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The Opportunity and Job Description

This position is uniquely situated at PK Yonge, a K-12 Developmental Research School affiliated with the University of Florida. The opening offers a ten-month renewable contract with possible additional summer extension. EdS, PhD, early career and experienced applicants are encouraged to apply.

The School Psychologist at PK Yonge has a highly diversified and multi-faceted role collaborating with administrators, teachers, and families in supporting student success. Responsibilities include teacher consultations, assessments, and working closely with the school’s four full-time counselors to provide some counseling for students with mental health needs. The School Psychologist is a member of the Threat Assessment Team and the Student and Family Services Team that address systems-level and high risk student supports. Special Education eligibility and section 504 meetings also are an important contribution in the work of the School Psychologist. The school emphasis a multi-tiered systems of support model for services.

Consistent with PK Yonge’s research dissemination mission, the School Psychologist has opportunities to collaborate with University researchers on studies, grant submissions, and co-authoring publications resulting from research projects. PK Yonge has a long-standing collaborative relationship with the University of Florida’s APA accredited and NASP approved School Psychology Program. The school offers opportunities for graduate students to serve practica at PK Yonge each year where they administer assessments, provide FBA’s and participate in counseling. This position would include the opportunity to provide on-site supervision of practica students’ working at the school. The School Psychology program also periodically seeks adjunct instructors from the local community of practitioners to contribute to their training mission. Additionally, delivery of professional development for teachers at PK Yonge (e.g., mental health awareness training) is encouraged.

Salary is negotiable, based on experience. Benefits include the opportunity to collaborate with school leaders to design and provide direct services to students, including mental health supports, while co-developing and contributing to a school-based/multi-disciplinary/university-guided research agenda poised to make a contribution to the knowledge base about effective school-based services for students.

PK Yonge provides innovative models of leadership and empirically-supported educational services for K-12 students that include blended learning, multi-tiered systems of support (MTSS), and exceptional professional development for all personnel. The school maintains a highly visible research profile working with educators around the state, the nation, and the world to develop and test best practices in education.

About P.K. Yonge

P.K. Yonge Developmental Research School (DRS) is a public school established in 1934 with the mission to design, test, and disseminate innovations in K-12 education through serving a student population representative of Florida’s economic, racial, gender, and academic diversity. P.K. Yonge seeks to attract a faculty that reflects the diversity of our student population. Affiliated with the College of Education at the University of Florida, P.K. Yonge faculty may partner with members of the college to develop, and test teaching, intervention, and psychological service solutions while educating approximately 1250 students on campus.

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P.K. Yonge boasts a small community-like atmosphere that fosters deep and impactful relationships with students and families from all walks of life over many years. P.K. Yonge is committed to creating an equitable, accessible, and inclusive environment for all as we seek to generate new ideas for advancing these principles at P.K. Yonge and beyond through research, teaching, mental health support and/or service. Administrators work closely with teachers, counselors, the School Psychologist, and related service personnel to co-construct the PK Yonge service model. Teachers foster a collaborative environment that cultivates diversity of thought, perspectives, and ideas on matters that impact K-12 schools. As practitioner-researchers, P.K. Yonge faculty are constantly working to bridge theory and practice. P.K. Yonge attributes our successes to the contributions of personnel from all backgrounds and nationalities who find teaching, research, and investigation inspiring, who value the opportunity to reach outside the bounds of the classroom, and who are open to sharing on a broader scale.

P.K. Yonge personnel are fully supported to explore and learn within their expertise areas continually refining and improving current practices. They enjoy professional autonomy where development of leadership skills are embraced. To support this goal, attendance at professional development workshops and presentations at conferences throughout the year are supported.

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Job Qualifications

The successful candidate should possess the following skills and qualifications:

Minimum Requirements

  • Certification as a School-Psychologist in the State of Florida is required and may be facilitated during the first year of employment.
  • Successful applicants will have completed their graduate degree in counseling, clinical, or school psychology, preferably from a program accredited by the American Psychological Association (APA) or approved by the National Association of School Psychologists.
  • Experience in assessment, intensive academic/behavioral, and mental health interventions service delivery, teacher consultation, and a problem-solving team collaboration approach are essential.
  • Willingness to provide supervision/mentorship of school psychology graduate practica students from the University of Florida is highly valued.
  • Counseling skills (e.g., small groups for test anxiety or social skills building, work motivation, etc.) are required.

Preferred Qualification

  • Licensure as a School Psychologist and/or Psychologist are preferred. Licensed-eligible applicants are also encouraged to apply and first year supervision for licensure is available.
  • Preference will be afforded to individuals with an interest in collaborating as a member on research projects related to improving achievement and mental health outcomes for students with at-risk factors.
  • A proven record of scholarship including provision of professional development workshops or presentations and/or research and publication is highly valued.
  • Delivery of cognitive-behavioral therapy addressing more intensive and long-term mental health needs (e.g., depression, anxiety) is preferred.


Application Instructions

Interested applicants must apply online at and include:

  1. Statement of experience, professional goals, and interests: Please submit a brief statement of your consultation, counseling, and assessment experience. Please also include any participation in eligibility meetings, administrative teams, and leadership roles.
  2. A complete curriculum vitae outlining your educational, school psychological services experience and qualifications.
  3. Official graduate transcripts.
  4. Three letters of recommendation (at least one from your current supervisor or internship director).

Successful applicants will have completed their EdS or PhD degree in counseling, clinical, or school psychology, preferably approved by the National Association of School Psychologists (NASP) or accredited by the American Psychological Association (APA). An emphasis on MTSS and Response-to-Intervention (RtI) systems of support service delivery within public education will be required. School Psychology certification and or certification eligibility for the State of Florida required. Licensure as a School Psychologist or Psychologist are preferred. License eligible also considered. A record of scholarship including provision of professional development workshops or presentations, research, and publication is valued. Experience in assessment, intensive academic/behavioral, and mental health interventions service delivery, teacher consultation, problem-solving team collaboration, and systems-level data analysis are essential. Counseling skills are required and cognitive-behavioral therapy is preferred. Preference will be afforded to individuals with an interest in collaborating, as a member, on team research projects related to improving academic outcomes and mental health supports for students at-risk.

Review of applications will begin 5-26-21 and continue until the position is filled. The position start date is 7-30-21.

The final candidate will be required to provide an official transcript to the hiring department upon hire. A transcript will not be considered “official” if a designation of “Issued to Student” is visible. Degrees earned from an education institution outside of the United States are required to be evaluated by a professional credentialing service provider approved by the National Association of Credential Evaluation Services (NACES), which can be found at

If an accommodation due to a disability is needed to apply for this position, please call 352-392-2477 or the Florida Relay System at 800-955-8771 (TDD). Hiring is contingent upon eligibility to work in the US. Searches are conducted in accordance with Florida’s Sunshine Law.

Equal Employment Opportunity Statement

The University of Florida is committed to nondiscrimination with respect to race, creed, color, religion, age, disability, sex, sexual orientation, gender identity and expression, marital status, national origin, political opinions or affiliations, genetic information, and veteran status in all aspects of employment including recruitment, hiring, promotions, transfers, discipline, terminations, wage and salary administration, benefits, and training.



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