Category: Sch. Psych.
School Psychology Position, King Philip Regional School District, MA
| September 12, 2017 | 2:18 pm | Sch. Psych. | Comments closed
King Philip School District is seeking a second school psychologist for King Philip Regional High School.  Interested candidates should contact the principal, Lisa Mobley at or (508)-384-1000
School Psychologist Position, Nauset Middle School, MA
| August 24, 2017 | 3:30 pm | Sch. Psych. | Comments closed

School Psychologist, Boxford Public Schools, MA
| August 24, 2017 | 3:29 pm | Sch. Psych. | Comments closed

I am an elementary school principal in Boxford and I am seeking a .4 School Psychologist for testing and reporting only. (2 days per week)
I was wondering if your department has a job board or a place for postings?
Brian Middleton-Cox
School Psychologist, Stoneham Public Schools, MA
| August 24, 2017 | 3:28 pm | Sch. Psych. | Comments closed
The Stoneham Public School District has a full time opening for a school psychologist. The position is in a K-4 building with appropriately 300 students. Great environment to work with supportive staff who embrace the “Team” model. Requirements: masters or specialist degree in school psychology with current or pending licensure as a school psychologist. If interested please contact Sharon Bird at 781 279-3880
Various Positions, including School Psych, Williamson County, TN
| August 4, 2017 | 2:59 pm | Sch. Admin., Sch. Psych. | Comments closed

School Psychologist Position, Greenfield Public Schools, Greenfield, MA
| July 10, 2017 | 10:03 am | Sch. Psych. | Comments closed

Job Posting

School Psychologist, Eureka, CA
| June 21, 2017 | 4:03 pm | Sch. Psych. | Comments closed
As the Special Education Director for Humboldt County Office of Education (HCOE) in Eureka, CA,  I am writing to let you know of our full time vacancy for a school psychologist.  I have included a link to the job announcement below.  I was hoping  you might spread the word to graduates in your program who are looking for a position. Feel free to share my contact information with anyone who may have an interest.
At HCOE we have a team of school psychologists who support small rural school districts in the county. We work with  a dynamic, collaborative, multi-disciplinary team to serve the special education population throughout this rural region. Aside from Humboldt being a beautiful coastal area to live in, HCOE is a great organization where many of us have remained throughout our careers. With two psychologists retiring this year, we are excited to be building a new team.
Please note that our school psychologists work 194 days during a school year, 8 hours a day and some have coordinating duties; our range of compensation is listed as  Salary Schedule II in the link below. (The rate will increase by 1% during the 2017-18 school year.) The position also offers medical, dental and vision insurance benefits in addition to monthly contributions to the STRS state retirement system.
Please do not hesitate to contact me if you have further questions. Thank you very much for your time. 
Tess Ives
Tess Ives
Special Education Director
Humboldt County Office of Education
901 Myrtle Ave
Eureka, CA 95501
Phone: 445-7034
Special Education and Access Coordinator, New York Transit Museum, NYC
| June 20, 2017 | 12:22 pm | Museum, Sch. Psych., Teaching | Comments closed
Special Education and Access Coordinator

Position Description:
The New York Transit Museum is committed to offering accessible programs for a large and diverse audience of people with disabilities. The Museum is seeking an experienced professional to develop, implement, and evaluate a broad range of programs for youth and adult visitors with special needs including programs and resources for people with developmental, learning, physical or emotional disabilities. This position also coordinates outreach and oversees administration and management of all access programs. In addition, the Special Education and Access Coordinator plays a leading role in enhancing the Museum’s overall ability to serve audiences with special needs through conducting staff training and developing specialized resources to enhance the visitor experience. This position is a unique opportunity for an experienced, creative, self-motivated professional who is passionate about working with people with disabilities in the Transit Museum’s fun and unique setting.

The Transit Museum, located in a decommissioned subway station on the corner of Boerum Place and Schermerhorn Street in Downtown Brooklyn, is the largest museum of public transportation in the United States. The Museum’s interactive exhibits and vintage subway trains are a draw for visitors with disabilities, particularly for children and adults on the autism spectrum. The Museum’s programs for children with autism were recognized by the White House and the American Alliance of Museums in 2016, making it one of the nation’s leaders in autism programming.

• Through staff training, modeling teaching techniques, close program management, and resource development, ensure that all programs offered to special education groups meet the highest standards of accessibility and inclusivity.
• Develop new programs with a focus on opportunities for teens, families, and adults.
• Manage the successful continuation of programs like Special Day for Special Kids, Ready to Ride, and Studio Underground.
• Develop and conduct regular sensitivity and disability training for Transit Museum staff from all departments.
• Contact teachers and group leaders in advance of their visit to obtain information about their group’s learning needs, and communicate those needs effectively to museum educators.
• Maintain existing and develop new resources like social narratives, assisted listening devices, specialized exhibit guides, and online resources for visitors with disabilities.
• Manage all aspects of Subway Sleuths, the Museum’s award-winning program for 2nd through 5th graders on the autism spectrum. Responsibilities include marketing, hiring expert facilitators, communicating with parents, selecting participants, general administration, curriculum development, and co-facilitating one Subway Sleuths group Wednesday afternoons.
• Collaborate with the Facilities and Exhibits departments on exhibits and the visitor experience to ensure the entire Museum is accessible to the broadest possible audience.
• Work closely with Development Department to create grant proposals and meet with funders.
• Develop and maintain strong relationships with service and community organizations.
• Stay current on issues and best practices within the disability and museum access community.
• Represent the Transit Museum at professional workshops, community events and conferences.


• Master’s Degree in education preferred.
• Degree or certification in special education required, or 2 to 3 years teaching special education in a formal or informal educational setting.
• A minimum of two years of program and resource management experience required.
• Program evaluation experience a plus.
• Strong knowledge of theories and best practices for teaching people with a wide range of disabilities.
• Demonstrated experience working with people with autism spectrum disorder required.
• Ability to work collaboratively across multiple teams.
• Excellent communication skills.
• Significant knowledge of and contacts within the disability and special education community a plus.
• Marketing and outreach experience a plus.
• Experience working in a museum or cultural setting a plus.
• Enthusiasm, creativity, flexibility, and ability to work in a fast-paced, collegial environment.
• Evident personal dedication to making experiences accessible to the broadest possible audiences.

Salary: Commensurate with experience


Job Date: 2017-06-12

Other Details

Please send letter of interest specific to this job posting and resume by June 26th to:

Elyse Newman, Education Manager
In the subject line please write “Special Education and Access Coordinator”
No phone calls please.
School Psychology Position, Rockport High School, Rockport, MA
| April 6, 2017 | 11:53 am | Sch. Psych. | Comments closed
I. JOB TITLE: High School Counselor/Psychologist Grades 9-12
II. REPORT TO: Building Principals and Director of Student Services
1. Certification as a School Psychologist:
2. Preferred three years’ experience as a School Psychologist:
3. Training, knowledge, experience and full understanding of the psychological and academic evaluation, and
functional behavioral analysis process;
4. Ability to interpret and present psychological and academic evaluations, functional behavioral analyses, and
5. Three years’ experience with positive behavioral supports, crisis prevention, and intervention services.
1. Strong verbal and written communication skills;
2. Capability of prioritizing needs and responding professionally and efficiently to a variety of requests from
families, staff, and administration;
3. Ability to effectively handle issues utilizing a problem-solving approach in a team-based environment; and
proficiency in Microsoft software applications (Word, Excel), as well as database program(s) for student
Overview: The School Counselor/Psychologist will provide direct support and interventions to students, consult
with teachers, families, and other school-employed mental health professionals to improve support strategies,
work with school administrators to improve school-wide practices and policies, and collaborate with community
providers to coordinate needed services. The specific duties are outlined below:
Improve Academic Achievement
Conduct psychological and academic assessments (as appropriate)
Individualize instruction and interventions through direct services and consultation
Consult with staff and parents in order to manage student and classroom behavior
Collect and interpret student and classroom data
Participate as a member of the Instructional Support Team (IST)
Provide staff consultation in order to improve student engagement and learning
Monitor and effectively communicate with parents about student progress
Promote Positive Behavior and Mental Health
Assess student emotional and behavioral needs
Provide individual and group counseling to students on IEPs, as well as general education students who require
additional support beyond that of the guidance counselors
Complete Functional Behavior Assessments and behavior plans
Make referrals to and help coordinate community services provided in schools
Support bullying interventions and social emotional learning through direct instruction and consultation with
students and staff
Implement school-wide positive behavioral supports as a member of the PBIS team
Provide crisis prevention and intervention services
Provide transition support as appropriate for grade level
Teaching Positions, Yleana Leadership Academy
| March 31, 2017 | 2:08 pm | Sch. Psych., Teaching | Comments closed

The Yleana Leadership Academy is a residential summer academy which serves rising high school seniors in urban areas (Baltimore, Boston, North Shore of MA, NYC, and Philadelphia) and seeks to close the achievement gap through a three-week transformative intervention summer SAT experience.  We are part summer camp (on Colgate University’s campus in upstate NY), part intense SAT training using the Socratic method and grounded in asking the questions that help to cultivate higher order thinking skills, and part leadership academy:  We explore issues like race, class, power, income inequality, prisons, etc through our Issues curriculum, an open-forum discussion setting where we question these issues through readings by people like James Baldwin, Junot Diaz, bell hooks, Michelle Alexander, WEB DuBois, and Sherman Alexie.  We also help our students acquire and hone the soft skills they will need in the college process/during college, as well as develop higher order/critical thinking skills through our Entrepreneurship class, which culminates in a one-day startup fair with real live entrepreneurs from London, Istanbul, Philadelphia, NYC, and more! advising the students all day until their crowning faceoff – a Shark Tank competition.   Students (all of whom are low-SES, almost all of whom are of color, most of whom are first-generation) attend on full scholarship and, besides studying for the SAT, being part of Issues and taking Entrepreneurship classes, enjoy a traditional summer camp experience (complete with Friday night campfires and making S’mores!) while becoming a part of a welcoming and introspective camp community.  One of the greatest compliments we have received came from a student who had been in foster care and had had significant trouble at home who told us that Yleana was the first place she felt safe, like people really cared about her.  We strive to create and promote that atmosphere – a loving, caring, safe place for kids who haven’t always had it easy.

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