Boston Public Schools

BPS is seeking 4 new school psychologists for the 22-23 school year.   Additional information about the BPS Behavioral Health Services department please visit: www.cbhmboston.com. Email Andria Amador at aamador@bostonpublicschools.org with questions.  Click here to apply. https://bostonpublicschools.tedk12.com/hire/viewjob.aspx?jobid=31933

Immediate School Psychologist position open in Chelsea Public Schools. There will be an opportunity to continue into next school year. The interview committee is also accepting applications for the 23-24 School year. Please apply through the website below:

https://chelseaschools.tedk12.com/hire/index.aspx

Benjamin Franklin Classical Charter Public School opened in 1995 as one of the first Charter Schools in Massachusetts. As a K-8 school, our mission is to assist parents in their role as primary educators of their children by providing students with a classical academic education coupled with sound character development and community service. 

We are currently seeking a full-time School Psychologist to join our mental health team, which consists of 3 school counselors, 1 social worker and 1 other School Psychologist. 

The role of the School Psychologist is to apply expertise in mental health, learning, and behavior to support the success of students academically, socially, behaviorally, and emotionally. The School Psychologist partners with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community. The School Psychologist identifies and assesses the learning, development, and adjustment characteristics and needs of individuals and groups, as well as, the environmental factors that affect learning and adjustment. S/he provides interventions to students to support the teaching process and to maximize learning and adjustment. S/he assists in the planning, development, and evaluation of programs to meet identified learning and adjustment needs. S/he delivers a planned and coordinated program of psychological services.

Qualifications:

- Completion of Master’s degree or higher in school psychology approved by the National Association of School Psychologists (NASP), including an advanced practicum of 1,200 hours, 600 of which must be in a school setting
- Possession of MA DESE School Psychologist License or possess the requirements for Licensure in the Commonwealth of Massachusetts (applicants possessing a license in School Psychology from other states will be considered)
- Demonstrates an understanding of and an affinity for the mission of BFCCPS
- Ability to work collaboratively with school leadership and special education faculty and staff  to ensure that all students’ needs are met
- Excellent communication and interpersonal skills
- Compassion and empathy for students and families; Ability to create a positive, warm, and achievement-oriented environment based on high expectations that engages, encourages and motivates students
- Professionalism and ability to maintain confidential information

For more information, or to apply for the position, please contact Kathy Lacana, Director of Human Resources, klacana@bfccps.org.

Samoset Middle School

2022-2023 School Year

Middle School Psychologist

Leominster Public Schools needs an Elementary School Psychologist who can provide

psychological assessment, crisis response, individual and group counseling, school-based

consultation, and research; work with students, families, and educators regarding educational

and mental health needs; assist teachers, parents, and students in understanding, preventing,

and addressing learning, behavioral, developmental, and emotional difficulties

Qualifications:

School Psychologist License with DESE

RESPONSIBILITIES:

• Demonstrate knowledge of school and classroom climates and use such knowledge to assist in

developing school improvement plans and classroom interventions

• Demonstrate knowledge regarding the social, affective, and adaptive domains of child

development.

• Identify and apply sound principles of behavior change within these domains to assist in

designing and implementing prevention and intervention programs

• Collaborate with others to develop appropriate cognitive and academic goals for students with

different abilities, disabilities, strengths, needs, and develop interventions to achieve these

goals.

• Conduct psychoeducational assessments using a variety of instruments and techniques that

are appropriate for the individual student. This includes report writing, data analysis, and

dissemination of results.

Participation in IEP meetings and advising the development of IEP goals.

• Participate in planning and implementing prevention programs to address the social and

affective needs of students (e.g., programs to address bullying, school violence, and school

safety).

• Provide direct services to individuals or groups of students (e.g., counseling, crisis

interventions, mentoring, and individual safety plans, when appropriate).

• Consult and confer with teachers, staff, and families about strategies to facilitate the social and

affective adjustment of students.

• Maintains confidentiality for the purpose of protection of students, staff, parents, and district

• Supports and promotes the district’s core ethical values.

Please submit cover letter, resume, transcripts and evidence of ESE licensure.

Contact: Laura VanDorn, SPED Director; laura.vandorn@leominsterschools.org, 978-534-7725

IMMEDIATE OPENING

2022-2023 School Year

High School Psychologist

Leominster Public Schools needs a High School Psychologist who can provide psychological

assessment, crisis response, individual and group counseling, school-based consultation, and

research; work with students, families, and educators regarding educational and mental health

needs; assist teachers, parents, and students in understanding, preventing, and addressing

learning, behavioral, developmental, and emotional difficulties.

Qualifications:

School Psychologist License with DESE

RESPONSIBILITIES:

• Demonstrate knowledge of school and classroom climates and use such knowledge to assist in

developing school improvement plans and classroom interventions

• Demonstrate knowledge regarding the social, affective, and adaptive domains of child

development.

• Identify and apply sound principles of behavior change within these domains to assist in

designing and implementing prevention and intervention programs

• Collaborate with others to develop appropriate cognitive and academic goals for students with

different abilities, disabilities, strengths, needs, and develop interventions to achieve these

goals.

• Conduct psychoeducational assessments using a variety of instruments and techniques that

are appropriate for the individual student. This includes report writing, data analysis, and

dissemination of results.

Participation in IEP meetings and advising the development of IEP goals.

• Participate in planning and implementing prevention programs to address the social and

affective needs of students (e.g., programs to address bullying, school violence, and school

safety).

• Provide direct services to individuals or groups of students (e.g., counseling, crisis

interventions, mentoring, and individual safety plans, when appropriate).

• Consult and confer with teachers, staff, and families about strategies to facilitate the social and

affective adjustment of students.

• Maintains confidentiality for the purpose of protection of students, staff, parents, and district

• Supports and promotes the district’s core ethical values.

Please submit cover letter, resume, transcripts and evidence of ESE licensure.

Job Contact: Jenn Kifer, SPED Coordinator; jennifer.kifer@leominsterschools.org, 978-534-7715

9/22/2022

If you’re looking for a chance to change the world for children and young adults with multiple disabilities and visual impairments, Perkins School for the Blind has opportunities for you.

We’re looking for energetic and talented individuals committed to helping people reach their full potential. Our work begins with students on our campus in Watertown, Massachusetts, but spans the globe with partnerships that help the world’s most vulnerable children.

As an organization, we encourage our employees to:

• Think Courageously: Pave the way for change. Be creative, curious & resilient. Challenge yourself to try, fail and try again. Think big and embrace unconventional approaches.

• Take Ownership: Don’t wait, initiate. Invest fully in your work. Own your choices. Deliver results. Have a bias for action and a dedication to quality.

• Be Collaborative: Create a diverse and inclusive community. Foster positive relationships. Communicate openly & respectfully. Build trust and operate with integrity. Be willing to disagree, commit and keep moving.

Across all departments, these actions are fundamental in helping Perkins achieve its mission of building a world where people with complex disabilities and visual impairments can learn and thrive. If these sound like you, we encourage you to consider a career at Perkins.

About this Role

Under the general direction of the Education Director; the School Psychologist may provide direct psychotherapeutic individual and group counseling and perform diagnostic evaluations for students who are blind, visually impaired, and multiply impaired; provide in-service training related to clinical issues to program staff; work with families of enrolled students; provide case management services; design individual and/or group behavior management programs; provide crisis intervention in classroom or cottage; and, provide ongoing support and consultation regarding behavioral concerns to program staff. Participate as a member of an interdisciplinary program team providing educational, prevocational/vocational, and residential services. Provide or arrange for psycho-diagnostic testing of students within the program on a periodic basis.

We’d love to talk with you if you have many of the following:

• Participate as a member of the interdisciplinary evaluation team; Act as liaison between Perkins and other mental health professionals who have direct contact with students.

• Provide crisis intervention to students as needed and assist in making necessary referrals to specialists; Provide ongoing consultation to program staff.

• Plan, develop and implement behavior management programs for individual students and communicate this information and coordinate consistent application of the program to the appropriate individuals.

• Provide consultation to families regarding approved behavior management techniques.

• Serve as a consultant on research related to individuals who are blind, visually impaired, deafblind andmultiply impaired.

• Develop or adapt measurement instruments for use with individuals who are blind, visually impaired, deafblind and multiply impaired.

• Participate in program meetings, case reviews, triennial evaluations and IEP meetings and prepare reports of current progress and needs of the students.

• Provide formal and informal in-service training to staff members.

• Participate in the screening of evaluation of individuals referred for placement and participate on interdisciplinary teams to determine admissions and future programming.

• Make professional contributions to the field including planning and participating in workshops, delivering presentations at conferences, conducting research in the field and preparing articles for publication in professional journals.

• Provide field placement supervision and act as a mentor to undergraduate and graduate students when requested.

• Prepare reports based on observations and assessments of students; Maintains appropriate current records on students.

• Collect and prepare statistical data regarding service delivery as requested.

• Performs other related duties and tasks as assigned.

Minimum Requirements:

• Master’s Degree required from a National Association of School Psychologists (NASP) approved college or university in school psychology; Massachusetts DESE Certification as School Psychologist required with three (3) years experience as a school psychologist.

Benefits: 

We provide a complete benefits package which includes tuition reimbursement, medical and dental insurance, LTD and Life insurance, retirement programs and staff development and training.

Perkins seeks to enhance its community of intellectually, culturally, and socially diverse individuals to enrich the educational experience of our students. Applicants from a multicultural background, are bilingual, and/or who have relevant life experience are encouraged to apply.

Contact:

To learn more about Perkins and to apply for this position, please visit our website:  www.perkins.org or e-mail gloria.aymie@perkins.org 

posted 08SEP22 

Cambridge Montessori School is seeking a licensed School Psychologist to work with students, families and teachers. The school psychologist will partner with the learning support specialist whose job is to support the needs of those students requiring supplemental academic instruction for mild to moderate learning needs. The School psychologist and learning support team provides students with extra academic, social, or emotional/behavioral assistance. 

The school psychologist will work closely with classroom teachers and families to communicate student’s progress. The school psychologist will conduct screenings to assess needs of the child and would support students and teachers in grades Kindergarten through 8th grade.

posted 08SEP22

School Psychologist 

Peabody Public Schools, Peabody, Massachusetts

TITLE:                  School Psychologist Full-time position (2 positions available)

REPORT TO:     Administrator of Special Education, Shannon Crompton

JOB GOAL:        To determine specific learning disabilities or emotional disabilities by conducting psychological evaluations; to provide clinical consultations and other related services in a public school setting.

PERFORMANCE RESPONSIBILITIES:

1. Administer, interpret, and write up psychological evaluations including cognitive, academic, learning and memory perceptual-organizational and projective testing.

2. Provide consultation to principals, teachers, guidance counselors and Special Education TEAM members.

3. Consult to Instructional Support Teams.

4. Provide determinations of disability at TEAM meetings, present results of evaluation and integrate other specialist’s results into a meaningful presentation.

5. Perform as an integral role in the IEP TEAM process to develop the Individualized Educational Program.

6. Consult with parents.

7. Provide in-service training for teachers and peers.

8. Assessment of referred student’s difficulties through appropriate psychological testing and diagnosis. 

9. Perform such duties as directed by the Administrator of Special Education

CONTACT INFORMATION

• School Spring Job ID: 4017433 

• Barbara McCarthy

• 27 Lowell St

• Peabody, Massachusetts 01960

• Phone: 978-536-6511

• Email: click here

The city of Peabody is a vibrant community located in the North Shore region of Massachusetts with a growing population of around 55,000. Peabody Public Schools 2021-2022 district enrollment consists of over 6,000 students in preschool through Post Secondary. The public school system has 11 schools and includes Title I schools. Select Populations: 58.5% High Needs, 46.3% Low Income, 20.5% Students with Disabilities, 18.4% First Language Not English, 9.8% English Language Learners. Student Race & Ethnicity: White 69.8%, 21.3% is Hispanic, 4% African American, 2.4% Asian, 2.2% Muti-Race (non-hispanic), 0.3% Native American, and 0.1% Native Hawaiian.

BENEFITS INCLUDE:

• SPED Director committed to meeting the NASP recommended School Psychologist to student ratio of 1:500. Building based School Psychologist (only one or two schools to cover typically). 

• Part of Unit A Contract 

• Basic Unit A Salary Schedule: Separate salary columns for M+30, M+45, M+60, CAGS, Ph.D. (Link: https://www.pftunion.com/)

• 185 day contract/ 26 bi-weekly pay periods

• Membership with the AFT (American Federation of Teachers),  the second largest teacher's labor union in America. New 3-year contract negotiated as of 2022! 3% raise each year for the next three years!

• Health Insurance with Blue Cross Blue Shield Plan options (city contributes 85% of premium plan for HMO and Access Blue Plan while employee contributes 15%; city contributes 82% of premium plan for Blue Care Elect PPO while employee contributes 18%)

• Altus Dental Insurance (two plan options) and Blue 20/20 Vision Plans

• Voluntary Term Life Insurance,  Disability Insurance, Critical Illness Insurance, and Universal Life Insurance available

• Flex Spending Account/Healthcare Savings Account/Dependent Care Account

Peabody Public Schools Human Resources Website: https://peabody.k12.ma.us/departments/human-resources/

posted 08SEP22

School Psychologist - Everett Public Schools

DEFINITION: 

School Psychologists support students’ learning, social development and mental and behavioral health by implementing assessments, utilizing problem solving and data-based decision-making to determine the needs of the students and recommending evidenced-based interventions. School psychologists collaborate and consult with educators, families, and other professionals to help create safe, healthy, and supportive learning environments for all students. The essential duties or responsibilities listed below are intended only as illustrations of the various types of work that may be performed. School psychologists provide a comprehensive range of services as described in the current standards from the National Association of School Psychologists. The school psychologist functions as part of the school’s Student Support Services Team.

PREREQUISITE TRAINING AND EXPERIENCE:

1. Qualified applicants will have completed an accredited graduate degree program at the specialist-level (e.g., Ed.S., M.A. + CAGS; M.A. + CAS; M.S./M.A.) or higher requiring a minimum of 60 graduate semester hours of study and a 1200 hour supervised internship in School Psychology, with a minimum of 600 hours in a school setting.

2. Qualified applicants will hold or be eligible to obtain a valid School Psychologist license/certificate issued by the Massachusetts Department of Elementary and Secondary Education School Psychologist, all levels

3. School psychologists who hold the National Certification in School Psychology (NCSP) in addition to the required state certification/licensure are encouraged to apply.

SALARY AND WORKING TIME:

According to the Everett Teachers Association contract 

PERFORMANCE RESPONSIBILITIES:

Data-Based Decision Making and Accountability

• Utilize varied models and methods of assessment and data collection for identifying strengths and needs of individual students and the broader school community, developing effective services and programs, and measuring progress and outcomes

Consultation and Collaboration

• Consult and collaborate with colleagues, students, families and other stakeholders to promote effective implementation of services

Interventions and Instructional Support to Develop Academic Skills

• Use assessment and data collection methods to implement and evaluate services that support cognitive and academic skills

Interventions and Mental Health Services to Develop Social and Life Skills

• Use assessment and data-collection methods to implement and evaluate services that support socialization, learning, and mental and behavioral health, including but not limited to behavioral supports, individual and group counseling, and social skills training

School-Wide Practices to Promote Learning

• Develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others (e.g., positive behavior interventions and supports) (currently do not)

Preventive and Responsive Services

• Promote services that enhance learning, mental and behavioral health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery (currently do not)

Family–School Collaboration Services

• Implement and evaluate services that respond to culture and context and facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social–behavioral outcomes for children (currently do not do)

Diversity in Development and Learning

• Provide effective professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations for all aspects of service delivery.

Research and Program Evaluation

• Evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels.

Legal, Ethical, and Professional Practice

• Provide services consistent with ethical, legal, and professional standards;

• Engage in responsive ethical and professional decision-making;

• Collaborate with other professionals

• Apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills

Perform any other duties and assume other responsibilities as may be assigned by the Director of Special Education, Superintendent of Schools and Assistant Superintendents.  

The Everett Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

posted 08SEP22

School Psychologist, part-time (0.4) at the L.D. Batchelder Elementary School 

The position of School Psychologist is designed to provide services to students of the L.D. Batchelder Elementary School (grades K-5).  Interested candidates should apply on SchoolSpring. Chief responsibilities for this position include but are not limited to:

1. Provide short-term and ongoing counseling services to students who are struggling with social, emotional, and behavioral problems.
2. Oversee and manage 504 plans.
3. Provide a full range of psychometric testing as part of the special education eligibility process.
4. Coordinate and complete all required paperwork as part of the IDEA team process.
5.  Collaborate regularly with teacher teams to stay current with student concerns.
6. Provide regular communication with parents regarding academic achievement and behavioral intervention.
7. Assist students who exhibit school refusal, chronic absenteeism, or behavioral concerns which interfere with academic success.
8. Serve as a member of the school’s Crisis Response Team.
9. Collaborate/case manage with community agencies and outside professionals providing therapeutic services to assigned students.
10. Coordinate services for students who are returning to school following extended absences due to illness or hospitalization.
11. Work collaboratively with school administrators to promote school policies.

North Reading Public Schools is committed to cultivating and sustaining a diverse and dynamic workforce to represent and engage our students' learning and growth. We seek to ensure all students become knowledgeable, responsible, caring, and contributing members of society through culturally responsive and social-emotional learning from preschool through high school.
All educators in North Reading will feel welcome, safe, and valued for who they are and supported to reach their potential as educational leaders. Teachers will feel personally connected to their experiences and will feel represented inside and outside of the classroom ensuring a sense of belonging.

Job Requirements:

1. Massachusetts DESE license as a School Psychologist.
2. Citizenship, residency or work visa required

28Jul22

Role - Therapeutic Support Specialist / School Psychologist

Why NHCS?
Neighborhood House Charter School (NHCS) is a tuition-free open enrollment charter school for grades K1-12 in Dorchester that is a public alternative to traditional district schools. We serve over 800 students across two campuses predominantly from the neighborhoods of Dorchester, Roxbury and Mattapan.  We believe in the social emotional well-being of our students and know that a well-coached and supported educator is instrumental in helping our scholars both academically and in their SEL growth. We do not give up on kids. Our expectation is that all of our students thrive at NHCS, graduate from high school and pursue post-secondary education on the path to life success. Our educators are partners with our scholars and their families as they embark on this path.

What is the Therapeutic Support Program Specialist role? 
As a Therapeutic Support Program Specialist in our Therapeutic Support Program you care deeply about the success of your students and create strong relationships to leverage success both in and out of the classroom. You understand the demands of working with behavioral needs and are excited to help scholars maximize their functioning in school and reach their fullest potential. You act as case-manager and liaison for these students, evaluate their strengths and challenges, and create and monitor individualized plans to support their ongoing success. 

You will work at our Centre St. campus supporting scholars on IEPs or 504 plans. The hours are Monday - Friday, 7:45 a.m. - 4 p.m. Someone coming to us with two years of previous experience and a master’s degree can expect to make $64,898.

Is this You?

• You are committed to cultivating anti-racist, culturally responsive and restorative practices;
• You have earned a Master's degree in School Psychology, Social Work, or a related clinical field or a Master's or Bachelor's degree in Special Education;
• You have a certification in Moderate Disabilities, School Psychology, or clinical work (preferred)
• You are familiar with trauma informed practices
• You believe in a Warm Demanding ethos where the two phrases,
• “We care about you” and “We have the highest expectations for you” go hand in hand.
• You are committed to cultivating the social emotional wellbeing of all of our scholars both in and out of the classroom;
• You will thrive in a community in which all members demonstrate accountability, flexibility, humor, effort, responsibility, respect and hope;
• You are able to start on Monday, August 22, 2022.

Neighborhood House Charter School (NHCS) is committed to being an anti-racist organization. The work of racial justice does not belong to a department or position; it is the responsibility of every member of our community - scholar, family, and educator. As an educational organization, we are committed to continual growth and learning so everyone can find a safe place to belong and walk on their own anti-racist journey in the midst of a racially diverse and vibrant community. This will ensure that we, as an organization, reflect, equip, and care for all.

We are an equal opportunity employer and it is our policy to provide equal opportunity for all applicants and employees without regard to race, color, religion, gender or gender identity, sexual orientation, veteran status, genetic information, age, disability, marital status or any other basis protected by federal, state or local laws.  We encourage you to apply even if you feel that you do not meet all the stated requirements for the position.

APPLICATION PROCESS
Thank you for your interest in our school. We are strongly committed to hiring a diverse and multicultural staff and look forward to hearing from you. Please send a cover letter and resume using the provided link or email Dana Reder, Ed.M. NCSP, Director of Student Services directly at dreder@thenhcs.org.

posted 28Jul22

Captain Isaac Paine Elementary School, a small rural school in northwestern Rhode Island, is seeking a full or part-time school psychologist. We are a supportive and collegial learning environment and seek to replace our retiring long-term school psychologist. The position includes working with students, serving on our student support team, and coordinating the 504 process. More details can be found at the full job posting: https://www.schoolspring.com/job.cfm?jid=3925862

You can also contact Dr. Andre Audette, principal, at andre.audette@paineschools.org for more information.

posted 28Jul22

The Hartland School district is looking for a full time school psychologist for its small rural Prek - 8 school located in Hartland, CT, in Northwest Connecticut, right on the border of Massachusetts.  Duties include psychoeducational testing, counseling, SEL lessons and support, consultation, and PPT coordination.  This is a unique opportunity to work in a very small school and get to know and be a part of the whole school community.

Please contact and send resume to:

Quentin Rueckert

Executive Director - Shared Services

qrueckert@sharedservicesct.com

860-379-8583

Link to posting (https://brookline.tedk12.com/hire/ViewJob.aspx?JobID=3149)

The school psychologist administers psychological diagnostic tests; has comprehensive, insightful diagnostic skills, interprets a variety of informal and formal special education assessments, has knowledge of specific approaches and tools to help students, teachers and families better deal with all factors which interfere with the learning process, has experience working collaboratively to address student needs, writes IEPs and collaborates in IEP meetings, and has a comprehensive knowledge and understanding of child development. Basic background in neuropsychology and experience with children with diagnoses along the autism spectrum a plus. The successful psychologist has a strong understanding of when further evaluations may be beneficial, has the ability to communicate effectively with parents and outside agencies to support student learning, has an appreciation for students from diverse family and socioeconomic situations, strong written and verbal communication skills, an open-mind, sense of humor and the ability to calmly approach stressful situations.

Psychologist duties may include, but are not limited to:

• Student assessment including administration of psychological evaluations of cognitive skills, attention, memory, social-emotional functioning and student observation
• Counseling groups (social skills, friendship, etc.) and individual counseling
• Participation in special education Team meetings, school mental health, crisis response team and/or counseling team
• Consultation with school administration, team facilitators, BCBA, SLP, OT, PT, general ed. and special educators
• Involvement and consultation around behavioral interventions and plans
• Consultation to parents/guardians

Additional Duties:

• Attend department meetings
• Participate with colleagues as a contributing member of the school community and contribute to school effectiveness
• Be actively involved in professional development (i.e. courses, workshops and in-service training) in order to be current in new methods and approaches in special education as well as to expand knowledge of the general education curriculum for students receiving services
• Reports to: Building Principal and Director of Special Education

Required Qualifications:

• Candidates must have a current Mass. DESE School Psychologist license

 ***All employees must be vaccinated and maintain full vaccination as a condition of employment or work as an on-site vendor/contractor, unless they receive approval for a documented medical or religious exemption in accordance with relevant state and/or federal law. For a full copy of the Covid-19 vaccination policy please click here.

The Public Schools of Brookline is especially interested in qualified candidates who can contribute through their teaching or practice to the diversity and excellence of the PSB community.

The Public Schools of Brookline is an equal opportunity/affirmative action employer. Members of underrepresented groups and all persons committed to diversity and inclusive excellence are strongly encouraged to apply.

14JUL22

Posting this position for a school psychologist position for Lincoln Public Schools.  We are looking to hire for next school year. The posting can be found at Lincoln Public Schools.

posted 14JUL22

We are a small, public charter school in Metrowest Boston and are seeking a 1.0 FTE school psychologist for the 2022-23 school year. Please see more information at SchoolSpring.

posted 14JUL22

Consulting School Psychologist/Part Time

Are you a School Psychologist or Licensed Educational or Clinical Psychologist interested in working or returning to work just as much or as little as you wish, with flexibility and control over your schedule? 

SEEKING 

Psychologists with good experience conducting psychoeducational evaluations and writing comprehensive reports to join my 24-year contracting practice. 

TO DO 

Evaluations on a contractual basis, with great flexibility to work as much or as little as fits well in your life, starting at the start of  September, 2022 and going through the school year, or longer.  

PARTICULARS 

Candidate should have:

1. experience with a range or cognitive, learning and memory tools, as well as social/emotional evaluations and Functional Behavioral Assessments and 

2. the philosophical commitment, ability (or ability to develop) a holistic approach to understanding students, their strengths and their needs, and how to use this perspective and information to reach greatest outcomes. 

Assignments will be throughout the greater Boston area. Candidate will ideally be interested in working with me for more than this upcoming academic year, but this is not a requirement.  

IF INTERESTED 

Please send any questions, a resume and sample anonymous report to Catherine Giles Stecher, NCSP, Licensed Educational Psychologist: Gilesstecher@verizon.net as soon as possible. 

posted 14JUL22

The Andover public school district is currently seeking two school psychologists for elementary level mental health programming. These are full time staff positions, each with a single school assignment, working as part of the district's psychology team,  alongside other peer psychologists and other multidisciplinary peers in a building-based capacity. 

Link to job posting:  https://www.governmentjobs.com/careers/andoverma/jobs/3603282/full-time-school-psychologist-t3-program-staff-elementary-level 

For any additional questions, please contact: Dr. Ryan Fielding @ ryan.fielding@andoverma.us

Consulting School Psychologist/Part Time

Are you a School Psychologist or Licensed Educational or Clinical Psychologist interested in working or returning to work just as much or as little as you wish, with flexibility and control over your schedule? 

SEEKING 

Psychologists with good experience conducting psychoeducational evaluations and writing comprehensive reports to join my 24-year contracting practice. 

TO DO 

Evaluations on a contractual basis, with great flexibility to work as much or as little as fits well in your life, starting at the start of  September, 2022 and going through the school year, or longer.  

PARTICULARS 

Candidate should have:

1. experience with a range or cognitive, learning and memory tools, as well as social/emotional evaluations and Functional Behavioral Assessments and 

2. the philosophical commitment, ability (or ability to develop) a holistic approach to understanding students, their strengths and their needs, and how to use this perspective and information to reach greatest outcomes. 

Assignments will be throughout the greater Boston area. Candidate will ideally be interested in working with me for more than this upcoming academic year, but this is not a requirement.  

IF INTERESTED 

Please send any questions, a resume and sample anonymous report to Catherine Giles Stecher, NCSP, Licensed Educational Psychologist: Gilesstecher@verizon.net as soon as possible. 

posted 29May22

Well established educational and therapeutic program for children ages 3-12 with neurological and emotional challenges is seeking an experienced psychologist for a 30 hour position. Responsibilities include evaluations, child and family treatment, supervision, administration and clinical team consultation, research, writing and data collection. 

Benefits included. 

Flexibility and option to fulfill additional 10 hours with treatment  if a 40 hour position is  preferred. 

website: Community Therapeutic Day School

posted 16Apr22

Date April 6, 2022 

From: Brian E. Lynch, Superintendent of Schools 

Re: District Mental Health Staff Liaison for the 21-22 and 22-23 school year. 

This is a Mass DPH grant supported position averaging 35 hours per week. Job Roles and Responsibilities: While actual roles and responsibilities will vary depending on individual circumstances, the Mental Health Staff Liaison will generally be required to perform some or all of the following tasks. Note that this list is not all-inclusive and that the administration may also assign other tasks he/she deems appropriate. 1. Work with District Level Administrators on providing district level trainings for our professional staff. 2. Establish District wide Health initiatives for each building with the focus being on staff well-being and overall healthy habits. 3. Consult with staff regarding overall employee concerns and help determine appropriate measures to help support our staff and buildings  4. Actively participate in the District Emergency Response Team. 5. Assists teachers and staff in behavioral interventions and strategies to assist learning. 6. Develop and implement a positive system of staff recognition.  7. Be involved in the District wide Staff wellness newsletter, providing opportunities for own self-improvement and mental health. 8. Ensure that all staff are offered equitable opportunities to participate in school activities. 9. Provide resources for faculty and parents to address students’ needs. 10. Establish and maintain cooperative and effective working relationships with all members of school community to carry out responsibilities. 11. Other duties as reasonably assigned by the Principal, Assistant Principals and/or Director of Student Services.  Qualifications:  Licensure requirements:  Massachusetts School Social Worker/School Adjustment Counselor, All Levels  2-3 years school counseling experience preferred Experience using technology in the classroom preferred. Master’s degree in Counseling/Social Work or related area Ability to relate well to others and ability to motivate students, and to effectively work with colleagues and families.  Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable  Citizenship, residency or work VISA in United States required  OPEN UNTIL FILLED  To apply please send a letter of intent to:  Carolyn Lyons, Director, Pupil Personnel Services  112 Tiger Drive  Middleborough, MA 02346  508-946-2013  clyons@middleboro.k12.ma.us

posted 08FEB22

Lynn Public Schools is currently seeking a full-time school psychologist (bilingual in Spanish preferred). This is considered an administrative position, with competitive pay and benefits (base salary of $99,900, plus differential for degree and longevity as well as opportunities for overtime compensation). The primary responsibility of this position is conducting psychoeducational evaluations. Our department has benefitted from a number of added positions over the past few years, resulting in reduced caseloads and increased opportunities to become an integral part of our school communities. We are a clinically diverse group, with almost half of our department being bilingual in Spanish, and we regularly provide opportunities for supervision, peer collaboration, and training . If you are interested in applying or would like more information about this position, please contact Tyler David Ferguson, Lead School Psychologist, at fergusont@lynnschools.org.

posted 13DEC21

LONG TERM SUBSTITUTE 2021-2022 SCHOOL PSYCHOLOGIST

Minuteman High School 

Lexington, Massachusetts 

Job Requirements

• Education/Formal Training Required:
  •Masters Degree in Psychology or other related area.
  •Ability to work as part of a team to foster a positive working relationship with students and staff.
  •At least 3 years of relevant experience preferred.
  Certification/License Required:
  •Certified by DESE as School Psychologist
• At least 5 years of relevant experience preferred
• Master degree preferred
• Citizenship, residency or work visa required

Contact Information

• Amy Perreault , Assistant Superintendent
• 758 Marrett Road
• Lexington, Massachusetts 02421

• Phone: 781-861-6500
• Fax: 781-863-1747
• Email: click here

Application information: https://www.schoolspring.com/job.cfm?jid=3718541

posted 01DEC21

School Psychologist

Reports to:  Principal
Location:Ephraim Curtis Middle School

Position Summary:

The psychologist will work within the special education department as a Team member in the evaluation/reevaluation process, counseling students on IEP’s, and consulting and collaborating with program staff, teachers, administrators, and parents to support children.  The psychologist will also work collaboratively with the school counselor to enhance mental health supports and services in the building.  

Key Duties & Responsibilities:

Consultation
• Collaborate with teachers, parents, and administrators to find effective solutions to learning and behavior problems;
• Help others understand child development and how it affects learning and behavior;

Evaluation
• Evaluate eligibility for special education and Section 504;
• Assess academic skills and aptitude for learning;
• Determine social-emotional development and mental health status;
• Conduct Functional Behavioral Assessments;

Intervention
• Provide psychological counseling to help resolve interpersonal or family problems that interfere with school performance;
• Work directly with children and their families to help resolve problems in adjustment and learning;
• Provide training in social skills and behavior management;
• Help families and schools manage crises such as death, illness, or community trauma;
• Create positive behavior intervention plans;

Prevention
• Promote tolerance, understanding, and appreciation of diversity within the school community;
• Develop programs to make schools safer and more effective learning environments;

Research and Planning
• Use evidence-based research to develop and/or recommend effective interventions.

Classification: SEA Unit Position

Work Year: 183 days (1.0 FTE)

Salary: Commensurate with education and experience based on the terms of the collective bargaining agreement.

Posted 01DEC21

The School Psychology program at Plymouth State University invites applicants for a non-tenure track clinical faculty position beginning August 2022. The NASP-approved M.Ed/Ed.S program seeks a dynamic colleague who is committed to teaching excellence, social justice, and service to the field of school psychology as well as the university. In 2016, PSUreorganized colleges and departments into innovative “integrated clusters” that are designed to facilitate inter-professional experiences for students and faculty. The school psychology program is a part of the Health & Human Enrichment integrated cluster. Within this cluster, the program works closely with the School Counseling and Clinical Mental Health programs (Counselor Education & School Psychology; CESP).

This clinical faculty position is full-time with benefits. The teaching load is 24 credits (4 courses each fall & spring semester) per year.  The candidate will also be expected to advise undergraduate students and provide service to the university. 

Apply Here!

posted 14OCT21

The School Psychologist at KIPP MA will provide consultation, assessment and intervention services related to school psychology. The School Psychologist will support all KIPP: MA schools and will report directly to the Special Education Manager.

Duties and Responsibilities:

● Evaluate and screen students to assess cognitive, academic & and social-emotional and behavioral needs;

● Write evaluation reports including all cognitive, academic, social-emotional, and behavior assessments and goals;

● Provide consultation to classroom teachers pertaining to student progress, behavior management techniques and establishing individualized behavior management plans;

● Meet federal and state mandates as well as local policies in performance of duties;

● Work in conjunction with the IEP Team to create IEPs for annual reviews and provides input for students who are involved with the three-year re-evaluation;

● Maintain logs and ongoing assessments to evaluate student progress and complete progress reports;

● Attend family conferences as needed

● Participate in special education meetings;

● Participate in dispute resolution meetings, hearings, and mediation settlement meetings as needed;

● Coordinate outreach activities that support our students and families including pediatricians, outside counseling agencies and agencies such as DCF, DMH, etc.;

● Conduct home visits and works with families to help students make positive behavioral changes;

● Complete Medicaid reimbursement activities; and

● Perform other duties related to this job description as required by the school Principals or other immediate supervisor.

General responsibilities include (but are not limited to):

● At KIPP, we believe that an excellent staff member does the following:

● Believes that all of us can and will learn and creates a positive learning environment with high expectations for all students and staff throughout the school;

● Thrives as part of a team-oriented, mission-driven culture;

● Exudes joy and a love of learning every single day;

● Demonstrates a growth mindset and a desire to continually improve through feedback, coaching, and professional development;

● Constantly assesses progress, communicates results clearly, and uses data to inform decisions and set ambitious goals.

● Has a strong work ethic and commits to doing whatever it takes for students to excel, including committing to an extended workday and remaining available to colleagues, students, and families outside of school hours.

Qualified candidates have the following:

● A belief in the mission and values of KIPP

● Completion of Master’s degree or higher in school psychology approved by the National Association of School Psychologists (NASP), including an advanced practicum of 1,200 hours, 600 of which must be in a school setting;

● Possession of MA DESE School Psychologist License;

● Experience with Special Education processes (IEP meetings, documentation, initial referrals);

● An eagerness to set ambitious, challenging, and tangible goals, and a relentless drive to achieve them;

● An ability to thrive in a fast-paced, entrepreneurial environment and a capacity to remain calm and focused when faced with unexpected challenges;

● Excellent interpersonal and communication skills, including strong public speaking skills;

● Fluent Spanish or Haitian Creole speakers strongly encouraged to apply

Compensation

Compensation is commensurate with experience and includes a comprehensive benefits package.

Application process

Internal candidates: If you are currently a member of the KIPP MA team, please apply by emailing your resume to the Recruitment Team at Talent@kippma.org. Be sure to indicate to which position you wish to apply.

External candidates: If you do not currently work for the KIPP MA team, please visit our job board at https://careers.smartrecruiters.com/KIPP/massachusetts and complete an online application.

1. The KIPP MA Recruitment Team will select candidates to move forward to the phone interview stage.

2. Following the phone interview, the KIPP MA team will invite qualified candidates to interview with KIPP MA School or Regional Office Teams.

posted 06OCT21

Global Assessments, Inc., a MSPA member owned business, is currently looking for a  licensed School Psychologist to join our Team due to a recent retirement. Work is done on a per diem basis and can be tailored to fit your scheduling needs and desired quantity per month. Excellent for retired school psychologists, or individuals needing mother's hours.  Daytime (academic year) availability is required. Per Diem Positions for North Shore, Boston, Springfield, or New Bedford area only are also available. All evaluation tests and supplies are provided. Excellent compensation rate. 

Interested candidates please submit resume, copy of certification, 3 letters of reference and sample report (psych/achievement) to: susan@globalassessmentsinc.com.  Please visit us at www.globalassessmentsinc.com

posted 30SEP21

Adjunct Faculty - School Psychology, Summer 2022

William James College, located in Newton, MA, just west of Boston, is seeking an Adjunct faculty

member to teach Preventive Mental Health in Schools in the School Psychology MA/CAGS

Programs for Summer I 2022. The course is in-person and will meet 12 times, *Mondays and

Wednesdays, 4:00 pm to 6:30 pm from 5/16 through 6/27.

Responsibilities: The Adjunct faculty member will provide students with a comprehensive

understanding of prevention and early intervention strategies, delivered within a continuum of

services model that addresses the needs of all students. Evidence-based practice, positive

behavioral interventions, and supports, and school-community partnerships are major topics.

Some objectives of the course include: teaching students how to evaluate prevention programs,

i.e., to explain differences between degrees of evidence; identifying the parallels and

distinctions between School-wide Positive Behavior Supports (SW-PBS), Social-Emotional

Learning (SEL), and other school-wide models of service delivery; locating culturally relevant

prevention programs or appropriately adapt evidence-based programs so that curricula or

programs address the specific needs of diverse (cultural) groups and ‘fit‘ the local school

population and the local community; applying relevant principles and criteria in identifying

specific prevention programs and curricula for use in a school setting to address mental health

concerns and determine the ‘ecological fit’ given the school and community culture.

The syllabus for this course has already been developed.

Qualifications: The ideal candidate will hold a doctoral degree in School Psychology. Specialist

Level School Psychologists with relevant experience are also encouraged to apply. The

candidate will have to be available during the times listed above. *There may be some

flexibility in timing, but not days of the week.

Application Procedure: Please send a cover letter and CV to Michelle Costa, Human Resources

Recruiting Manager, at HR@williamjames.edu. Applications will be reviewed when submitted

and considered until the position is filled. Specific questions can be addressed to Dr. Jason

Kaplan, Interim Chair, School Psychology Department, at Jason_kaplan@williamjames.edu .

Inclusive Excellence at William James College

William James College is an institution and a community committed to the principles of excellence, fairness and respect for all people. Our Inclusive Excellence model infuses diversity, equity and inclusion efforts into the core of institutional functioning to realize the educational benefits of diversity both locally and globally. We are committed to strengthening communities, including our workplace, by fostering the development of the intercultural competencies necessary for change agents in an increasingly complex, pluralistic society.

posted 30SEP21

School Psychologist/Neuropsychologist (Metro-Boston)

A Full-time or Part-time school psychologist/neuropsychologist position is currently available. You would be joining a dedicated, friendly, and energetic group of professionals who provide special education services. The primary roles/responsibilities would include evaluation services to a variety of schools (grades from K-HS). The evaluations would involve psychoeducational, neuropsychological, attentional, academic, social-emotional, functional-behavioral, consultations and observations. Attending IEP meetings and participating in parent teacher consultations and classroom observations would also be required. 

Individuals who should apply include the following:

• Masters level School Psychologist

• Doctoral level School Psychologist

• Clinical Neuropsychologist

• Neurodevelopmental Psychologist

• CAGS

Bilingual applicants are highly encouraged to apply.

Required education/ Required experience:

• PhD/MA in School Psychology or PhD in Clinical Psychology

• Evaluator: 2 years

Expectations

• Experienced School-Based Evaluator

• Excellent writing and conceptualization skills

• Ability to communicate findings

• Ability to work independently and with others

• Outgoing personality

• High energy and ability to present at IEP meetings are a must

• Transportation is required

You will be provided with peer supervision and professional copyediting services on all reports. All test

materials and protocols will also be provided. Newly purchased Q-Interactive electronic i-Pad testing will also

be available. This is a great opportunity to be part of a very skilled group of evaluators and expand your

expertise.

If this seems like a good fit, please send your cover letter, CV, references, and 2 sample redacted reports to

gotbrains@mac.com attention: Dr. Domingos. Please also include your contact information so we may contact

you and set up an interview.

posted 24SEP21

Boston Public Schools seeks a School Psychologist to provide psychological services to students ages pre-school through 22 years old who attend public, private and parochial schools in Boston. These services include diagnostic, prescriptive, and remedial services, delivered individually and/or in group situations, and through consultation with other professionals.

Reports To: Assistant Director of Psychological Services

Responsibilities:

1. Provides psychological and educational evaluations in a timely manner for Boston students who attend public, private and parochial schools.
2. Participates actively in Individualized Educational Planning Meetings in order to produce comprehensive and appropriate educational plans for students being evaluated.
3. Provides teachers and other professionals with consultation services which will assist them in helping each student reach his/her potential in the least restrictive educational environment.
4. Conducts classroom screening to assist teachers in planning effective educational strategies for all students.
5. Provides prevention and counseling services as needed, both individually and in small groups.
6. Provides intervention as needed and is a member of the crisis response team.
7. Participates as a member of the AAF Service Team in the schools to which the psychologist is assigned.
8. Works cooperatively with all members of the Office of Special Education and Student Services team, as well as all school staff to enhance the services offered to all students in the school system.
9. Performs other related duties as requested by the Assistant Director of Psychological Services.

Qualifications Required:

• Licensed as a School Psychologist by the Massachusetts Department of Education
• Demonstration of competency in the theory, administration, and interpretation of recognized standardized instruments
• Ability to efficiently write comprehensive and informative reports that contain appropriate educational goals. All reports must be computer generated in English

Preferred:

• Background and experience in an urban setting providing educational and psychological services
• Licensed Educational Psychologist
• BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
• In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).

Terms/Salary Grade: BTU, Group I

Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation.  Salaries are listed by Unions and Grade/Step.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

If you are interested in learning more please contact Dr. Andria Amador at aamador@bostonpublicshools.org

posted 19aug2021

Position Type:

  School Support Personnel/Psychologists

Date Posted:
  4/26/2021

Location:
  Hope High School

Job Description
Under direction of the school principal and/or appropriate supervisor  and Consistent with the Providence Public Schools’ vision and mission, the school psychologist is to work in partnership with parents, students, educators, and external agencies to promote student achievement and create safe, healthy, and supportive learning environments for all students

Additionally, School Psychologist will:

• assist students in succeeding academically, socially and emotionally
  
• provides a full range of school psychological services to children ages 3-21, including design and implementation of classroom interventions; student screening and assessments; IEP development; consultation to staff and parents, delivery of  professional development for staff;  analysis of data; and crisis intervention 
  
• functions as a member of the Team of Qualified Professionals, school based targeted teams, and crisis intervention teams to assist in implementing an academic and behavioral multi-tiered framework
  

 Roles & Responsibilities

o     Identifies and assesses the learning development and needs of individual and groups of students that affect learning and adjustment. Use assessment data regarding the student and his/her environment in developing appropriate interventions and programs;
o     Performs psychological assessments of students which includes observations, data collection, interpretation and analysis;
o     Prepares interpretive reports from psychological assessment in accordance with District, state, and federal guidelines;
o     Provides interventions to students to support the teaching process and to maximize learning and adjustment;
o     Participates and leads teams in identifying at-risk students experiencing academic and behavioral difficulty, designing and implementing research-based interventions, and plan progress monitoring components of Tier 2 and Tier 3 interventions; 
o     Provide individual and group interventions services for students, including social skills training and crisis interventions;
o     Work closely with teachers and teams to enhance critical skills, including conducting formative assessments, interpreting data, creating intervention plans and making data-based determinations about the efficacy of interventions;
o     Provide individual or group psychological support to aid student’s social and academic adjustment as it pertains to assisting students in accessing education;
o     Participate in planning and/or implementation of school or district level crisis response teams;
o     Lead teams in conducting functional behavioral assessments;
o     Provides information, and/or education in the application of learning theory and child development, to school personnel and parents;
o     Participate as a member and case manager of the Team of Qualified Professionals and the Individualized education program (IEP) committee contributing evaluation findings, collaborating on the development of the IEP, diagnosing students’ eligibility consistent with District, federal and state policies, procedures and regulations;
o     Proficient in language of instruction
o     Participate in data input services for Medicaid billing, use the web-based IEP system, and participate in the time studies for administrative Medicaid claiming as scheduled;
o     Adhere to requirement and state and federal laws regarding students with disabilities, and professional ethics and standards of school psychology;
o     Design and assist teams in implementing and monitoring behavior intervention plans for students and make data-based decisions regarding the effectiveness of the plan to meet the social/emotional needs of our students;
o     Confer and consult with teachers, staff, families and outside agencies about strategies to facilitate the social and affective needs of students;
o     Assist in the implementation of district programs and curriculum to support student behavioral and academic success;
o     Assist with the coordination/management of the Team of Qualified Professionals and school-based targeted teams;
o     Assist in interpreting outside evaluation such as neuropsychological, clinical psychological and psychiatric assessments as appropriate;
o     Provide teacher consultation and in-service training regarding ways to facilitate learning and adjustment for individuals or groups of students;
o     Helps provide liaison and coordination between the school system and agencies to facilitate services for students and families;
o     Engage in professional development opportunities for school psychologists;
o     Performs other duties as assigned.

 
Salary Rate Range
 Teacher Salary Scale
 
 RIDE Requirements
 PK-12 School Psychology

posted 19aug2021

Position Description:

Part-time position (17.5 hours per week) located in Northampton, MA. The school psychologist works with school-aged children in grades K-8 who are deaf or hard of hearing using listening and spoken language to communicate.  The school psychologist is concerned about the emotional, social and academic success of all students and supports staff and families with their needs. 

Education, licenses, certifications, skills, and experience

• Master’s degree in school psychology or a specialist degree (EdS) in school psychology   
• Massachusetts Certification as a School Psychologist

Please contact: 

Jane Tetreault

HR Generalist

Clarke Schools for Hearing and Speech

45 Round Hill Road, Northampton, MA 01060

Office: 413.587.7327 | jtetreault@clarkeschools.org

posted 08Aug21

Full-time Bilingual Psychologist position to serve bilingual students district-wide with Brockton Public Schools. Candidates must be proficient in English as well as one or more of the following languages: Cape Verdean Creole, Haitian Creole, Portuguese, Spanish and/or French. This position is accountable for facilitating learning and promoting the cognitive, social and emotional development of all students. The position assists school personnel to identify the needs of students through consultations with school personnel, the completion of psycho-educational assessments, and through the collaboration with classroom teachers, parents/guardians, administrators, school health personnel, special education personnel and community partners. The position is also responsible for the development of educational interventions and supports for students in need, and for supporting a safe and positive school climate in a way that is consistent with the policies of the Brockton Public Schools and relevant State laws and regulations.

RESPONSIBILITIES:

1.Responsible for providing consultation services as requested by school personnel, parents/guardians and school administrators to support the provisions of effective instructional services and emotional/behavioral supports to students within the educational environment.

2. Responsible for completing educational and school based reports such as, psycho-educational and psychological assessments, functional behavioral assessments, behavioral intervention plans, and safety plans, as well as provide educational recommendations for students in need.

3. Responsible for utilizing assessment data to develop appropriate interventions and/or programs to support/enhance student learning. Responsible for providing teachers, parents/guardians and other service providers with relevant information from assessments, interventions and/or programs.

Additional Requirements:

1. Experience working in schools and/or social service agencies with clients from culturally and socio-economically diverse backgrounds.

2. Experience in providing consultation services including workshops to professionals and support personnel

3. Demonstrated experience supporting students with special needs

4. Demonstrated experience with second language acquisition

5. Demonstrated experience in assessment of English Language Learners and other subgroups, such as students with Autism Spectrum Disorders, Social-emotional disabilities, etc.

6. Candidates must be proficient in English as well as one or more of the following languages: Cape Verdean Creole, Haitian Creole, Portuguese, Spanish and/or French

To apply: https://www.schoolspring.com/job.cfm?jid=3624311

16JUN21

Role: School Psychologist (2 openings: K-7 in Roslindale and 8-12 in Mattapan)

Contact: Nicole Grandinetti, Director of Talent (ngrandinetti@ebrooke.org)

Who Are We?

Brooke Charter Schools is a network of five public charter schools, serving grades K-12 in Mattapan, Roslindale, and East Boston. At Brooke, we coach and invest in our teachers so that they can help our students achieve at the highest levels and graduate from college. We believe academic achievement empowers our students to live choice-filled lives and enhances their ability to contribute to creating a just world. In a culture of achievement, educators support students in recognizing and building on their identities as sources of strength even as they work to grow and achieve in new ways. 

What is the School Psychologist Role?

As a School Psychologist at Brooke, you provide direct support to individual and small groups of students in the areas of social skills, self-regulation, self-advocacy, etc and create and implement positive behavioral plans. You collaborate with stakeholders including serving as a liaison between the school, student, parent, and external agencies, as well as engaging parents and teachers as partners in students' therapeutic interventions. You conduct comprehensive evaluations including cognitive, academic, attention, social/emotional and functional behavior assessments and conduct classroom screening to assist teachers in planning effective educational strategies for all students. You participate actively in IEP and Child Study Team meetings in order to produce comprehensive and appropriate educational plans for students, make referrals to external agencies and appropriate programs for students in need of support services, and provide crisis intervention for students, which may include risk assessments, safety contracts and social service interventions. You may also perform other related duties as requested by the Director of Student Support.

We have a K-7 School Psychologist opening at Brooke Roslindale and an 8-12 opening at Brooke High and 8th Grade Academy. 

Is This You?

• You are committed to uprooting racism through academics, equipping our students with tools to advocate for a diverse, equitable, and inclusive future. Read more about how we are working on this at Brooke here. 
• You hold a bachelor's degree and are licensed as a School Psychologist by the Massachusetts Department of Elementary and Secondary Education
• You have extensive knowledge of child development and age-appropriate social and emotional skills.
• You have demonstrated competency in the theory, administration, and interpretation of standardized instruments.
• You have the ability to efficiently write comprehensive and informative reports that contain appropriate educational goals.
• You are professional, warm, and collaborative with students, families, and colleagues.
• You are able to start on July 19, 2021.

The community and students we serve are diverse, and we are committed to reflecting that diversity in our staff. We strive to have the most diverse applicant pool possible; to that end, we encourage individuals of all backgrounds to apply for any position at Brooke Charter Schools. By fostering a diverse and inclusive environment, we provide the best educational experience to prepare our students for a future reflective of the world we live in.

16JUN21

Special Education Assessments

Location: Metro Boston Area

A Full-time or Part-time school psychologist/neuropsychologist position is currently available. You would be joining a dedicated, friendly, and energetic group of professionals who provide special education services. The primary roles/responsibilities would include evaluation services to a variety of schools (grades from K-HS). Bilingual applicants are highly encouraged to apply.

The right candidate will:

•Evaluate in the areas of psychoeducational, neuropsychological, attentional, academic, social-emotional, and functional-behavioral assessments

•Consult with parents/outside providers/school staff

•Write up comprehensive evaluations with appropriate diagnoses, Disability qualification and recommendations

Individuals who should apply include the following:

•Masters level School Psychologist

•Doctoral level School Psychologist 

•Clinical Neuropsychologist

•Neurodevelopmental Psychologist

•CAGS

Expectations

•Experienced Evaluator

•Excellent writing skills

•Ability to work independently and with others

•Outgoing personality

•High energy and ability to present at IEP meetings

•Transportation is required

You will be provided with peer supervision and professional copyediting services on all reports. All test materials and protocols will also be provided. Newly purchased Q-Interactive electronic iPad testing will also be available. This is a great opportunity to be part of a very skilled group of evaluators and expand your expertise. 

If you feel you are a good match for this position, please forward your cover letter, CV, references, and 2 sample redacted reports to the link below in order to apply. If this seems like a good fit, please send your cover letter, CV, references, and 2 sample redacted reports to gotbrains@mac.com Attention: Dr. Kevin A. Domingos.

posted 20may21

Mashpee Public Schools is hiring a full-time School Psychologist at the Middle/High School (grades 7-12) beginning September 2021. 

Please send resume and cover letter to:

Jaime Curley

Director of Special Education Services

Mashpee Public Schools

500 Old Barnstable Road

Mashpee, MA 02649

jcurley@mpspk12.org

posted11apr21

LTS SCHOOL PSYCHOLOGIST-TEAM CHAIRPERSON

Job Description

PRIMARY PURPOSE OF POSITION:
To conduct psychological assessments of referred students and to coordinate the evaluation process according to Chapter 766 regulations for the determination, development, and maintenance of individualized educational plans.

MAJOR RESPONSIBILITIES:
1.To conduct psychological assessments (including psychometric and projective testing for referred students according to Chapter 766 and Greater Lowell Regional policies.
2.To coordinate and conduct annual or predetermined re-evaluations of special education students.
3.To participate in Team meetings presenting a psychological assessment.
4.To be Team Chairperson, including Chapter 688 services.
5.To write individualized educational plans as determined by the Team.
6.To be the prime contact between parents and agencies and the referral/evaluation process.
7.To develop and/or maintain all necessary forms, records, schedules, and reports pertaining to referrals, evaluations, re-evaluations, and reviews.
8.To assist the Director of Special Education in the development and review of the referral and evaluation process.
9.To assist in the in-service training of staff.
10.Serve as administrative designee signing I.E.P.'s
11.To coordinate the assignment of psychological counseling to Special Education students under the supervision of the Director of Special Education and to conduct individual and group counseling sessions as assigned by the Director.
12.Other relative assignments as designated by the Director of Special Education.

QUALIFICATIONS:
1.Degree and Massachusetts certification as a School Psychologist.
2.Demonstrated organizational and management skills. The ability to effectively organize and coordinate efforts of staff, parents, and related outside support services.
3.Coursework and proficiency in standardized and projective testing.
4.Minimum two (2) years experience as a School Psychologist.
5.Teaching experience in Special Education preferred.
6.Experience as a School Psychologist in a vocational school environment preferred.

• Position Type: Full-time
• Positions Available: 1
• Salary: $ 47,617 to $ 95,627 Per Year

Employer Description

Greater Lowell Technical High School commits to ensure students’ readiness for career, college, and citizenship in the 21st century. We challenge and support students as they realize their individual potential for personal and professional success.

The Greater Lowell Regional Vocational Technical School District is comprised of the city of Lowell and the towns of Dracut, Dunstable, and Tyngsborough, communities with a combined population of about 150,000 residents and a FY21 budget of $49.3M. The school first opened in 1974 and recently completed a $65M construction/renovation project. In addition to a grade 9-12 enrollment of approximately 2,200 students, the school also offers Practical Nursing and Adult Education Programs. We believe in educating students in a supportive and safe environment and providing distinct technical and academic experiences in order to assist all students in realizing a genuine focus for the future.

The school is ranked in the 46th percentile of all high schools in MA which represents a 30 point increase over the last 4 years. As a modern vocational technical high school we are able to offer students two educations in one. We offer challenging and rigorous academic courses in the four core subjects of English, math, science, and history. In addition, rather than supplementing our academics with an array of elective courses, our students explore, select, and focus on one of our 23 vocational technical program majors. As a result, Greater Lowell Tech students are prepared to either enter college or the workforce upon graduation.

OUR CORE VALUES:
Greater Lowell Technical High School has established a set of core values to guide the actions of all students and staff, and that are reflected daily in their performance building quality lives, and a positive school culture conducive to learning for all. All members of the Greater Lowell Technical High School Learning Community will strive to:  R.E.A.C.H.
RESPECT - We treat ourselves, others and our surroundings with dignity through words and actions.
EFFORT - We work to the best of our abilities to make continuous progress without giving up or giving in.
ACCOUNTABILITY - We own our words and actions and have the courage to accept responsibility for our decisions.
COMMITMENT - We show dedication to our success, our school and our community.
HONESTY - We act with integrity and value the importance of truthfulness.

If you share our values, we welcome your application. Greater Lowell Technical High School actively seeks to increase the diversity of its workforce. SchoolSpring application

posted 20MAR21

School Psychologist (SY 2021-2022)

Job Location: System Wide

Salary Range: Full-Time (10 Month)

Shift Type: Full-Time

1. Performs psychoeducational evaluations (cognitive, academic, social/emotional, etc. assessments).
2. Administers, scores, and interprets norm-referenced, as well as criterion referenced assessment instruments.
3. Attends specified TEAM meetings to go over evaluation reports with TEAM members, provide input for IEP eligibility and/or services, and make recommendations  
4. Synthesizes information and recommendations in conjunction with other TEAM members into an effective, individually appropriate educational plan and assists in its writing as needed.
5. Assists in the diagnosis of learning disabilities in students
6. Maintains evaluation and assessment activities log
7. Consults with teachers about classroom management techniques, students' behavior and academic performance.
8. Makes regular classroom visits to observe student interaction in the classroom setting.
9. Consults with parents regarding their children's behavior and academic performance.
10. Attends Student Support Team (SST) meetings as needed
11. Attends monthly Psych Department and Special Education meetings
12. Represents the Holyoke Public Schools at appropriate conferences and professional development.
13. Reports to assigned building(s) principal(s), Department Head, specified Special Education Coordinator, and Special Education Director.
14. Completes other duties as assigned by the aforementioned people above.

Qualifications:

• Master’s degree required 
• Massachusetts School Psychologist Certification
• Commitment to ensuring academic success for all students
• Experience working in an urban setting, preferred
• Experience working with diverse student populations, preferred
• Ability to read, interpret, and apply student performance data to instructional planning and execution
• Strong written and verbal communication skills; excellent teamwork skills 
• Bilingual applicants (Spanish) strongly encouraged to apply 

Job Contact:

Michelle Cooper-Cox

Pupil Service Coordinator for Itinerant Services

mcoopercox@hps.holyoke.ma.us

18MAR21

School Psychologist 

Marblehead Community Charter Public School

Grades 4-8

RESPONSIBILITIES:
Evaluate students providing a comprehensive assessment of cognitive, social-emotional and behavioral needs, as part of an interdisciplinary team.
Provide comprehensive evaluation reports in accordance with federal and state guidelines, including specific recommendations for teachers and parents.
Present finding at team meetings and actively participate as a member of an interdisciplinary team.
Demonstrate a thorough understanding of special education eligibility categories and criteria.
Provide in-school counseling services on a 1-1 or small group setting as deemed appropriate.
Provide crisis counseling as needed.
Assist grade level Student Assistance Teams through the utilization of Response-to-Intervention (RTI).
Provide consultation to principal, general and special education teachers, counseling staff, related service providers, and parents.
Provide in-service training/workshops for faculty and parents.
Perform other duties as assigned by the Director of Student Services.

QUALIFICATIONS:
Completion of a master’s degree or higher in school psychology approved by the National Association of School Psychologists, doctorate preferred, as well as experience working with children.
Possession of MA DESE school psychologist license.
Experience with special education processes and eligibility guidelines.
Experience in evaluating second language learners.
Excellent interpersonal and communication skills, including strong public speaking skills.
Bilingual candidates preferred, not required.
BCBA knowledge and or certification preferred. 
At least 2 years of relevant experience preferred

CONTACT  INFORMATION:

• Andrea Barlow, Director of Student Services
• 17 Lime Street
• Marblehead, MA 01945
• Phone: 781-631-0777
• Email: abarlow@marbleheadcharter.com

Pub 16Mar21

Psychologist

Tantasqua Regional/Union 61 School Districts (Elementary)

Anticipated Start Date: School Year 21/22

Reports to: Principal(s), Director of Special Education

Responsibilities:

Under the direction of the Director of Special Education/Student Support Services and Building Principals, serves as a psychologist to students in the school. Evaluates needs of recommended students within the school, and helps to plan and carry out programs to enable students to attain maximum achievement and adjustment by performing the following duties.

Essential Functions:

● evaluates students in relation to learning needs

● conducts diagnostic studies to identify a child's needs, limitations and potentials, observing children in the classroom and at play, studying school records, consulting with parents and school personnel, administering and interpreting diagnostic findings

● develops hypotheses, aggregates and interprets data and makes recommendations

● writes and prepares detailed reports in a timely fashion as part of the special education TEAM process

● attends and participates in special education TEAM meetings and Eligibility Determination Meetings

● assists students, parents and staff in the development of realistic academic and personal expectations

● develops individual and group problem-solving techniques

● develops instructional program with staff to meet students’ needs

● recommends curriculum alternatives and specific instructional strategies to staff and parents

● recommends behavior management techniques to staff and parents

● counsels students and consults with parents and staff in the development of appropriate behavior goals

● plans special placement or other treatment programs

● assists the staff in utilization of recommended strategies

● provides individual and/or group counseling to specified students to achieve personal, social and emotional adjustment

● serves as liaison for school referrals to community resources; maintains contact with outside community agencies; appropriately utilizes outside agencies based upon identified needs of students

● refers individuals to community agencies to secure medical, vocational, or social services for child or family

● performs other duties as assigned

Ability to:

● maintain open lines of communication with the building administration, guidance counselors, teachers and parents regarding special education and pupil personnel services and issues

● plan, organize and coordinate programs

● establish and maintain positive working relationships

● apply principles of logical or scientific thinking to a wide range of problems

● utilize collaborative leadership style

● manage multiple tasks

Knowledge of:

● student testing, interpretation of results and counseling procedures

● state and federal laws relating to special education and pupil personnel services

● District policies, rules and regulations, current education theories and practices

● curriculum and instruction, safety procedures, education code, local policies

● evidence of ability to perform each essential function satisfactorily

● The requirements listed above are representative of the knowledge, skill and /or ability required

Education:

● Master’s Degree from an accredited college or university

● MA DESE licensed or license eligible school psychologist

● Must be able to pass CORI and fingerprint-based state and national criminal background tests

Please submit Letter of Interest, 3 current references and certification through schoolspring.com:

Applications accepted through School Spring only. 

Brenda Looney, Special Education Director

Tantasqua Regional/School Union 61 Districts

320A Brookfield Rd.

Fiskdale, MA 01518

pub 16Mar21

Schechter Boston creates a Jewish educational experience where each child, 15 months through eighth grade, is known, belongs, is engaged and inspired. Faculty, staff and students at Schechter benefit from a highly collaborative, mutually supportive environment in which each person’s individual strengths are recognized and cultivated, and are vital to the success and learning of the community as a whole. Individuals who work at Schechter Boston must thrive in a culture that lives every day by the following cultural values:

• Believing there is no limit to better
  
• Providing honest and kind feedback
• Failing forward
• Leaning into complexity
• Being kinder than necessary

The Upper School mental health professional is a critical member of the Student Experience team whose primary goal is to champion a culture where every student is known, cared for, and supported. This individual will get to know all students and faculty in Grades 4 through 8 and will provide direct services to students and will collaborate with teachers, families and service providers.

Specific responsibilities will include:

• Provide direct services to students through short term group and individual counseling and/or social skills training.
  
• Consult on appropriate crisis intervention/conflict resolution support and intervene with students who experience emergent needs during the school day.
  
• Build teachers’ capacity for addressing the social, emotional, and behavioral needs of students through one on one consultations, professional development sessions and regular attendance at team meetings
  
• Regular classroom visits to observe specific students as well as to work with faculty to continually improve the social emotional culture of the classrooms
  
• Collaborate and consult with families, faculty/staff and service providers regarding mental health, behavioral and educational concerns of students.
  
• Coordinate broad base support for students, in collaboration with school administrators, families, teachers and community-based mental health professionals.
  
• Connect students and families to community agencies that support students’ social and emotional needs outside the scope of the school counseling program.
  
• Oversee the middle school advisory program (Havurah) and ensure its alignment with the social emotional learning program of the whole school.
  
• Create, and partner with teachers to implement, behavioral and social-emotional interventions
  
• Ensure accurate and appropriate record keeping and reporting.
  

Core Competencies:

• Clear love of kids - finds great joy in being surrounded by kids and takes a real interest in getting to know each kid individually
  
• Communicative - proactive communicator with exceptional written and verbal communication skills 
  
• Relational - partners well with various stakeholders including faculty, students, parents and administrators and has very high emotional intelligence
  
• Strong observation skills - able to observe students, identify patterns of behavior and pick up on nuances 
  
• Deep belief in the inclusion model and being able to reach all types of students

Education and Experience:

• Master’s Degree
  
• Certification as LMHC, LICSW, School Psychologist or Clinical Psychologist
• Experience as a mental health professional in a K-12 setting
• Experience creating, supporting and implementing behaviors plans
• Experience and comfort with Social Thinking and PBIS core philosophies preferred
• Ability to understand psychological and neuropsychological/cognitive testing reports and help faculty to create plans in the classroom

Competitive salary ranging from 65k-85k, commensurate with experience. We strive to provide a competitive salary and comprehensive benefits package that supports our faculty and staff, including: health insurance, prescription drug benefits, vision, healthcare/dependent care flexible spending account (FSA), long term disability, life insurance, 403(b) with employer matching, paid holidays, vacation, sick and personal time.

To apply please send your resume and cover letter to jobs@ssdsboston.org

Posted 11FEB21

Arlington School District

Job Description

• Position Type: Full-time

• Job Category : Student Services > Psychologist 

Qualifications:

Licensed School Psychologist in Massachusetts
Masters Degree in School Psychology
Experience with Educational and Psychological Testing for children

Duties:

Conducts Initial and three-year reevaluations
Conducts all necessary psychological testing of students
Completes assigned evaluations within mandated timelines
Assess students in group homes and out of district placements
Participates in IEP process by providing results to Team Chair and providing reports in advance of meetings. 
Participates in IEP team process and meetings by presenting and interpreting psychological evaluation results and by making recommendations
Assists IEP team in understanding the impact of disability on learning
Summarizes key results for team chair
Provides information regarding accommodations and/or modifications
Helps identify educationally relevant and required services
Adheres to entrance/exit criteria for programs and services
Follows District Special Education procedures and protocols
Attends and participate in Special Education Department activities
Attends and participate in District-wide professional development activities as directed by the Special Education Director or Assistant Superintendent
Participates in Building Learning Team Meetings, where necessary
Participates in relevant consultation meetings
Participates in Special Education Department and Building meetings
Consults to Principals, faculty and specialized programs within buildings
Provides crisis/acute short term counseling/intervention for students in special circumstances at the request of the Principal and/or Special Education Director or Coordinator
Consults to general and special educators, related service providers and parents regarding student support, management and other needs
Communicates with Special Education Department and Building Principals regarding scheduling and space needs
Communicates with Special Education Department, Building Principals, parents and outside agencies with regard to assessments
Communicates with Team Chairs and Principals regarding concerns or questions
Follows District, Department and Building initiatives, directives and procedures
Provides updated service schedule to the Special Education Department on a monthly basis
Performs other duties as assigned by the Director of Special Education or designee

Equal Opportunity Employer

Arlington Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

Apply online SchoolSpring

Posted 11FEB21

Job Description

SUBJECT: School Psychologist 

REPORTS TO: Manager of Social Emotional Learning

ACCOUNTABILITY OBJECTIVE:
This position is accountable for facilitating learning and promoting the cognitive, social and emotional development of all students. The position assists school personnel to identify the needs of students through consultations with school personnel, the completion of psycho-educational assessments, and through the collaboration with classroom teachers, parents/guardian, administrators, school health personnel, special education personnel and community partners. The position is also responsible for the development of educational interventions and supports for students in need, and for supporting a safe and positive school climate in a way that is consistent with the policies of the Worcester Public Schools and relevant State laws and regulations.

PRINCIPAL RESPONSIBILITIES:
1.Responsible for providing consultation services as requested by school personnel, parents/guardians and school administrators to support the provision of effective instructional services and emotional/behavioral supports to students within the educational environment.
2.Responsible for providing interventions to students to support the teaching process, maximize the learning of diverse learners and their overall adjustment. Support academic engagement and achievement for all students.
3.Responsible for completing educational and school based reports such as, home assessments, psycho-educational and psychological assessments, functional behavioral assessments, behavioral intervention plans, and safety plans, as well as provide educational recommendations for students in need. 
4.Responsible for utilizing assessment data to develop appropriate interventions and/or programs to support / enhance student learning and overall adjustment. Responsible for providing teachers, parents/guardians and other service providers with relevant information from assessments, interventions and/or programs.
5.Responsible for individual and/or group short-term counseling with students, and/or facilitate referrals for mental health and behavioral health services in the community.
6.Responsible for conducting risk assessments, providing crisis intervention and conflict resolution services for students in need and/or when requested by school personnel.
7.Responsible for serving as a resource team member and/or supervisor of attendance for the court when indicated in cases of children in need of services.
8.Responsible for providing individual and/or group counseling and behavior modification techniques for students, parents and school personnel. Design and implement interventions to support the instructional process and to maximize the learning and overall adjustment of all students.
9.Responsible for supporting family-school relationships, student learning and overall adjustment by making home visits to parents of referred students when appropriate and by counseling parents at school and in the home to help them understand the social, emotional and academic needs of students.
10.Responsible for serving as a referral agent and/or case manager for the student and parent(s)/guardian(s) in developing a network of social services/supports with community agencies.
11.Participate and assist in the planning, development and evaluation of programs / interventions to meet identified learning, adjustment and attendance needs by students, including but not limited to the Student Support Process, Special Education evaluations, Response to Intervention strategies, 504 Accommodation plans, and behavioral intervention plans.
12.Responsible for providing consultation and training to parents/guardians, teachers, school personnel and community partners, to enhance student learning and adjustment, promote family-school collaborations, promote cultural and linguistic competence and support an overall positive school culture.
13.Responsible for safeguarding the student’s right to privacy against disclosure of information in the student’s case history or of disclosures of confidences during counseling, within the framework of applicable laws and system wide policies. Responsible for applying ethics and standards of professional practice in the delivery of school psychological services congruent with the relevant laws and policies that govern professional practice.
14.Responsible for being knowledgeable and conforming to state and systemwide regulations and guidelines on student records.
15.Responsible for communicating effectively with students, parents/guardians, school staff and community partners / organizations.
16.Responsible for assuring equal educational opportunity to all individuals regardless of race, color, gender, gender identity, age, marital status, religion, national origin, sexual orientation, homelessness, or disability.
17.Performance of other job-related duties as assigned.

REQUIRED QUALIFICATIONS:
1.Massachusetts DESE Certification as a School Psychologist.
2.Ability to utilize a variety of psychological and educational techniques in working with students.
3.Knowledge of Multi-Tier Systems of Support and Response to Intervention models to support diverse learners.
4.Knowledge of the stages of development, developmental theory and of language development in order to support interventions and preventative programs in the primary grades.
5.Ability to understand dynamics of children and families from various cultural backgrounds and to support cultural competency best practices.
6.Willingness to visit students’ homes throughout the Worcester Community.
7.Knowledge of and skills in the dissemination and interpretation of psychological information to parents and school personnel.
8.Ability to produce concise psycho-educational reports which are understandable to both teachers and parents.
9.Knowledge of the Standards of Professional Practice and Principles for Professional Ethics of the National Association of School Psychologists.

PREFERRED QUALIFICATIONS:
1.Experience working in schools and/or social service agencies with clients from culturally and socio-economically diverse backgrounds.
2.Experience in providing consultation services including workshops to professionals and clerical support personnel
3.Demonstrated experience supporting students with special needs
4.Demonstrated experience with second language acquisition
5.Demonstrated experience in assessment of English Language Learners and other subgroups, such as students with Autism Spectrum Disorders, Social-emotional disabilities, etc.
6.Ability to speak Spanish, Vietnamese, Albanian, Portuguese or an African language.

Apply online at SchoolSpring 

Posted 14JAN2021

Northbridge Public Schools

Whitinsville, Massachusetts

Job Details

Job ID: 3421711

Application Deadline: Posted until Filled

Posted : January 4, 2021

Starting Date: Immediately

Job Description

1. Provide consultation to teaching staff, support staff and administrators regarding educational, social, mental health and behavioral issues.

2. Develop and monitor behavioral treatment plans for students and provide staff training regarding the implementation of behavioral plans.

3. Train and assist in the supervision of ABA (applied behavior analysis) therapists.

4. Develop and implement a professional development training series.

5. Provide consultation services to families regarding educational, social, mental health, and behavior issues.

6. Develop and implement a parent training series.

7. Provide direct services to students including social skills and anger management training, behavioral contracting, and self management training.

8. Provide crisis intervention services including brief psychological assessment.

9. Develop and implement educational programs for students regarding mental health issues.

10. Develop specialized programs for students unable to succeed in available programs.

Equal Opportunity Employer

Northbridge Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

Job Requirements

• DESE licensure required - School Psychologist, all levels
  
• Bachelor degree preferred
  
• Citizenship, residency or work visa required
  

Contact Information

Kristi Boucher , Supervisor of Administrative Services

87 Linwood Avenue

Whitinsville, Massachusetts 01588

Phone: (508) 234-8156 x5

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Apply for this job online at http://www.schoolspring.com/job?3421711

Posted 12Jan2021

William James College announces an opening for a Department Chair position in the School Psychology Department. The William James College School Psychology Department is comprised of a friendly, dynamic, and energetic group of practitioners/scholars. We are a student-focused department passionate about training our students to be well-rounded school psychologists well-versed in social justice, prevention, and social and emotional learning. Rank is commensurate with experience.

William James College is committed to an active, intentional, and ongoing engagement with diversity—in people, in the curriculum, in the co-curriculum, and in the College's intellectual, social, cultural, and geographical communities. William James College endorses a framework of inclusive excellence, which recognizes that institutional excellence comes from fully engaging with diversity in all aspects of institutional activities.

Position Summary:

The School Psychology Department Chair is a full-time academic administrator who reports to the Vice President of Academic Affairs (VPAA) and provides leadership and long-term planning in the School Psychology Department. The Chair supervises faculty and administrative staff across four academic programs, evaluates curriculum, maintains program accreditation (NASP), oversees student-oriented activities, and manages student enrollment, outreach, and recruitment activities. The Chair works with the VPAA to ensure that departmental programs are aligned with the mission and strategic goals of William James College. The Chair supports institutional initiatives and the development of new programs. Strong, inclusive leadership skills, flexibility, creative problem-solving skills, and a strong commitment to diversity, equity, and inclusion in the profession are essential requirements for this position.

Leadership Expectations:

• Provide leadership toward the achievement of the highest possible level of inclusive excellence in the teaching and service activities of the department.
• Support the strategic goals of the College through all of the department's programming decisions and through new initiatives, as requested by the President.
• Articulate the department's goals and maintain a climate that is inclusive and encourages faculty engagement, participation, collegiality, and innovation.
• Develop the department's academic programs in alignment with the mission of the College and in alignment with evolving accreditation requirements.
• Assist with the active recruitment of a diverse student body by creating and maintaining a productive partnership with the admissions office. 
• Hire and retain outstanding and diverse faculty and staff.
• Respond to questions, complaints, grievances, and suggestions from members of the department, including academic and staff personnel and students. The Chair has the responsibility to take appropriate actions as required and in accordance with the policies and rules of the College.

Administrative Responsibilities:

• Responsible for implementing College policy and rules within the department.
• Responsible for preparing and proposing budget requests, establishing expenditure priorities, and fairly and equitably administering the department budget, subject to the policies established by the VPAA and CFO, and for articulating the relationship between the budget and the department's strategic plan.
• Responsible for establishing teaching schedules in consultation with faculty and Academic Affairs and assigning faculty to meet the needs of the curriculum.
• Serve as Program Director for the National Association of School Psychologists (NASP) approved MA/CAGS School Psychology Program
• Ensure continued accreditation of the MA/CAGS School Psychology Programs (NASP)
• Supervise departmental program directors, Associate Director of Field Education, and Department Coordinator, providing consultation and support as needed.

Position Qualifications:

• Earned doctorate in School Psychology with appropriate School Psychology license (or license eligible in MA)
• Nationally Certified School Psychologist (NCSP) or eligible 
• Two or more years of experience working in an elementary or secondary school as a school psychologist (preferred)
• Commitment to the recruitment, retention, and development of a diverse student and faculty body, including advocating for the learning needs of diverse/underrepresented students and the use of innovative teaching strategies
• Familiarity with NASP Accreditation requirements
• Graduate teaching and advising experience
• Record of professional contributions to the field of school psychology (e.g., professional development workshops, professional conference presentations)

Interested candidates should submit a cover letter and curriculum vitae to Michelle Costa, Human Resources Recruiting Manager at HR@williamjames.edu.

Inclusive Excellence at William James College

William James College is an institution and a community committed to the principles of excellence, fairness, and respect for all people. Making excellence inclusive is an active process through which colleges and universities achieve excellence in learning, teaching, student development, institutional functioning, and engagement in local and global communities.

Posted 12JAN2021

Lexington Public Schools

Lexington, MA 02420

lps.lexingtonma.org

 3 District-wide positions available immediately both full and part-time.

  RESPONSIBILITIES:

1. Administer I.Q. tests, achievement tests, and other tests required to determine eligibility for special services.

2. Provide written reports of assessment for student evaluations.

3. Collaborate with building and support staff throughout the district to meet the needs of students.

4. Make recommendations to the Director of Special Services concerning the need to obtain additional medical, psychological and/or psychiatric information on an evaluation.

5. Participate as an IEP team member with functional behavioral assessments, behavior intervention plans and /or in the manifestation determination process.

6. Collaborate with outside agencies, parents and teachers to meet the need of students.

7. Review student records for the screening and evaluation process of students.

8. Provide group and individual lessons on social skills development.

 

OTHER JOB FUNCTIONS:

1. Be a member of the building level diagnostic team on assessments of all students who are suspected to have disabilities. This could include gathering historical data on the student, administering IQ tests, administering projective testing, observations, clinical interviews, and adaptive assessments.

2. Be a member of the screening team or S.O.A.R. Team in a building when requested.

3. Plan and implement in-service sessions on behavioral strategies and interventions.

4. Plan and implement staff development with district and building staff on new and revised testing instruments. 

5. Research new intervention strategies and new assessments in the areas of instructional strategies, behavior management, behavioral intervention plans and emotional disabilities.

6. Conduct home visits as needed.

7. Other duties as assigned by the administration.

QUALIFICATIONS:                          

• Graduate from a NCATE approved program in school psychology.  This program provides training in the psychological and academic assessment of children, behavioral and academic interventions, in addition to consultation with teachers and parents.
• Appropriate state teacher certification as a school psychologist.
• Experience in the public school setting preferred.   

To apply: Click Here

Posted 12JAN21

A Full-time or Part-time school psychologist/neuropsychologist position is currently available. School-based and remote testing services are needed for a variety of metro-Boston schools. You would be joining a dedicated, friendly, and energetic group of professionals who provide special education services. The primary roles/responsibilities would include evaluation services to a variety of schools (grades from K-HS). The evaluations would involve psychoeducational, neuropsychological, attentional, academic, social-emotional, functional-behavioral, consultations and observations. Attending IEP meetings and participating in parent-teacher consultations and classroom observations would also be required. Bilingual applicants are highly encouraged to apply. 

Individuals who should apply include the following:

• Masters level School Psychologist
• Doctoral level School Psychologist
• Clinical Neuropsychologist
• Neurodevelopmental Psychologist
• CAGS

Required education/ Required experience:

• PhD/MA in School Psychology or PhD in Clinical Psychology
• Evaluator: 2 years

Expectations:

• Experienced School-Based Evaluator
• Excellent writing and conceptualization skills
• Ability to communicate findings
• Ability to work independently and with others
• Outgoing personality
• High energy and ability to present at IEP meetings are a must
• Transportation is required

You will be provided with peer supervision and professional copyediting services on all reports. All test materials and protocols will also be provided. Newly purchased Q-Interactive electronic i-Pad testing will also be available. This is a great opportunity to be part of a very skilled group of evaluators and expand your expertise. 

If this seems like a good fit, please send your cover letter, CV, references, and 2 sample redacted reports to gotbrains@mac.com attention: Dr. Domingos. Please also include your contact information so we may contact you and set up an interview.

The Lowell MIddlesex Academy Charter School in downtown Lowell, MA is currently looking for a certified school psychologist to administer three-year reevaluations. We are a small public charter school that works with students who are at risk of dropping out of school. We have between three and 6 reevaluations that need to be conducted this year. 

Please contact:

Tricia Harding

Special Education Coordinator

hardingp@middlesex.mass.edu

978-656-3204

The Ashland School Committee announces the following opening in our school system for the 2020-2021

school year:

Mindess/Warren School

1.0 FTE School Psychologist

Job Code: SPED21SCHPSYCH

If further information is required, please contact Jaime Patriarca at jpatriarca@ashland.k12.ma.us

Description: School Psychologist to support therapeutic classrooms at Ashland’s two elementary schools,

Warren (k-2) and Mindess (3-5). Provide direct 1:1 and group counseling to students in therapeutic

classrooms, behavioral support, consultation to teaching team, training. Also provide assessments and

present to multidisciplinary teams for IEP eligibility and special education services. Full time school

psychology position split between two elementary schools primarily providing therapeutic and behavioral

support and eligibility assessments for special education.

Requirements: Licensure as a school psychologist, experience working with elementary students, bilingual

ability is an asset.

To apply for this position, please visit www.schoolspring.com.

Natick Public Schools is seeking a .4 School Psychologist (2 days) to work in a counseling/assessment/consultation role in a small elementary school with a great team of special educators. Please contact Maria Reardon at mreardon@natickps.org. 

Organization: Keystone Collaborative

Position Title: School Psychologist Classification: Exempt Position Type: Full time (210 days) Salary: Teacher/Therapy Salary Schedule Probationary Period: 90 days Reports To: Executive Director 

Summary/Objective: The primary function of the School Psychologist is directly responsible for the psychological assessment of academic, social, emotional, and behavioral domains utilizing problem-solving and standardized evaluations. The School Psychologist monitors the completion of evaluations and participates in Individual Education Plan (IEP) meetings. The School Psychologist will chair and attend clinical review meetings, and will assist in the designing of internal systems/ programs services that will maximize students’ social, emotional, and educational success. The school psychologist will model and promote an effective educational environment in collaboration with staff, families, students, and communities. 

Essential Functions/Duties: 

● Conduct psychological assessments and interpret results for students and participate in IEP conferences, team meetings, and clinical team reviews. 

● Coordinate efforts with the Program Supervisors and lead teachers to ensure that all treatment-related aspects of each IEP are addressed consistently and modified when appropriate. 

● Provide individual, group, and family therapy per IEP requirements. 

● Lead crisis intervention efforts and provide insight into the development of functional assessments and behavior intervention plans 

● Provide assistance to staff in the design and implementation of appropriate interventions and accommodations for students 

● Seek creative options for ensuring the continuity and consistency of treatment and support services across settings for the lifespan of the client. Develop strategies for the stability of quality services when the student experience transitions. 

● Provide consultation, training, and assistance to Program Supervisors, the Educational collaborative and member districts as requested. 

● Conduct structured periodic service reviews to monitor the effectiveness of treatment programs and their implementation; modify and document plan changes as needed. 

● Participate in the Individual Education Program (IEP) team meetings process for students as appropriate.   

For more information and to apply, please visit our SchoolSpring listing page.

Come work in the gorgeous seaside community of Marblehead, Massachusetts only 18 miles north of Boston! 

TWO open positions in the Marblehead Public School district right now (one 1-year sub position and 1 permanent district-wide School Psychologist position). You will be joining a group of 9 other School Psychologists who currently work in the district (along with School Counselors, Social Workers, Guidance Counselors). We are a great group of people and all of us are building based. The MPS has approximately 2,963 students and consistently ranks in the top 30 districts in Massachusetts. School Psychologist are on the unit A teachers’ 185 day contract (starting salary at M30 step 1 $57,255 and M45 step 1 $58,401). 

Apply via School Spring

Northbridge Public Schools

Whitinsville, Massachusetts

Job ID: 3357897

Application Deadline: Posted until Filled

Posted : September 2, 2020

Starting Date: Immediately

Position Type: Full-time

Positions Available: 1

Job Description:

1. Provide consultation to teaching staff, support staff and administrators regarding educational, social, mental health and behavioral issues.

2. Develop and monitor behavioral treatment plans for students and provide staff training regarding the implementation of behavioral plans.

3. Train and assist in the supervision of ABA (applied behavior analysis) therapists.

4. Develop and implement a professional development training series.

5. Provide consultation services to families regarding educational, social, mental health, and behavior issues.

6. Develop and implement a parent training series.

7. Provide direct services to students including social skills and anger management training, behavioral contracting, and self management training.

8. Provide crisis intervention services including brief psychological assessment.

9. Develop and implement educational programs for students regarding mental health issues.

10. Develop specialized programs for students unable to succeed in available programs.

Equal Opportunity Employer. Northbridge Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws.

Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

Job Requirements:

DESE licensure required - School Psychologist, all levels

Bachelor degree preferred

Citizenship, residency or work visa required

Contact Information

Kristi Boucher , Supervisor of Administrative Services

87 Linwood Avenue

Whitinsville, Massachusetts 01588

Phone: (508) 234-8156 x5

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Apply for this job online at http://www.schoolspring.com/job?3357897

William James College announces an opening for a Department Chair position in the School Psychology Department. Rank is commensurate with experience.

William James College is committed to an active, intentional, and ongoing engagement with diversity—in people, in the curriculum, in the co-curriculum, and in the college’s intellectual, social, cultural, and geographical communities. William James College endorses a framework of inclusive excellence, which recognizes that institutional excellence comes from fully engaging with diversity in all aspects of institutional activities

Position Summary:

The School Psychology Department Chair is a full-time academic administrator who reports to the Vice President of Academic Affairs (VPAA) and provides leadership and long-term planning in the School Psychology Department. The Chair supervises faculty and administrative staff across four academic programs, evaluates curriculum, maintains program accreditation (NASP and APA), oversees student-oriented activities, and manages student enrollment, outreach, and recruitment activities. The Chair works with the VPAA to ensure that departmental programs are aligned with the mission and strategic goals of William James College. The Chair supports institutional initiatives and the development of new programs. Strong inclusive leadership skills, flexibility, creative problem solving skills and a strong commitment to diversity, equity and inclusion in the profession are essential requirements for this position.

Leadership Expectations:

Provide leadership toward the achievement of the highest possible level of inclusive excellence in the teaching and service activities of the department.

Support the strategic goals of the college through all of the department’s programming decisions, and through new initiatives as requested by the President.

Articulate the goals of the department and maintain a climate that is inclusive and encourages faculty engagement, participation, collegiality, and innovation.

Develop the department's academic programs in alignment with the mission of the College and in alignment with evolving accreditation requirements.

Assist with the active recruitment of a diverse student body by creating and maintaining a productive partnership with the admissions office.

Hire and retain outstanding and diverse faculty and staff.

Respond to questions, complaints, grievances, and suggestions from members of the department, including academic and staff personnel and students. The Chair has the responsibility to take appropriate actions as required and in accordance with the policies and rules of the College.

Administrative Responsibilities:

Responsible for implementing College policy and rules within the department.

Responsible for preparing and proposing budget requests, establishing expenditure priorities, and fairly and equitably administering the department budget, subject to the policies established by the VPAA and

CFO, and for articulating the relationship between the budget and the department's strategic plan.

Responsible for recommending equipment and supplies for purchase, projecting space and equipment needs for the department and exercising general responsibility for departmental facilities and equipment in accordance with College policy and campus rules and regulations.

Responsible for establishing teaching schedules in consultation with faculty and Academic Affairs and assigning faculty to meet the needs of the curriculum.

Serve as Program Director for the National Association of School Psychologists (NASP) approved MA/CAGS School Psychology Program and American Psychological Association (APA) accredited School Psychology PsyD Program.

Ensure continued accreditation of MA/CAGS and PsyD School Psychology Programs (NASP and APA)

Supervise ABA (MA) and School Climate (CAGS) program directors, Associate Director of Field Education, and Department Coordinator, providing consultation and support as needed.

Responsible for supervising the attendance, time commitments and work assignments of department faculty and staff.

Position Qualifications:

Earned doctorate in School Psychology with appropriate School Psychology license (or license eligible in MA)

Nationally Certified School Psychologist (NCSP) and possesses or is eligible for the Health Service Provider (HSP) License in MA

Experience with both NASP and APA Accreditation requirements

Five to seven years of graduate teaching and advising experience

Experience in faculty/staff development, supervision, evaluation, and academic program management

Record of scholarship and professional contributions to the field of school psychology

Experience advocating for the learning needs of diverse/underrepresented students and for the use of

innovative teaching strategies

Commitment to the recruitment, retention, and development of a diverse student and faculty body

Excellent leadership, communication, team, and interpersonal skills

Two or more years; experience working in an elementary or secondary school as a school psychologist

Essential Knowledge, Skills, and Abilities:

The Department Chair must be an optimistic, action-oriented leader who can motivate faculty to embrace WJC’s values in the classroom and within the institution.

The Department Chair must be able to balance institutional priorities with program needs and initiatives.

Preferred experience includes 3-4 years of administrative experience as an academic department chair, associate/assistant chair, or program director, and a record of scholarship or professional experience commensurate with the rank of Associate or Full Professor.

The ideal candidate will be an experienced practitioner-scholar with strong visionary and leadership skills who will thrive in a diverse, rich, and innovative environment.

Interested candidates should submit a cover letter and curriculum vitae to Michelle Costa, Human Resources Coordinator at HR@williamjames.edu.

Inclusive Excellence at William James College

William James College is an institution and a community committed to the principles of excellence, fairness and respect for all people. Making excellence inclusive is an active process through which colleges and universities achieve excellence in learning, teaching, student development, institutional functioning, and engagement in local and global communities.

Part-Time Assistant/Associate Professor – School Psychology Department

William James College, located just west of Boston, is seeking a part-time Assistant or Associate Professor and teaching faculty member for its dynamic and innovative School Psychology programs. The School Psychology Department offers both specialist (MA/CAGS) and doctoral (PsyD) level degrees in School Psychology, as well as a MA in Applied Behavior Analysis. The school psychology curriculum incorporates rigorous academic instruction with supervised field training in a variety of settings. The WJC mission features core values of experiential education, social responsibility, and personal growth. The school psychology programs emphasize prevention, mental health, and system-level impact. Teaching and mentoring students are of primary importance, and faculty salaries are competitive.

Candidates should be licensed/certified school psychologists, and hold a doctoral degree in school psychology; Licensed (or license-eligible) Psychologists are a plus. The ideal candidate has a professional affiliation with the field of school psychology, and has relevant school-based field experience as well as demonstrated skill in higher education teaching. Teaching responsibilities will be focused around clinical seminars at the MA/CAGS level, and may include other courses depending on candidate interest and course availability. Additional responsibilities will include providing administrative oversight for Year 1 Primary Project, conducting site visits, and advising students.

Please send cover letter and CV to Michelle Costa, Human Resource Coordinator, at HR@williamjames.edu. Applications will be reviewed when submitted, and considered until the position is filled.

Inclusive Excellence Statement

William James College is an institution and a community committed to the principles of excellence, fairness and respect for all people. Our Inclusive Excellence model infuses diversity, equity and inclusion efforts into the core of institutional functioning to realize the educational benefits of diversity both locally and globally. We are committed to strengthening communities, including our workplace, by fostering the development of the intercultural competencies necessary for change agents in an increasingly complex, pluralistic society.

posted 11MAR20

Brooke Charter Schools | Boston, MA

Who Are We?

Brooke Charter Schools is a network of five public charter schools serving grades K-12 in Mattapan, Roslindale, and East Boston. At Brooke, we coach and invest in our teachers so that they can help our students shatter the achievement gap and graduate from college. Our students thrive because they are challenged and known. 

What is the School Psychologist Role?

As a School Psychologist at Brooke, you provide direct support to individual and small groups of students in the areas of social skills, self-regulation, self-advocacy, etc and create and implement positive behavioral plans. You collaborate with stakeholders including serving as a liaison between the school, student, parent, and external agencies, as well as engaging parents and teachers as partners in students' therapeutic interventions. You conduct comprehensive evaluations including cognitive, academic, attention, social/emotional and functional behavior assessments and conduct classroom screening to assist teachers in planning effective educational strategies for all students. You participate actively in IEP and Child Study Team meetings in order to produce comprehensive and appropriate educational plans for students, make referrals to external agencies and appropriate programs for students in need of support services, and provide crisis intervention for students, which may include risk assessments, safety contracts and social service interventions. You may also perform other related duties as requested by the Director of Student Support.

Is This You?

• You hold a bachelor's degree and are licensed as a School Psychologist by the Massachusetts Department of Elementary and Secondary Education
• You have extensive knowledge of child development and age-appropriate social and emotional skills.
• You have demonstrated competency in the theory, administration, and interpretation of standardized instruments.
• You have the ability to efficiently write comprehensive and informative reports that contain appropriate educational goals.
• You are professional, warm, and collaborative with students, families, and colleagues.
• You are able to start on July 20, 2020. 

Be sure to submit your application in time for our next priority deadline on March 27th!