Jobloria
School Psychologist
MISTAFF
Location : Hancock, MI, 49930
Job Type : Full Time
Salary : $50,200 - $77
Date Posted : 1 December 2025
Deadline:December 15, 2025District/Organization:Copper Country Intermediate School DistrictPosition/Type:Other, full timeSalary:$50,200 – $77,800 annual starting salary
Position DetailsThe Copper Country Intermediate School District (CCISD) seeks aSchool Psychologistto join their team inHancock, Michigan. If you’re passionate about supporting student success through assessment, consultation, and intervention, and enjoy working closely with educators, families, and community partners, this may be a perfect fit for you.
In this role, you’ll provide psychoeducational assessments and help implement a Multi-Tiered System of Supports (MTSS) across school districts in Baraga, Houghton, and Keweenaw Counties. You’ll be a key part of a multidisciplinary team working to ensure every student has the support they need to thrive.
We believe in teamwork and growth—whether you’re an experienced practitioner or a new graduate, you’ll find mentorship, collaboration, and professional development opportunities in a welcoming and encouraging environment.
WHAT WE OFFER.
- $50,200 – $77,800 annual starting salary based on education and years of experience.
- Health, dental, vision, life, and accidental death/dismemberment insurance.
- Paid sick days and personal days.
- Retirement plan provided by the Michigan Public School Employees Plan (MPSER).
- Professional development assistance and opportunities for advancement.
- Summers off!
WHAT YOU WILL DO.
- Conduct evaluations and assessments for students referred for special education services.
- Consult with teachers, parents, and administrators to address learning and behavioral needs.
- Collaborate on intervention planning, MTSS, and Positive Behavioral Interventions and Supports (PBIS).
- Support and coach staff through professional development and team meetings.
- Keep thorough records and help maintain compliance with all required reports.
WHAT WE ARE LOOKING FOR.
- Master’s or Specialist degree in School Psychology.
- A valid Michigan School Psychologist Certification, or eligibility to become certified.
- Strong skills in assessment, consultation, and data-driven decision-making.
- Someone who is compassionate, organized, and a great communicator.
- A team player who is eager to contribute to a positive school climate.
- Someone with a desire to continually increase their knowledge and an unrelenting ability to make positive change in the lives of students.
HELP STUDENTS SUCCEEDwhile working in a community where your expertise is valued and your professional growth is supported. Take the next step and apply online at ccisd.hirescore.com
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WHY HANCOCK IS YOUR NEXT ADVENTURE.It is possible to have it all –summers offanda rewarding careercentered amongst the largest fresh waters on earth on a peninsula called the Keweenaw. Lake Superior provides the backdrop to adventure by land, lake, and sky. Make this vision a reality by considering this opportunity to make a difference in the lives of special needs students, surrounded by award winning school districts, and supported by a team of outstanding teaching professionals. The Copper Country Intermediate School District is an Equal Opportunity/Affirmative Action employer.
E-mail:jody@stangds.comWebsite:LinkAttachments:CCISD-blue-white-1.png
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Freqently Asked Questions
Hancock's unique position on the Keweenaw Peninsula creates a steady need for school psychologists, especially within Copper Country Intermediate School District. Compared to urban centers, demand here is consistent but less competitive, offering candidates a balanced opportunity to impact student mental health while enjoying community engagement.
In Michigan, holding a valid school psychologist certification or eligibility for one is crucial. For Hancock and surrounding counties, familiarity with state-specific guidelines and Michigan Public School Employees Retirement (MPSER) plan enrollment enhances employment prospects and aligns well with district compliance standards.
Strong assessment capabilities, data-driven decision-making, and collaborative consultation define effective school psychologists. Mastery in psychoeducational evaluations and intervention planning ensures support tailored to diverse student needs, fostering positive behavioral outcomes and academic success.
Many school psychologists progress into leadership roles such as district-level coordinators, specialists in multi-tiered systems of support (MTSS), or pursue doctoral studies for clinical or research positions. Continuous professional development and mentorship play a key role in these upward trajectories.
Daily tasks often involve conducting student evaluations, collaborating with educators and families to design interventions, and supporting staff through training sessions. Balancing documentation, compliance reporting, and multidisciplinary teamwork ensures each student receives comprehensive psychological support.
MISTAFF provides a competitive salary ranging from $50,200 to $77,800 annually, alongside comprehensive health and retirement benefits. The summer off schedule and professional development support create an attractive work-life balance tailored for school psychologists seeking growth within a nurturing environment.
MISTAFF fosters a culture of collaboration and mentorship, offering new graduates and seasoned psychologists alike opportunities for skill enhancement and leadership roles. Engagement with diverse counties under CCISD expands experience in MTSS and PBIS frameworks, strengthening clinical and consultative expertise.
Starting salaries typically range between $50,200 and $77,800 annually, influenced by educational background and experience. This compensation aligns with regional standards for school psychology roles in intermediate districts, balancing cost of living and professional demands effectively.
While remote options are less prevalent due to the hands-on nature of school psychology, some districts offer travel roles covering multiple counties, like Baraga, Houghton, and Keweenaw. These roles require adaptability and strong community ties to effectively serve diverse student populations.
Some may underestimate the scope beyond assessments, overlooking vital consultation with educators and families or the importance of implementing MTSS and PBIS. The role demands flexibility, strong communication, and a commitment to systemic student support that extends well beyond clinical duties.
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