Associate Clinician

To establish a list of eligible candidates that will be used to fill anticipatedvacancies for the 2026-2027 School Year.The vacancies are 11 and 12 month, full-time (8 hours/day) positions in the Student Support Services Department. This list may also be used to fill future part-time, full-time, permanent, and temporary vacancies for up to one year.

APPLICATION DEADLINE: Completed applications must be submitted no later than 11:59 p.m. onMarch 16, 2026. Late applications and/or certificates will not be accepted.

TESTING PROCESS:
A)Training and Experience (T&E) Evaluation = Qualifying (pass/fail)
B)Structured Interview/Performance Exercise= 100% weighting on final score
Tentatively scheduled for as early as the week of March 23, 2026.

Applicants must meet the minimum qualifications stated in the job posting by the application deadline in order to move forward in the testing process. Those applicants who meet the minimum qualifications will have their application materials reviewed by a screening committee that will evaluate the training and experience of each applicant as it relates to the areas assessed in the supplemental questions. Those with the highest scores on the T&E will be invited to the structured interview. The testing process is subject to change as needs dictate. All communication regarding this process will be delivered via email.

The information included in the Work Experience section of the application will determine whether applicants meet minimum qualifications. Please make sure you include ALL current and previous employment in the Work Experience section of the application and complete ALL fields.

Class specifications are intended to present a descriptive list of the range of duties performed by employees in the class. Specifications are not intended to reflect all duties performed within the job.

Purpose Statement
Under the supervision of the Assistant Superintendent of Student Support Services or designee, the Associate Clinician provides school-based and community-based social emotional services to support the emotional and behavioral well-being of students. This includes informal assessment, progress monitoring and reporting, goal development, and the provision of individual counseling, group counseling, and other counseling and guidance services as well as partnering with youth as a component of collaborative educational services to support student social emotional health and well-being. The Associate Clinician serves as a member of the multidisciplinary team focused on promoting student wellness and educational success.

Distinguishing Career Features
The Associate Clinician is the entry-level position in the ERSES Clinician series, followed by ERSES Clinician I as the journey-level, and ERSES Clinician II as the advanced, expert-level classification. Under clinical supervision, Associate Clinicians work independently to provide social-emotional services and implement intervention strategies within school and/or home settings, in accordance with District guidelines and professional standards.

The Educationally Related Social Emotional Services Clinician I is a fully qualified, journey-level position within the ERSES Clinician series. Individuals in this role are expected to enter the position with a strong foundation of knowledge and experience, enabling them to work independently in assessing and diagnosing mental and emotional conditions, developing effective treatment plans, and determining appropriate intervention strategies—all in alignment with District guidelines and professional standards. Unlike Associate Clinicians, they require minimal supervision and demonstrate sound clinical judgment in routine and moderately complex cases.

The ERSES Clinician II serves as the advanced-level expert in the series. In contrast to the journey-level Clinician I, Clinician II independently manages the most complex clinical and case management responsibilities and may also provide clinical supervision, as permitted by their licensure and training. Clinician II demonstrates leadership in program development and may serve as a resource for consultation and training within the District.

• Collaborates with multidisciplinary teams (e.g., IEP teams), families, and students to develop, implement, and evaluate goal-oriented plans.
• Provides individual and group counseling, as well as other school-based mental health services, to support students' social-emotional and behavioral development and improve academic and interpersonal functioning.
• Participates in collaborative educational services (COEDS) to address the needs of students with intensive support requirements.
• Delivers intensive, individualized, community-based services in home, school, and other settings to help resolve challenges affecting a student's educational access and progress.
• Prepares and delivers lessons, activities, and other materials focused on strength-based and other interventions.
• Maintains progress notes and reports progress toward student social emotional goals and plans.
• Consults with school personnel regarding students' mental health histories, treatment plans, and available community resources.
• Completes billing procedures for mental health services, including accurately completing Medi-Cal documentation, utilizing claims systems, applying appropriate service coding, and maintaining precise records of billable hours.
• Participates in professional development and training related to clinical practices, cultural competency, compliance, co-occurring disorders and substance abuse.
• Attends and participates in required supervision.
• Drives to various district locations as needed to perform job duties and support students’ emotional and behavioral well-being

Other Functions

• Performs other duties as assigned that support the overall objective of the position

Education:

• Master’s degree from an accredited institution in Marriage and Family Counseling, Counseling Psychology, Educational Psychology, Clinical Psychology, Social Work with a clinical emphasis, or a closely related field.

Experience:

• Experience working in a California school district or County Schools Office with at-risk or special education students is highly desirable.

Other Requirements:

• Actively pursuing licensure through the California Board of Behavioral Sciences or Board of Psychology or be a registered intern.
• Valid California Class C Driver’s License or reliable transportation for travel between sites.

Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
Skills to:

• Analyze situations accurately and adopt effective courses of action.
• Protect confidentiality and maintain security of sensitive information.
• Maintain accurate records.
• Manage time efficiently and meet the required deadlines.
• Understand and follow verbal and written instructions clearly.
• Communicate effectively in a second language; bilingual proficiency is desirable and may be beneficial in serving diverse student and family populations.

Knowledge of:

• Analyze situations accurately and adopt effective courses of action.
• Protect confidentiality and maintain security of sensitive information.
• Maintain accurate records.
• Manage time efficiently and meet required deadlines.
• Understand and follow verbal and written instructions clearly.
• Communicate effectively in a second language; bilingual proficiency is desirable and may be beneficial in serving diverse student and family populations.

Ability to:

• Learn and implement rules and policies applicable to assigned duties.
• Maintain professional boundaries while demonstrating empathy and sensitivity to student and family needs.
• Adapt therapeutic approaches to meet diverse cultural, emotional, and developmental needs
• Demonstrate a high level of mental acuity and emotional resilience.
• Exercise independent judgment and initiative in a professional setting.
• Establish and maintain cooperative working relationships with students, families, staff, and community agencies.
• Perform billing procedures for mental health services, including accurately completing Medi-Cal documentation, using claims systems, coding services, and recording billable hours.
• Communicate clearly and effectively, both orally and in writing.
• Operate computers and job-specific software, including documentation and communication platforms.

Working Environment
Physical Demands:

• Mostly seated work with frequent opportunities for movement.
• Occasionally lift, carry, push, pull, or move objects up to 15 pounds.
• Must be physically capable of safely performing physical restraint techniques on students when necessary, following district policies and training to ensure the safety of all individuals involved.
• Continuous use of manual dexterity to operate office equipment.

Environment:

• Work is performed primarily indoors in office or classroom settings.
• Travel between district sites is required, using a personal vehicle or alternate transportation.

Tools/Equipment Used:

• Personal computer and software applications specific to mental health documentation and communication.
• Standard office equipment such as printers, copiers, and fax machines.

Individuals protected by the Americans with Disability Act (ADA) may request accommodation if needed. In order for appropriate arrangements to be made for testing, your request must be received at the time your application is submitted. If special arrangements are not requested at the time the application is submitted, it is understood that no special accommodations are required. Documentation on the need for accommodation must accompany your request.

Equal Employment Opportunity Statement
The Simi Valley Unified School District is committed to providing equal opportunity for all applicants for employment. The application, examination, and selection process shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, ethnic group identification, age, religion, marital, pregnancy, or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity or expression, or genetic information; a perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics.