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.

Paraprofessional (Medford, MA)

Medford Public Schools is seeking a paraprofessional. The application is for a general classroom para, but the specific assignment would be in the Therapeutic Learning Program at the Missituk Elementary School. If students apply and are interested, please contact Kathleen Kay at For questions about the role you can contact Julia Murphy at

Job Description and Application can be found at this link here.

Summer Academy Volunteer Opportunity (Maryland)

Summer Academy Volunteer Opportunity – Now Accepting Applicants through June 10th!

The IRC (International Rescue Committee) in Silver Spring’s Summer Academy is a free learning experience for refugee students who are rising 6th-12th graders in Prince George’s and Montgomery County schools in Maryland. Volunteers facilitate lessons in English language and math, while incorporating extracurricular subjects and activities to broaden student’s horizons. Sign up here.

The program will take place in Prince George’s County July 8th – August 9th with 2-week cohorts of students in middle and high school. Weekly Schedule: Monday through Thursday 9:30am-2:30pm.

Volunteers are expected to attend all morning, afternoon or all-day sessions for their preferred cohort. You may participate in both cohorts, if desired.

Previous teaching and/or ESOL experience preferred but not required! This opportunity is open to volunteers high-school age and above. This opportunity is an Student Service Learning hours approved activity. 

All volunteers must attend a mandatory training on Monday, June 10th 6-7PM via Zoom. Sign up here.

If you have any questions, please reach out to Michalina Kulesza,Community Engagement Specialist, at

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

Teacher Associate – elementary school (Cambridge, MA)

Benjamin Banneker Charter Public School is looking for qualified candidates to join our community for SY 24-25. If you are working within the field of education; working in a community-based-organization that works with elementary school aged children or have experience relevant to assisting in the classroom, then consider becoming a Teacher Associate at The Benjamin Banneker Charter Public School. 

To apply, please send your resume to:

To learn more about The Benjamin Banneker Charter Public School, click here

Hiring School Psychologists (Southern Indiana)

Positions Available: School Psychologist or School Psychologist Intern

  • Responsibilities: Conduct assessments, provide counseling services, collaborate with educators and families, and contribute to creating inclusive and supportive learning environments.
  • Qualifications: Must hold or obtain a valid school psychologist license in Indiana and demonstrate a passion for supporting students with exceptional needs.
  • 191 day contract, salary based on experience and teacher salary schedule starting at $50,000+ (interns) depending on experience. Fringe benefits such as health insurance,
    dental, vision, life insurance, sick and personal days, and retirement benefits are included.
  • Apply here:
  • If you are interested in the above listed positions, and are or will be Indiana licensed, send your resume via email to or click the link above to access our application.
  • For more information, please see the flyer below.

Teaching Fellowship (2024-25) with Asian University for Women (Chittagong, Bangladesh)

Asian University for Women (AUW), dedicated to the education, empowerment, and leadership development of highly talented women from across Asia and the Middle East, announces a Teaching Fellows Program. Because preferential selection of students is given to underserved populations, such as garment workers, Rohingya refugees, tea plantation workers, Afghans permitted by the Taliban to leave, et al., almost all of whom do not have the needed skills for the rigor of undergraduate work, Pre- Undergraduate Programs have been established at AUW. Approximately half of the students at AUW are in these preparatory programs. Fellows will teach English, math, or computer science for 15 hours/week for one year in the Pre-Undergraduate Programs and will supervise one extra-curricular activity each term. The year-long teaching program begins mid-July 2024.

Compensation/benefits: These funded Fellowships include most of the expenses Fellows will incur during their year as an AUW Teaching Fellow. They include round-trip airfare from their home to Chittagong. Fees for Fellows’s visas will also be reimbursed. Fellows will receive a stipend of $1,000 per month, for twelve months, payable at the first of each month. Health services will be covered. Fellows will share fully furnished faculty apartments a short distance from the AUW campus. Those Fellows who wish to eat at the AUW dining hall are welcome to do so; Fellows who wish to cook for themselves can do so in the kitchens of their apartments.

For more information and to apply before the 4/20 deadline, visit the website here. For additional information about the teaching fellowship and AUW, please see the flyer and brochure below. If you have any questions, contact Hannah Taylor, Recruitment and Training Coordinator, at