School Psychologist Position (Belmont, MA)

There is an opening for an elementary school psychologist in Belmont at the Winn Brook school.  It’s a very balanced role (testing, counseling/ direct student support, and teacher consultation). There are team chairs in our district that write the IEPs, run meetings and do the documentation/ scheduling so the school psychs can focus on our other responsibilities. Even though we are a small district, we have monthly school psychology consults with the other SPs within the district. There is so much more I could write about this position, but I’ll keep it brief for now.
If anyone is looking for a position/ is interested in the role, I’m more than happy to go into more detail! Please reach out to Megan Miranda: by email at or by phone (781-835-6870).

School Psychology Position Available

We have a school psychologist position open at our middle/high school campus (grade 7-12). This position is perfect for anyone who may be looking for a job in Cambridge working in an urban, diverse setting, with a competitive salary.
Happy to answer any questions!

For more information please contact Allyssa Penney at

Alyssa Penney, Ed.S., N.C.S.P. PK-6 School Psychologist ESY Coordinator Prospect Hill Academy Charter School 716-222-1087

High School School Psych Position Available (Westford, Ma)

High School School Psych position open in Westford (

This position does involve some counseling (small counseling caseload).

Very supportive director of special education. 3 of the current 4 school psychs are Tufts grads! All psychs are a close-knit team.

If anyone has questions, Please reach out to Richa via email ( or phone (925-297-7356)

Atrium Summer Institute for Educators

Join us for a three-day, in-person workshop series and professional learning community where you will have the opportunity to connect with educators from different grade-levels and curricular backgrounds. We will also break out into more specialized work time with educators from similar grade-level strands (Early Childhood, Elementary & Middle School). Our keynote speaker this year is Ben Mardell from Project Zero and we are offering 19.5 hours of continuing education credits. 

Middle School Workshop: Building a Culture of Collaboration What classroom experiences merit genuine collaboration? How do we scaffold these experiences to foster inclusivity, promote dialogue, and invite productive struggle? Together we will explore activities and routines that build a classroom culture of collaboration. This workshop strand will be taught by middle school math teacher Liz Caffrey, but will incorporate a range of subject-specific examples. We will explore how a strong classroom culture makes it possible for students to innovate together, especially through taking action for justice and working on interdisciplinary projects. There will be space for teachers to debrief, learn, and troubleshoot together. Participants will leave with practical tools to apply in their classrooms, as well as many inspiring ideas for collaborative projects!
Elementary School Workshop: Social Justice Embedded in Classroom Culture
Intentionality is the cornerstone of creating a classroom culture that is inclusive and responsive to a diverse group of learners. Learning at all ages can be rich and meaningful, infused with playfulness and even a touch of magic. Learning about human beings—what is true about them and what they need, want, and deserve—helps children connect and empathize. It fosters a child’s desire to reach out and support others. Second-grade teacher Jill Ferraresso will take you through some of the ways that she designs her classroom to support the brilliance of every child. Using examples from Jill’s social studies and social justice curricula as inspiration, participants in this workshop strand will practice designing lessons to fit their own classrooms and schools, allowing room for responsiveness to the unique children in their midst.

Early Childhood Workshop: Building a Nurturing Ecosystem for Young Learners
A child’s social-emotional well-being is the foundation from which high-quality learning develops. However, it is nearly impossible to measure or teach social-emotional skills in a one-size-fits-all manner. Our role as early childhood educators is to support children in developing the skills to form healthy relationships, navigate their own and others’ feelings, build independence, and establish a sense of self within a community. Bob Dowling and Mia Bullock, two of Atrium School’s early childhood educators, are excited to share how they use intentional play-based learning in their classrooms to spark joy and support student growth. The goal of this workshop strand is to create a space for early childhood educators to learn and grow together. During our time, we will: develop a shared understanding of child development theory, curate a collection of resources and activities that can be brought back to your school, and create a space for teachers to share their own experiences and build community.