidelines. School Threat Assessment Consultants LLC.

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