School Psychologist Jobs in Andover, MA

Join Our Team as a Contract School-Based Social Worker near Bolton, MA! Phaxis is currently seeking qualified Contract Social Worker to join our team for this 24/25 Academic Year! If you're passionate about making a difference in the lives of students and are looking for a supportive work environment, this is the opportunity for you. Position Details: Position: Contract Social Worker Location: Schools near Bolton, MA Duration: 2024-2025 School Year Hours: Full-Time, Regular School Hours (Mon-Fri) Caseload: K-12 (Multiple Positions Available) Pay Range: $62 - $68/hour Experience & Requirements: Required: School-Based Experience Preferred: Experience in a Pediatric Setting Required: State Licensure or Ability to Obtain Phaxis Benefits: First-Day Health Benefits Referral Bonus Licensure Reimbursement Paid Weekly If you're ready to make a lasting impact and want to be a part of a supportive team, we'd love to hear from you! Reach out to me today! Kylie Estridge - Recruitment Consultant - Phaxis Education

Salem Academy Charter School (SACS) is a nationally ranked urban charter school north of Boston, offering a rigorous college preparatory program to 480 students in grades 6-12. Since 2004, SACS has been committed to serving the diverse population of Salem. Through a unique integration of rigorous college preparatory classes with service to the community, Salem Academy graduates are informed, articulate, and proactive individuals of strong character. Salem Academy is committed to building a diverse and inclusive community. We seek to support a faculty and staff that reflects the rich diversity of our student body, creating a culture and environment where diverse perspectives, ideas, and identities are valued and integrated into our way of working and educating students. Position Overview Salem Academy seeks a School Adjustment Counselor to support students. The ideal candidate is committed to prioritizing each student's and family's unique needs to support them in reaching their highest levels of academic, social, and emotional growth. This professional is responsible for providing counseling services, crisis intervention, and preventative programs to address various student needs. Additionally, this individual should have a clinical background, be highly organized, have strong communication skills, and bring an equity-based mindset to their work each day. KEY RESPONSIBILITIES Provide counseling, case management, mental health referrals, and crisis intervention for students in designated grades. Conduct safety and risk assessments, determine and follow through with the necessary steps to ensure student safety in collaboration with counseling team members. Work with the Dean of Students and Assistant Deans on behavioral/conflict intervention, mediation, and conflict resolution. Provide all students with the necessary skills to successfully navigate academic, social, and emotional demands. Collecting and analyzing data related to student behavioral and social/emotional functioning in school. Coordinating interventions and data-collecting efforts with the Student Services Team. Conduct small group and individual counseling sessions. Participate in IEP and 504 meetings as necessary. Provide services for/with students per their Individualized Education Programs (IEPs) and/or Section 504 Accommodation Plans. Maintain documentation and complete paperwork per school policies and state/federal laws. Maintain accurate and confidential records, including counseling sessions, assessments, and interventions. Attend weekly grade-level team meetings to discuss students of concern and collaborate with teachers and staff to meet student needs. Act as a mandated reporter, filing 51As and collaborating with DCF as necessary to support students and families. Connect and coordinate with outpatient therapists, hospitals, and community agencies to develop and provide support for students. Communication and collaboration with families related to student social, emotional, behavioral, and mental health issues. Support the development of programs and activities that promote Social Emotional Learning and a positive school climate. Support students and families in their interactions with classroom teachers and other school staff. Work closely with colleagues on the Student Services Team to effectively resolve short- and long-term student academic, behavioral, or social/emotional challenges. Create and sustain a consistent Tier 2 and Tier 3 intervention plan for services for general education students as required. Conduct family interviews for incoming students. Perform all other appropriate tasks and related duties as assigned by school administrators and/or in collaboration with members of the Student Services Team. The School Adjustment Counselor may also take on other tasks and responsibilities as assigned by the Managing Director of Student Services. QUALIFICATIONS Minimum of 3 years in the helping field with strong clinical experience preferred. Master's Degree in Social Work or Counseling from an accredited institution. Must be licensed or eligible for licensure in the state of MA as a school adjustment counselor: If an applicant does not possess a license as a school adjustment counselor, they must possess a license for independent practice (LMHC or LICSW). An unwavering belief in our mission and vision: that all students can achieve at high levels. Ability to promote a structured, orderly, safe, and respectful school environment that fosters student-centered learning. Strong understanding of child and adolescent social and intellectual development. Demonstrated ability to connect with diverse students and families. Demonstrated knowledge in the following areas: Principles of therapeutic relationships. Theories of normal and abnormal intellectual, social, and emotional development. Learning disorders and related interventions. Understanding of the juvenile justice and community mental health system. Familiarity with federal and state laws regarding the legal rights of students and families. Demonstrated ability to lead and collaborate with adults from a diverse range of perspectives and backgrounds. Openness to change, willingness to problem-solve, and an interest in developing new ideas and programs. Self-awareness, humility, and integrity in all interactions, personally and professionally Outstanding written and oral communication skills. Ability to independently manage a complex schedule. Experience in middle or secondary schools is strongly preferred. Fluency in Spanish is highly desired. Salem Academy Charter School values a school culture that celebrates learning, and we believe that the adult culture in the school is the foundation of the school's success. The culture is based on mutual respect, integrity, professionalism, a commitment to excellence, a collaborative spirit, and a sense of human kindness particularly as it relates to age-appropriate adolescent development. Salem Academy Charter School provides equal employment opportunities to all employees and applicants for employment without regard to race, ethnicity, religion, gender, sexual orientation, national origin, age, disability, marital status, or status as a covered veteran per applicable federal, state, and local laws.

REPORTS TO: Senior Director of Behavioral Health Services Department or their designee STIPEND POSITION OVERVIEW: The Behavioral Health Services Department (BHS) seeks to develop a talent pool of current BHS School Psychologists to provide compensatory counseling services and psychological assessments outside of the school day. RESPONSIBILITIES: The BHS School Psychologists will need to be trained in mental health counseling. They will be responsible for: Schedule counseling sessions with the parent and student Provide in-person or virtual counseling to individual students based on their IEPs Track services given in Edplan and complete other data requests regarding the services when asked Complete IEP progress reports when requested The BHS School Psychologists will need to be trained in psychological assessments. They will be responsible for: Schedule the evaluation with the parent Complete psychological assessments to students Write and upload the psychological assessment into Edplan Present findings at the IEP meeting TERMS: OSS expects a minimum of 2-4 hours and a maximum of 20 hours weekly. As approved by the Deputy Chief of Services or their designee, the Psychologist can be compensated for travel to and from the location where the services are provided. This time will be compensated at the BTU hourly rate. The provider is responsible for completing all documentation as expected. This work will be compensated at the BTU hourly rate at an additional 15 minutes for every hour of service provided to account for associated administrative tasks. All work must be completed outside the regular workday. QUALIFICATIONS - REQUIRED: Currently working in Boston Public Schools; Appropriate school psychologist licensure

Extended School Year/Summer/School Psychologist Date Available: 7/1/25 Additional Information: Show/Hide Stipend: Based on $50 per hour worked in program, predetermined number of hours. + 30 min of prep time/data collection per 4 hours of direct insturctional time 7/1/25-8/7/25 Varied hours Description: Assessment, chairing educational meetings/ I.E.P. development, consultations to school staff. Qualifications: Masters Degree in Massachusetts Certification preferred. Experience with IDEA regulations, chairing Team meetings, I.E.P. development, behavioral programming and assessment. DESE school psychologist licensure required. Experience with secondary level with a variety of disabilities preferred. Application Procedure: Apply online We believe that our students deserve to learn from educators who reflect their backgrounds and life experiences, and we want our staff to reflect the wide range of student identities we seek to serve. To this end, our District is committed to increasing the diversity of our certified educators and leaders. We believe that by building a more representative workforce, our students will have better outcomes and be more prepared for an increasingly diverse world. We encourage the following to apply: candidates of color, individuals with diverse life experiences and non-traditional backgrounds, and allies in our diversity, equity, and inclusion work.

Type: Full time (185 days) Salary: Teacher/Therapy Salary Schedule Probationary Period: 90 days Reports To: Executive Director 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. -Consult with general and special education staff on accommodations and/or modifications to help students progress and succeed -Promote positive public relations, facilitate inter-agency collaboration, and advocate for the establishment and maintenance of comprehensive services. -Participate in professional growth activities such as conferences, classes, team meetings and program visitations. -Coordinate organizational assessments tools utilize through the evaluation process. -Accept all other responsibilities as assigned by the Executive Director.

Qualifications: DESE license as School Psychologist, MA license in Psychology by the MA Board of Psychologists required. Experience working and assessing students in a school setting with academic, behavioral, and/or emotional challenges, learning or developmental disabilities or autism preferred. Preferred: Clinical Psychologist, with experience in managing evaluations and facilitating team meetings Work year: School year (183 days including 3 professional development days) Reports to: SSEC Director/ Coordinator (determined upon hire) Responsibilities: 1.In collaboration with program directors, Coordinate all STARTs 45-day evaluations. 2.Coordinates psychiatric assessments for the collaborative. 3.Conducts all psycho-educational assessments for STARTS evaluations. 4.Compose and edit all STARTS evaluation reports. 5.Make comprehensive recommendations on services and settings. 6.Facilitate all STARTS evaluation meetings. 7.Delivers a comprehensive and complementary range of services within the collaborative and district setting including direct and indirect services. 8.Administers assessments of students as appropriate. Evaluations will utilize formal instrument procedures and techniques, as well as informal assessments and observations. 9.Observe in classrooms and conduct student, family, and educational team interviews, as appropriate. 10.Provide results of standardized testing and formal recommendations for educational strategies, psychological functioning, and social/ emotional needs. 11.Participate in and attend student evaluation TEAM meetings and other student-related meetings. 12.Support staff in determining appropriate educational strategies, modifications, and/or techniques through consultation and in- services/ training. 13.Provide support services (guardianship) and consultation to parents and caregivers. 14.Provide clinical supervision to SSEC staff members. 15.Facilitate the sharing of meaningful information between the educational system and other community-based professionals. 16.Use de-escalation and physical management procedures as prescribed in SSEC or district-approved physical management training programs when appropriate with students. 17.Uses appropriate physical management techniques as prescribed in SSEC. 18.Follows all policies and procedures as established by the South Shore Educational Collaborative and any district settings. 19.Participate in all required in-service training 20.Maintain confidentiality regarding information for all SSEC and district staff, students, and their families. 21.Perform other duties as assigned by the program director/coordinator, executive director, and/or district supervisor EOE SSEC does not discriminate on the basis of race, color, national origin, sex (including pregnancy, gender identity, and sexual orientation), age (40 or older), gender, disability, genetic information, veteran status, political belief, religion, limited English speaking ability, or housing status.

The School Psychologist works to support students through avariety of mental health and developmental issues and aid in qualifyingstudents for additional support services. The School Psychologist is responsible for providing on-sitepsychological services to students under the jurisdiction of the state anddistrict. Minimum Requirements: + Must maintain current State licensures and/or certificationsin state of assignment + Experience in pediatric and adolescent population ispreferred + Master's degree in psychology preferred + Current CPR if applicable + TB Questionnaire, PPD or chest x-ray if applicable + Current Health certificate (per contract or stateregulation) + Must meet all federal, state and local requirements + Must be at least 18 years of age Benefits At Amergis, we firmly believe that our employees are the heartbeat of our organization and we are happy to offer the following benefits: + Competitive pay & weekly paychecks + Health, dental, vision, and life insurance + 401(k) savings plan + Awards and recognition programs *Benefit eligibility is dependent on employment status. About Amergis Amergis, formerly known as Maxim Healthcare Staffing, has served our clients and communities by connecting people to the work that matters since 1988. We provide meaningful opportunities to our extensive network of healthcare and school-based professionals, ready to work in any hospital, government facility, or school. Through partnership and innovation, Amergis creates unmatched staffing experiences to deliver the best workforce solutions. Amergis is an equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to sex, gender identity, sexual orientation, race, color, religion, national origin, disability, protected Veteran status, age, or any other characteristic protected by law.

HAVERHILL PUBLIC SCHOOLS HAVERHILL, MASSACHUSETTS 01830 ANTICIPATED OPENING HAVERHILL PUBLIC SCHOOLS IS A DIVERSE ENVIRONMENT AND IS PROUD TO BE AN EQUAL OPPORTUNITY EMPLOYER. ALL QUALIFIED CANDIDATES WILL RECEIVE CONSIDERATION Title of Position: SCHOOL PSYCHOLOGIST-full time district wide Work Year: August - June Effective Date of Employment: 2024/2025 School Year Salary: In accordance with the Teachers' Salary Scale according to education and experience. ($61,091 - $102,987) Competitive Salary Eight GIC Health Plan Options Dental Insurance Flexible Spending Accounts Life Insurance Options Auto and Home Insurance Options Wellness Programs and Discounts Employee Assistance Programs Credit Union with Competitive Rates 403 (b) Retirement Personal and Sick Days Teacher Tuition Reimbursement Organizational Relationship or Line of Authority: Works under the supervision of the Executive Director of Student Services. Statement of Duties: Performs psychological assessments and presents in an oral and written format. Screens referrals in conjunction with other designated school personnel Participates in the pre-referral process as needed. Consults on a regular basis with classroom teachers regarding special needs students. Assists with crisis intervention. Performs other duties assigned by the District Principal or the Special Education Administrator, directives of the Superintendent of Schools or his/her designee, and policies of the Haverhill School Committee. Qualifications: Licensed in Massachusetts as a School Psychologist. Licensed by the Department of Elementary and Secondary Education as a School Psychologist - Required . Ed. in counseling or school psychology. Knowledge of integration and inclusive models of instruction. Knowledge of curriculum modifications, behavior management strategies, and learning styles. Bilingual Preferred. Ability to perform and interpret psychological evaluations. Ability to provide individual and small group therapy to the school-age students. Ability to work closely and harmoniously with parents, teachers, and administrators. Knowledge of special education programs and regulations. Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate. Closing Date for Receipt of Application: February 20, 2025 Applicant Tracking Posting #: School Spring Tracking #: Address all Applications and Letter of Intent to: Haverhill Public Schools Human Resource Department 4 Summer Street - Room 104 Haverhill, MA 01830

School Psychologist Reports To: Principal, Special Education Coordinator Evaluated By:Principal, Special Education Coordinator Qualifications: Master's Degree or CAGS in School Psychology; active MA DESE license Experience evaluating and working with grade K-2 age children with a wide variety of disabilities. Current/ active in-depth training/ certification in Crisis Prevention and Intervention Strategies. Knowledge/ experience in how disabilities impact learning Strong working knowledge of IDEA and state special education regulations, evaluation and IEP meeting/process/development. Excellent communication and organization skills. Strong Collaboration/ Consultation skills. Job Responsibilities: Conduct Psychological Evaluations To develop and write IEPs, behavior intervention plans/ programs, and provide specific information and strategies for school staff and parents to facilitate understanding of student learning needs and implementation of strategies. To model various strategies and techniques to assist others in increasing their understanding of various disabilities within various school settings. (Increase capacity of others) To assist the Principal in developing and monitoring Crisis Prevention Intervention Plans and to provide crisis intervention, as needed. To provide counseling and social thinking skills to both individuals and small groups of students; either according to IEP or Section 504 specifications and/or for regular education students in need of short term emotional support. Specific Job Tasks: Provide information and consultation to school staff and parents regarding specific students and their social-emotional-behavioral health needs. Communication with families regarding student's emotional, social and behavior support plans/ strategies/ and progress monitoring; during designated progress report times of the year, including teacher-parent conferences, as well as on an as needed basis, contingent upon each student's needs. Observe students in various school settings, as requested by Principal or Special Education Coordinator, and to follow up with consult with pertinent school staff to ensure coordination of behavior-emotional-social support strategies/goals. Work directly with students to teach skills and strategies, and to provide an ongoing assessment of performance and progress towards IEP and/or Section 504 or RTI plan goals. Plan and implement social thinking and social skills programs consisting of activities designed to target specific social skill deficit areas identified by students' IEP, Section 504 Plan or RTI Plan. Conduct comprehensive special education eligibility evaluations and write thorough reports which meet established criteria within the designated timelines. Effectively present evaluation reports at Eligibility Team meetings, and when possible, synthesize findings of others in order to offer a holistic view of the student's learning profile to parents and team members. Contribute to students' IEP development, both at the meeting and in writing using designated software program. Perform Liaison responsibilities for designated students. Other duties/responsibilities related to the social-emotional-behavioral needs of students as may be assigned by Principal or Special Education Administrator/designee. Physical Demands of the Job: Able to physically restrain children weighing up to 120 pounds. Able to lift/ carry children weighing up to 120 pounds. Able to sit on floor and/or in chairs sized for young children for up to 45-60 consecutive minutes. Able to reach above head in order to assist or lift children on play equipment. Able to use computer for typing for 1-2 hours at a time. Cognitive, mental and communication capacity to read, interpret and explain complex evaluation data, disability types' impact upon learning, and synthesize data from multiple sources/ disciplines. Able to multi-task and change set frequently.

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.

Elementary School Psychologist Position Type: Full-time Department: Special Education Reports to: Building Principal/Director of Student Services Affiliation: WEA Unit A Salary range: As Determined by Unit A contract General Description: Watertown Public Schools seeks a skilled school psychologist with a growth mindset to join our team of educators at Watertown Public Schools. Responsibilities: * Provide ongoing consultation to teachers staff, and parents regarding teaching students with diverse learning needs * Provide counseling services to students to address issues that are interfering with learning, i.e. individual, groups * Conduct psychological evaluations and write thorough evaluation reports including educationally relevant findings and recommendations * Conduct screenings as requested through Student Intervention Team (SIT) processes and IEP and 504 Team processes * Crisis intervention * Participate as needed in SIT, IEP, and 504 Teams * Author relevant sections of IEPs and 504 plans * Write quarterly progress reports * Documentation of services provided * Provide trainings for teachers, staff, and parents regarding the role of a school psychologist in an educational setting Qualifications: * Master's Degree required * Current Massachusetts DESE licensure as a school psychologist * Flexibility with respect to caseloads, age groups, and scheduling * Experience as a school psychologist in a public school setting * Experience assessing preschool and elementary children * Experience with the following instruments. Required skill in administering the WPPSI, WISC V (IPAD format), WIAT 3, DAS, VMI, BRIEF 2, BASC 3, Vineland. Additionally, experience with the following are preferred: NEPSY, DKEFS, Brigance, EDDT, BVAT, GARS. Physical Demands: * Regularly required to sit, stand, walk, talk, hear, operate a computer, hand-held learning devices and other office equipment, reach with hands and arms, and must occasionally lift and/or move up to 10 pounds. Equal Opportunity Employer Watertown 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.

Who is the Boston Renaissance Charter Public School? The mission of Boston Renaissance Charter Public School is to foster academic, social, and emotional growth while building confidence, character, and citizenship. We achieve this through a whole-child educational approach that emphasizes academic excellence aligned with Massachusetts Curriculum Frameworks and Common Core Standards. Additionally, we prioritize social and emotional well-being, supported by a dedicated team of mental health professionals and comprehensive staff training. What do we believe about our students? At the Boston Renaissance Charter Public School we believe children learn best when they feel loved and connected to caring adults. Education should equip them with knowledge, skills, and personal attributes for success in a changing world. We emphasize inspiring students to dream big and believe no goal is beyond their reach. What do we believe about Diversity Equity and Inclusion? At Boston Renaissance Charter Public School we are dedicated to fostering a diverse, equitable, and inclusive culture. We strive to create an anti-racist environment that educates the whole child while celebrating and respecting all differences. We are committed to continuously auditing systems to address biases and actively working to eliminate inequities, ensuring a welcoming environment for all community members, regardless of background or identity. What do we believe about our staff? At Boston Renaissance Charter Public School we believe highly qualified, student centered and cultural responsive educators are at the center of the work we are doing. Teachers are seen as leaders with a responsibility to be self-reflective learners, constantly improving their practice. We are looking for teachers who: * Prioritize Student Growth: Educators who are committed to fostering academic excellence while supporting students' social and emotional well-being. * Embrace Diversity and Inclusion: Individuals who value and celebrate diversity, creating an inclusive classroom where every student feels respected, valued, and empowered. * Innovate and Inspire: Creative thinkers who use engaging, student-centered teaching strategies to inspire curiosity, critical thinking, and a love for learning. * Collaborate and Lead: Team players who actively collaborate with colleagues, students, and families, and who are ready to take on leadership roles within the school community. * Commit to Continuous Growth: Lifelong learners who reflect on their practice, seek feedback, and are dedicated to professional development and personal growth. Summary: The role of a school psychologist is to provide critical social emotional support, assessment, training and /or intervention so that each student can access his/her education. Specifically, we are looking for an experienced school psychologist to service our three substantially separate classrooms. Job responsibilities include creating FBA/BIP's, delivering classroom instruction to develop emotional regulation and social skills, provide counseling services, and complete psychoeducational evaluations for students within these classrooms. This position requires close collaboration with special education teachers, paraprofessionals, parents, and other service providers to ensure that IEP's are comprehensively developed and implemented to meet the specific needs of children in the substantially separate setting. Major Responsibilities: Maintain knowledge and understanding of special education laws as it relates to the IEP process and FAPE. Asses educational needs of students by use of standardized tools, running records and other informal assessments Complete evaluation reports and present information in a professional manner. Develop Individual Education Plans with clear, measurable goals. Share in preparation of individualized education plans, as it relates to mental health goals of students. Meet Special Education guidelines Participate in Child Study Team process and actively support classroom teachers with CST and Special Education referral process. Respond to student mental health concerns in a professional and timely manner. Adhere to Child Abuse and Neglect policy and use sound judgment in making determinations. Collaborate with other members of the Related Service Provider (Speech, OT, PT) team on curriculum and student needs. Provide counseling and crisis intervention as indicated by need of student and teacher. Create and manage effective communication with parents. Maintain professional competencies in areas of responsibilities. Attend and actively participate in meetings and professional development. Implement school district and department policies Collaborate with team on curriculum and student needs. Commit to increasing the positive climate between and amongst peers. Morning Duty: Includes active supervision of hallways and classroom. Afternoon Duty: Includes active supervision of dismissal process. Additional duties may be assigned without additional compensation or stipend Qualifications: Bachelor's Degree, MS Preferred Commitment to ensuring academic success for all students Experience working in an urban setting preferred Massachusetts DESE licensure as School Psychologist Minimum of 2 years experience in an inclusion model school preferred; and High interest/experience with the social/emotional/academic needs of urban children

CREST Collaborative is looking for clinical support for our programs and area districts for a school psychologist primarily acting as evaluators for all areas of cognitive, social, emotional and behavioral testing. Candidate/s will work directly with students and provide therapeutic support to our programs and/or provide testing in requested areas during short term assessments. Ability to work closely with districts on specific needs and create a team environment. We are seeking a candidate with diverse experiences and skill sets who can add to our clinical support team of BCBA's, social workers, and clinicians. Experience in school setting is required. This position is part of our District Services Department which helps the needs of our students as well as our districts' needs.

School Psychologist - Testing Only - Bilingual Preferred JobID: 441 Student Support Services/Guidance Counselor Additional Information: Show/Hide Title: School Psychologist Testing Only Bilingual Preferred To assess students relating to the special education eligibility process and provide recommendations to the eligibility team. OUR MISSION: Methuen Public Schools enrolls approximately 7000 in a total of five schools. Methuen Public Schools has four PK-8 schools: the Comprehensive Grammar School, the Marsh Grammar School, the Tenney Grammar School, the Timony Grammar School, and one comprehensive high school: Methuen High School. We are a diverse sub-urban/urban community and designated a Gateway City. Our schools celebrate diversity and acceptance of students and families from differing backgrounds. We are committed to setting high expectations of all students and faculty in Methuen Public Schools. Methuen Public Schools students will achieve academic, social-emotional, and civic success. They will attain technological, cultural, and social knowledge to allow them to succeed in college and careers. Students will inspire the community through citizenship, leadership, and their commitment to lifelong learning. CERTIFICATES, LICENSES, REGISTRATIONS: Valid Massachusetts license in School Psychology. Additional content area license is encouraged. TRAINING AND EXPERIENCE: At least a Master's Degree in the area of major study. Bilingual preferred - Primary languages spoken in the community are: English, Spanish, Arabic, and French. SKILLS AND ABILITY: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * Communicate clearly and concisely both in oral and written form; * Use evidence-based research practices and data to most effectively guide increasing student growth and achievement using proactive and solution-focused approaches to meeting student needs. * Establish and maintain effective working relationships with students, parents, staff and the community. * Work independently, prioritize tasks, and manage several projects simultaneously * Perform duties with awareness of all district requirements, state and federal laws, and Methuen School policies (as long as the policies do not conflict with the Methuen Educators Association (Unit A) Contract). * Work with students of diverse backgrounds with diverse needs in an equitable and inclusive manner. * Maintain appropriate confidential records. * React professionally and objectively to unpredictable situations (e.g. environmental changes, behavior/aggression, seizure activity, etc.). * Operate and/or acquire skills to operate a computer and related software including but not limited to Google and use instructional technology and data systems appropriately and work with students to facilitate their use of instructional technology. * Strong collaborative, counseling, advising, teaching, coaching, and leadership skills to support student programming and work in a team setting. * Strong organizational skills to balance the responsibilities of a high demand position. * Knowledge of specialized content areas as well as any related laws and procedures. * Ability to plan and implement services and supports within multi-tiered systems of support based on district and school objectives and the needs and abilities of assigned students. ESSENTIAL DUTIES AND RESPONSIBILITIES: This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change. * Conduct special education assessments for students referred for TEAM evaluations and reevaluations. * Work with staff, parents, and students collaboratively to ensure effective plans and interventions are designed and implemented to support student success. * Support the school-wide implementation of Positive Behavioral Interventions and Supports (PBIS). * Write assessment reports as part of the special education eligibility process. * Participate in IEP eligibility team meetings, including reporting out on evaluations. * Review Independent Education Evaluations and outside evaluations to summarize and present at IEP Team meetings. REPORTS TO: Building Special Education Administrator. The performance of this job will be evaluated as per the Methuen Education Association (Unit A) Contract. TERMS OF EMPLOYMENT: Covered under Methuen Education Association (Unit A) Contract. Please note that the District reserves the right to transfer all personnel among buildings on an as needed basis to serve the best interests of all students as long as this does not conflict with the Methuen Education Association (Unit A) Contract. HELPFUL LINKS: Methuen Education Association Contract Only online applications will be accepted. Methuen Public Schools is committed to establishing a diverse, inclusive, and culturally responsive environment focused on teaching and learning. A team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our students better. We welcome all qualified applicants.

for the 2024-2025 school year: SCHOOL PSYCHOLOGIST (0.8 FTE) School Year: 2024-2025 Salary: $42,561.62 - $84,528.54 Requirements: Minimum of a Bachelor's degree plus license/certification in specified area. Optional benefits include, but are not limited to: Medical coverage, dental coverage, life insurance, cancer/disability insurance, 403b retirement savings, flex spending account, employee assistance programs. Qualified applicants are asked to submit: Resume, three (3) references, and transcripts/certifications.

Licensed School Psychologist , 186 days, salaried, exempt Supervisor: Associate Dean of Academics - School Counseling Director Qualifications: NH Department of Education Certified School Psychologist, or eligible for certification with a clinical background, a strong sense of confidentiality, and the ability to collaborate with various stakeholders. Services ● Provides individual and group counseling that promotes a successful student experience. ● Fulfill counseling service on IEP for a small number of students. ● Consults with counselors and stakeholders to develop and provide services and recommendations for interventions. ● Perform assessments, as requested, such as safety assessments and crisis management. ● Complete academic assessments(ie.WIAT,KeyMath,etc.)when needed as overflow from the special education department. ● Utilizes appropriate and available resources(technology,professionalgrowthopportunities, collaboration). ● Communicate proactively with students and all other stakeholders regarding student progress. ● Collaborates with students who need additional services to make adequate progress. ● Engages in commitments beyond counseling/casemanagement/consultation(crisis rotation,classroom delivery,peer supervision,participation in prevention services like suicide prevention,substance use/misuse,mental health awareness,counselor awarenessmonth,etc.). Department ● Exhibits enthusiasm, cooperation, and professionalism with respect to departmental responsibilities. ● Engagesandparticipatesindepartmentmeetingsandprofessionallearningcommunities. ● Displaysprofessionalgrowthinrelationtoindividual, department, and school initiatives. ● Collaboratesandsharesexpertiseorareasofprofessionalgrowthwithcolleagues. ● Communicateseffectivelyandrespectfullywithdepartmentmembers. ● AdditionaldutiesasassignedbytheSchoolCounselingDirector ● Participates in An active member of 4S and Risk Assessment team Professional learning that keeps counselors current with trends and best practice Departmental responsibilities ● Displays Professionalism Empathy Highest ethical standards Punctuality Reliability Understandingofdiversity(socio-economic status,race,ethnicity,religion,sexual orientation, gender identity,neurodiversity)

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.

The Bedford School District is seeking a full time school psychologist to conduct assessments at McKelvie Intermediate School. This position is available in August 2024. The successful candidate must be able to administer psychological, intellectual, and academic evaluations to students identified with or suspected of having disabilities. These evaluations must result in comprehensive written reports and verbal presentations detailing outcomes and recommendations. The school psychologist serves as a collaborative member of the IEP team assisting with interpretation of independent evaluations, determinations of special education eligibility and recommendations for appropriate special education programming. Consultation with teachers and administrators regarding students with disabilities is also part of the role responsibilities. Strong verbal and written communication skills, good organization/time management skills, and knowledge of special education procedures are fundamental. Qualifications: NH certification as a School Psychologist (0046). Excellent compensation and benefits package. Application Procedure: Apply online HERE: **************************************************************************

The Weston Public Schools is seeking a School Psychologist/Team Chair for Field Elementary School (grades 4-5). This is a full-time position reporting to the Building Principal, and the Director of Student Services. We are looking for a diverse pool of applicants who are inspired by our mission to educate, equip, and inspire all students to achieve their full potential and enrich their community. About the Weston Public Schools The Weston Public Schools enrolls approximately 2,000 students in pre-kindergarten through grade 12. The school district includes a high school for grades 9-12, a middle school for grades 6-8, an upper elementary school for grades 4-5, and two lower elementary schools for pre-kindergarten through grade 3. Since 1967, Weston has participated in METCO (Metropolitan Council for Educational Opportunity) - a voluntary school integration program that places Boston residents in suburban schools. The Weston METCO program enrolls approximately 160 students (K-12). Key Responsibilities Embrace the diversity of the Weston Public Schools by fostering an environment of respect and inclusion Complete psycho-educational assessments in accordance with federal and state special education regulations and district policy Write evaluation reports and interpret assessment findings Coordinate referrals and eligibility for special education evaluations Chair IEP meetings, including initials, annuals, and three-year evaluations Provide individual and small group counseling Assist in the planning and implementation of academic and behavior support plans Perform other duties as assigned Desired Qualifications Hold a valid Massachusetts license as a school psychologist by time of appointment Three or more years experience as a school psychologist and/or team chair, preferably in a diverse public school setting Excellent team building and interpersonal skills Excellent communication skills - clear writer, effective facilitator/public speaker Compensation and Benefits The School Psychologist/Team Chair is a school-year role (184 days over a full school year), represented by the Weston Education Association, and entitled to the same salary schedule as teachers and other professional staff. Additionally, the Weston Public Schools offers a comprehensive benefits package, including subsidized health insurance and participation in the Massachusetts Teachers' Retirement System. Professional growth is ongoing in Weston and supported through multiple opportunities, both internally and externally. Hiring Timeline This position is for the 2025-26 school year. Please note that we will carefully review every application, but only candidates invited to advance in the hiring process will be contacted.