School Psychologist / Special Education Team Chairperson (Mashpee, MA)

Mashpee Public Schools are looking for a school psychologist/special education team chairperson at Mashpee Middle-High School for the coming academic year. If you are interested, please reach out to:

Jaime L. Curley, Ed.D.

Director of Special Education Services

Mashpee Public Schools

508.539.3600, Ext. 1505

Diversity, Equity, and Inclusion (DEI) Summer Coordinator (Fairlee, VT)

Aloha Foundation: Our mission is to inspire people of all ages to learn, explore, grow, and become their best selves. 

Structure: This position is a summer contract position at our Fairlee, VT location, running from Monday June 17th through Friday August 16th. The individual will work approximately 40 hours per week and will have one day off-site and off-call each week.  The individual accepting the role may be required to attend three to four planning calls prior to arrival for the summer. If the successful candidate does not live locally, summer housing (room and board) is available.Position Summary The DEI Summer Coordinator is our key frontline support of our equity and inclusion policies and initiatives in our summer programs. They will oversee the implementation of diversity, equity, and inclusion efforts in staffing, programs, and training at the Aloha Foundation during the Summer of 2024. The DEI Summer Coordinator reports directly to the Executive Director with dotted line reporting to the Wellness Coordinator. In addition, the successful candidate establishes excellent working relations with staff. DEI Summer Coordinator v05152024.docx

Key Responsibilities

  • In collaboration with health and camp leaders, reviews gender support plans prior to camp to ensure plans are followed throughout the summer.
  • Using pre-camp training as a foundation, designs and implements as-needed workshops or programming to support positive culture that aligns with the goals of each program.
  • Spends intentional time at each camp on a weekly basis and provides open “office hours” for counselors or campers with concerns.
  • Identifies and troubleshoots DEI issues or concerns at our 3 residential camps, our day camp, and our family camp.
  • Actively supports and guides staff and campers through identity-based issues and conflicts during the camp season.
  • Leads the Facilitation Fellowship Team and Affinity group leaders as they develop the co-facilitation skills needed to lead sessions and identify issues which may need to be elevated to higher level staff. Meets regularly with these leaders throughout the summer. 
  • Works collaboratively with camp leaders to address emerging issues. Elevates issues as needed to Aloha Foundation leadership.
  • Addresses high-priority on-site DEI needs. In concert with Camp Director, communicates with others as needed on related issues or concerns.
  • Assists with planning and organization of affinity space celebrations and mid-summer hair care days.
  • Assists Camp Directors and Director of Communications and Marketing with DEI-related summer communications.
  • Other duties as assigned.


  • 3+ years of experience designing and facilitating DEI related trainings, affinity spaces and similar initiatives to a wide range and size of audiences and groups.
  • 5+ years working with children in a school or camp setting preferred.
  • Proven success working collaboratively with colleagues, parents, and community leaders.
  • Strong communicator who is able to think on their feet and respond calmly and clearly to emerging situations.
  • Strong work ethic and high level of integrity.
  • Proficient and comfortable with technology.
  • Bachelor’s degree or equivalent experience is preferred.
  • Spanish language skills a plus


Compensation will be commensurate with experience. The pay range for this role is $6,500 – $8,000. Pay will be commensurate with experience. 

About the Aloha Foundation

The Aloha Foundation is a Vermont-based non-profit organization that provides summer camps, family camps and education programs emphasizing simplicity, the outdoors and living in community. Our programs serve a range of campers and participants from children to older adults, individuals, groups, and families. The Aloha Foundation is an inclusive organization that welcomes people from all backgrounds. We do not discriminate on the basis of race, color, national origin, religion, sex, age, mental or physical disability, sexual orientation, gender identity, marital status, minor children, receipt of public assistance, HIV status, or place of birth with respect to employment and volunteer participation. 

Please submit cover letter and resume as a single PDF to:

School Psychologist/S.A.I.F. (Federally-Funded Position) (Salem, NH)

This is a district-wide position with a current focus at middle school.

Must be able to:

-work in a variety of team environments, and demonstrate strong interpersonal skills
-possess an understanding of child development across all ages
-administer and interpret a variety of psychoeducational assessment instruments
-be knowledgeable in intervention techniques to address student’s academic and social emotional development
-possess strong verbal and written communication skills
-demonstrate proficient computer skills

Learn more.

About Salem Public School District:

-Salem, New Hampshire has very good highway access and could be a reasonable commute for many Boston-area residents.

-As compared to other school district employers in New Hampshire, Salem has a competitive pay scale and health care plan. (An applicant could compare NH collective bargaining agreements at

-The school district has 8 schools, and seeks to employ 6 School Psychologists (there are currently 5 of us).  In addition, the student enrollment at the schools is modest.  This allows us to participate in a variety of professional activities, and we do not function as simply “special education testers.” 

-My School Psychologist colleague group is a veteran group of professionals, some of whom have worked in this community for many years.  A new or early-career professional would receive as much support as needed, along with regular opportunities for collaboration. 

-Our inventory of assessment materials is (in my experience) above-average in our profession, and our administration has recently been generous as relates to spending on assessment materials. 

For more information, reach out to Joseph M. Mahoney, Ph.D., NCSP

School Psychologist, Salem School District | 774-364-5946

High School Psychologist (Tyngsborough, MA)

Innovation Academy Charter School seeks a full-time High School Psychologist for the 2024-25 school year. Situated in Tyngsboro, MA (near the intersection of routes 3 and 495), IACS draws a diverse student body from neighboring districts, including Lowell, Dracut, and Chelmsford, as well as Tyngsboro. Our community represents 19 languages spoken, 38% students of color, 25% of students on special education plans, and a community of students and staff that identify as LGBTQ.

Philosophically, IACS seeks to serve all students within an academically rigorous and culturally responsive community of learners. Teachers at IACS collaborate to develop project-based courses that focus on the development of reading, writing, and oral communication skills, and the practical application of those skills both within and beyond the classroom.

We have a strong mentoring program for teachers new to the school and those new to teaching, including career changers. We welcome candidates who are committed to their own professional learning, open to feedback, and committed to collaboration. IACS is working hard to hire staff that represent the backgrounds and cultures of all of our students. Please note that the school has access to state grant funding designed to encourage diversity among our new hires with funds for relocation, loan repayment and tuition assistance. We strongly encourage candidates to celebrate their diversity and to inquire about the grant funded programs.


The High School Psychologist will play a vital role in supporting the social, emotional, and psychological well-being of our students in grades 9 to 12. The ideal candidate will possess strong communication and interpersonal skills, have experience working with adolescents, and be committed to fostering a positive and inclusive learning environment.


Student Counseling and Support:

– Provide individual and group counseling sessions to students dealing with various emotional and behavioral issues, such as anxiety, depression, stress, and peer relationships.
– Collaborate with teachers, parents, and other school staff to develop and implement personalized intervention plans for students in need of additional support.
– Conduct assessments and evaluations to identify students’ psychological and emotional needs, and create appropriate intervention strategies.

Crisis Intervention:

– Be available to respond to critical incidents and emergencies involving students’ mental health and well-being.
– Assess and manage students in crisis situations, ensuring their safety, and liaising with appropriate parties, such as parents, school administrators, and external resources, as necessary.

Preventive Programs:

– Develop and implement preventive programs that address common psychological challenges faced by middle school students, such as bullying prevention, stress management, and conflict resolution.
– Conduct workshops and training sessions for students, parents, and staff on relevant topics related to mental health and emotional well-being.

Consultation and Collaboration:

– Consult with teachers and school personnel to offer guidance on classroom strategies that promote positive behavior and emotional development.
– Collaborate with school teams to support students with Individualized Education Plans (IEPs) and 504 plans, ensuring their needs are met effectively.

Parental Support:

– Work closely with parents/guardians to provide guidance and resources related to their child’s emotional and behavioral development.

Data Collection and Reporting:

– Maintain accurate and confidential records of counseling sessions, assessments, and interventions.
– Provide regular reports to the school administration regarding trends, needs, and outcomes related to student mental health.


– Master’s or Doctoral degree in School Psychology or a related field.
– State licensure or certification as a School Psychologist.
– Experience working as a School Psychologist or counselor in a high school or similar educational setting is preferred.
– Strong knowledge of child and adolescent psychology, development, and mental health issues.
– Excellent communication and interpersonal skills to collaborate effectively with students, parents, teachers, and school staff.
– Ability to maintain confidentiality and ensure the ethical practice of counseling.
– Proficiency in conducting assessments and utilizing various psychological tools.
– Flexibility and adaptability to meet the diverse needs of students and the school community.
– Understanding of educational laws, regulations, and procedures related to student support services.

Competitive Salary and Benefits

Master degree preferred.

Citizenship, residency or work visa required

Contact Information

Learn more here.

School Psychologist Long-Term Substitute (North Reading, MA)

North Reading High School is seeking a School Psychologist Long-Term Substitute to provide services to students for the first two months of the 2024-25 school year. This assignment is tentatively from September 3, 2024 through November 1, 2024.

North Reading Public Schools is actively looking to build a diverse workforce to ensure all students feel welcome, safe, and valued for who they are and supported to reach their potential. Learn more here.

Pay: $282. 86 / Day

Essential duties

  • Provide short term and ongoing counseling services to students who are struggling with social, emotional, and behavioral problems
  • Provide a full range of psychometric testing as part of the special education eligibility/service determination process for initial, re-evaluations, and other evaluations as necessary for students
  • Coordinate and complete all required paperwork as part of the IDEA team process (IEPs)
  • Collaborate regularly with teachers/counselors to stay current with student concerns
  • Communicate with parents regarding academic achievement and behavioral and counseling intervention(s) as needed
  • Assist students who exhibit school refusal, chronic absenteeism, or behavioral concerns which interfere with academic success
  • Lead group counseling sessions related to issues such as: grief, anxiety, depression, and social skills development
  • Serve as a member of the school’s Crisis Response Team
  • Serve as a member of the school’s Student Assistance Team
  • Attend identified students’ TEAM meetings or 504 meetings as needed
  • Collaborate/case manage with community agencies and outside professionals providing therapeutic services to assigned students
  • Assist with student safety assessments as needed
  • Work collaboratively with school administrators to promote school policies
  • Other duties as assigned by the Principal and/or Director of Student Support


  • Master’s Degree
  • Massachusetts Department of Elementary and Secondary Education (DESE) license as a School Psychologist
  • Excellent written, oral, and interpersonal skills
  • Familiarity with relevant laws and regulations that govern public schools
  • At least three (3) years of relevant experience preferred
  • Citizenship, residency, or work visa required

School Psychologist (Watertown, MA)

We are the worldwide leader in education services for children and young adults who have multiple disabilities and visual impairments. We believe every child can learn and learning is for life. We are committed to delivering best-in-class education to children, providing immersive training to professionals and creating a world of inclusion, accessibility and opportunity for people with multiple disabilities. At Perkins, we think courageously, we are collaborative and we take ownership. Join a community of growth where you will be supported and where your work makes a difference.

As our School Psychologist, you will thrive in our collaborative, supportive and gratifying Secondary Program. Experience working in a school where students needs come first and your contributions have a global impact.

As our School Psychologist, you will provide direct psychotherapeutic individual and group counseling and perform diagnostic evaluations for students who are blind, visually impaired, and multiply impaired.

Apply here.

Essential Duties Include:

  • 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.
  • Support in the planning, development and implementation of 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 and​multiply 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.
  • Collaborates with other school personnel to monitor student progress toward state academic standards, meets regularly to identify academic interventions, and supports school staff in implementing interventions.
  • Provides direct family liaison support and acts as a point of contact between home and school. Supports facilitation of communication between community based/home and educational team members.
  • Conducts psychological evaluations for outside evaluation (non-Perkins students) from across the country. Helps districts and families acquire meaningful psychological reports that provide educational guidance.
  • 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
  • Specialist or CAGS Degree required from a National Association of School Psychologists (NASP) approved college or university in school psychology; Massachusetts DESE Certification as School Psychologist required

We have benefits that put you first, including an employer contributing retirement plan, tuition reimbursement from day one, professional development for our employees, personal days, paid time off and paid sick leave. Our campus is quaint, charming and historical, a perfect mix of legacy and modern buildings. It is located in the heart of Watertown, adjacent to the Charles River and a 5 minute drive from food & entertainment at Arsenal Yards.

Middle School Science Teacher (Melrose Public Schools)

Job Description

Title: Middle School Science Teacher Melrose Veterans Memorial Middle School Qualifications:

  1. Degree in content specific field.
  2. Knowledge of current Massachusetts Frameworks expectations for Reading and Writing across the curriculum.
  3. Deep understanding of scientifically based reading research and evidence-based practices for teaching in science. Knowledge of best practices for assessing student progress toward achievement of standard.
  4. A minimum of 3 years of successful teaching experience.
  5. Excellent communication skills.
  6. Must be SEI endorsed.
  7. Successful completion of a Criminal Record Check (C.O.R.I.) and fingerprint check.

Learn more here.

3Point Lead Instructor/Teacher for Summer Academy (Dorchester & West Newton)

Dynamic and enthusiastic instructors needed to teach in a 5-week Summer Learning Academy
in Boston from Monday, July 8th – Friday, August 9th. The summer academies will be held at
UMass Boston in Dorchester and the Fessenden School in West Newton.

As a lead instructor/teacher with 3Point, you will inspire and teach youth to think critically,
problem solve, improve their communication and collaboration skills, and create projects using
today’s latest computer technologies. Training will be provided before the start of the summer
learning academy.

The ideal candidate will have a passion for and experience working with youth education. This is
a great opportunity for a flexible team player with a positive attitude and engaging
communication and teaching skills.

We are looking for instructors, certified to teach grades 5-8, who enjoy working with youth, and
have summer availability during the mornings, afternoon, or both; The summer program runs
from July 8th to August 9th from 7:30 am to 5 pm, each site has a slightly different schedule.
Teachers/Instructors will work from 9-12 pm, 9-4 pm, or 12-4 pm daily.

● $51.74/hr or the current BTU rate.
● Total compensation is set based on hours of work, including professional development,
on-site program time, and additional duties. Professional development hours shall not
exceed 20 hours.
● Site-specific job requirements, program hours, and training schedule to be determined
by the Summer Learning Academy program. Agreement to site-specific terms is required
for hire.
● Payroll will be processed on a biweekly basis after receipt of completed timesheets
following BPS summer payroll schedule.
● All employees must read and agree to the BPS 2024 Summer Program Terms of

● Position to begin the end of June/early July 2024(mandatory training) – August 9th, 2024
● Time is spent at one of the two sites, possibly meeting students at Roxbury Crossing to
be bussed to West Newton
● 20 or 40 hours a week, 5 weeks with additional training hours
● Hours consist between 7:30-5:00 pm M-F, depending on offer and availability

Qualifications – Required:
● Bachelor’s degree
● Massachusetts teaching license in 5th, 6th, 7th, or 8th grade
● At least 1 year of formal teaching experience


An applicant should send a tailored cover letter highlighting relevant work experience
and a resume in PDF format to:, subject line: Lead

Beyond Akeela Head Advisor (Residential Leadership Role)

Beyond Akeela is an overnight teen program that supports and develops the social-emotional, organizational, and independent living skills of teens preparing to transition to college. Set on a college campus, Beyond Akeela teens gain experience with dorm living, navigating a college campus, and managing their daily schedule with coaching and mentorship from an experienced group of young professionals.

Daily activities include community service opportunities, traditional camp activities, dedicated exercise time, teen talks, and exciting day trips. All the while they’ll be cooking for each other, doing their own laundry, managing budgets, developing meaningful peer connections, and having conversations about teen appropriate topics to reflect on their readiness for college.

Job Description

The Beyond Akeela Head Advisor plays an essential role in the life and social skill development of teenagers who have completed their sophomore, junior, or senior years of high school. They are the leader of a team that is responsible for the safety and well-being of a cohort of 15 teens / session over the course of the program.

Key Responsibilities:

  • Social Scaffolding & Behavior Management: The Head Advisor is responsible for creating social opportunities and scaffolding for teens in their cohort to take healthy social risks. They will be also identified as a go to person for more challenging situations that Advisors need support working through. They will work with Advisors and Directors to come up behavior plans as well as address group dynamics and camper concerns as appropriate.
  • Staff Support: The Head Advisor supports and provides informal/formal feedback to a group of 4 staff members with whom they work with to create a transformative experience for their teen cohort. This includes leading daily meetings.
  • Parent Communication: The Head Advisor will provide weekly progress updates to parents of all teens in their cohort. Communication will also be written and verbal. Head Advisors also prepare written progress reports for all teens at the end of each session.

A Qualified Advisor

  • Has at least a bachelor’s degree in a field related to youth development.
  • Has multiple years of direct work experience with youth on the autism spectrum.
  • Possesses excellent written and verbal communication skills.
    as prior experience supervising and leading a team, and confidence leading a team.
  • Thrives in a collaborative decision-making environment and is comfortable making big-picture decisions that affect the trajectory of the program.
  • Manages their time well and is comfortable balancing a variety of tasks and responsibilities.
  • Has the ability to live and work in a stimulating and high stress work environment with irregular hours including early mornings and evenings.
  • Must be willing to live in a communal dorm environment with teen campers and young adult staff members (with private bath and bedroom).
  • Must be comfortable working on feet for extended periods of time.

Compensation / Benefits

  • Meals and housing fully covered for duration of term. All staff members live on site for their term at camp.
  • $3500-$5500 salary, based on level of experience and qualifications.
  • Travel stipend for assistance getting to/from camp.
  • Unparalleled hands-on experience with students on autism spectrum disorder in residential setting.
  • Membership with American Camp Association, including discounts at outfitters like Chaco, Keen, and others.
  • An opportunity to grow your professional/personal network of like-minded professionals working in related fields.

Interested candidates should send their resume and any questions to Kevin Trimble, director of Beyond Akeela, at

Weekly babysitter for infants (East Arlington)

We are looking for a babysitter/mother’s helper to help with our 5 week old twins on a weekly basis! It would be a few times a week (2-3) for three-ish hours at a time. We live in East Arlington, about a mile from Tufts campus. Responsibilities would include helping with bottles and feeding, soothing babies, emptying the dishwasher, occasional laundry, watching the babies while they sleep so I (mom) can run a quick errand or go on a walk, etc. 

Currently paying $22 per hour and we’re looking for someone up to date on their vaccinations (covid, flu). We also have a cat who mostly keeps to herself.

If interested, please text me (Maggie) at 518-209-3166. Thanks!