FRAMINGHAM PUBLIC SCHOOLS - WOODROW WILSON ELEMENTARY SCHOOL TITLE:Long Term Substitute School Psychologist February 2019-April 2019 POSITION SUMMARY: To provide direct support learning by providing a range psychological order to deliver Framingham Public Schools’ high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. OUR MISSION: Framingham Public Schools is committed to excellence for all students. A core value, embedded in the district’s philosophy and goals, is that “all children will learn”. Offering an equitable access to education to all of our students hinges largely on providing the highest quality teachers in every school and classroom. Diversity among teachers and staff undoubtedly advances the academic achievement of students. Compliance obligations establish the baseline; as a district, Framingham Public Schools are committed to achieving, developing and maintaining a workforce reflective of the rich racial, linguistic, and cultural diversity of our students. Framingham Public Schools aims to teach our children, and ourselves, to be culturally proficient and inclusive in order to live, learn, and work together in a vibrant and diverse world. Indeed, Framingham Public Schools is committed to inspiring our school community to be accepting and willing to learn from individuals with differing backgrounds. Our goal is to reflect the diverse community we serve and create a great place to work for everyone by embracing the individual skills, perspectives and experiences our people bring to the workplace and harnessing these for high performance and improved service delivery. We want our employees to feel included, valued and respected and have access to equal opportunity, which supports full participation at work. Framingham Public Schools seeks to retain the diverse talent in our workforce and support our people to maintain a long and productive working career. Framingham Public Schools is dedicated to the goal of building a culturally diverse and pluralistic faculty committed to teaching and working in multicultural environment and strongly encourages applications from minorities. CERTIFICATES, LICENSES, REGISTRATIONS: Valid Massachusetts Teaching license in Psychology is required. Additional content area license is encouraged. TRAINING AND EXPERIENCE: Master’s Degree in school psychology with a supervised internship is preferred. 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. Ability to apply knowledge of current research and theory in the educational field; to communicate clearly and concisely both in oral and written form; to effectively present information and respond to questions from groups including staff, parents and the general public; to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations; to write reports and correspondence, as needed; to use reasoning ability to evaluate information and determine/recommend an appropriate course of action; to define problems, collect data, establish facts and draw valid conclusions; to use professional literature, evidence-based research, and continuing education content to make practice decision; to establish and maintain effective working relationships with students, parents, staff and the community; to work independently, prioritize tasks and manage several projects simultaneously; to perform duties with awareness of all district requirements, state and federal laws, and Framingham Public Schools policies (as long as the policies do not conflict with the Framingham Teachers Association (Unit A) Contract); to work with students of diverse backgrounds with diverse needs in an equitable and inclusive manner that bears to witness to cultural proficiency; to maintain appropriate confidential records; to react professionally and objectively to unpredictable situations (e.g. environmental changes, behavior/aggression, seizure activity, etc.); to operate and/or acquire skills to operate a computer and related software including but not limited to Google; and ability/willingness to plan, coordinate, conduct and participate in ongoing professional and staff development. Experience evaluating student skills and writing reports to interpret/summarize findings. Strong collaborative, teaching, coaching and leadership skills to support student programming and work in a team setting. Strong problem-solving skills to support student success. Strong data-collection skills to help to inform decisions for students. Strong verbal and written communication skills. Strong organizational skills to balance the demands of a multi-tasking position. A proactive and solution-focused approach to meeting student needs. Knowledge of specialized content area as well as any related laws and procedures. Ability to consistently collaborate with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level; and to regularly provide advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students. ESSENTIAL DUTIES AND RESPONSIBILITIES: The essential functions or duties listed below are intended only as illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related or a logical assignment to the position. 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. * Assessment: Complete comprehensive psycho-educational assessments in accordance with federal and state special education regulations and district policy in the following areas: cognitive, academic, social/emotional, behavioral, adaptive behavior, sensory/motor and other factors pertinent to the child’s learning capacity. Interpret assessment findings to students, parents, staff and others concerned with the welfare of students. * Prevention: Assist in the identification of students who are at risk of educational failure. Participate in school-based pre-referral activities. Assist in designing programs for children identified as at risk for failure. Assist in school-wide initiatives to make schools safer and conducive to learning. * Intervention/Counseling: Assist in the planning and implementation of behavior management programs and behavioral support plans. Provide crisis counseling and intervention. Provide individual and group counseling to address academic, social, and developmental concerns. * Consultation: Participate on a variety of school-based teams to assist in intervention planning and program planning (Crisis Team, School Evaluation Team, SCAN Team, 504 Team, Special Education Team, and Re-Entry Team). * Professional Development: Provide in-service opportunities for staff. Participate in district-wide or departmental in-service activities to maintain currency in knowledge and skills. * Program Development and Evaluation: Participate in school-based or district-wide initiatives that seek to address student, school or district needs. PHYSICAL WORKING CONDITIONS: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to move about and may be required to traverse occasionally throughout the school building. The employee must also often remain in a stationary position for considerable periods of time. The employee is occasionally required to reach with hands and arms and sit, stoop, kneel, crouch, or crawl. The employee is expected to lift at least 20 lbs (i.e. books, school supplies, etc.). The employee must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools. Occasionally s/he operates a computer and other office productivity machinery (i.e., a calculator, copy machine, and computer printer). The employee must be able to input information into a computer and as well as read material from a computer monitor as well as handwritten or printed matter with or without visual aids. The employee must be able to communicate effectively with students, parents, and other staff members in person and on the telephone. In the classroom, the employee must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction. On rare occasions, it may be necessary to move quickly across even or uneven surfaces. The employee will be working in a normal school environment with an acceptable level of noise. The employee interacts with students, parents, and other staff members. The employee is directly responsible for the safety, well-being and work output of students. REPORTS TO: Building Principal and Director of Wellness and Health Services. SUPERVISORY RESPONSIBILITIES: None. FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION: This position is classified as Exempt (Professional). TERMS OF EMPLOYMENT: Covered under Framingham School Committee Policy. HELPFUL LINKS: Only online applications will be accepted. Click here to apply! JOB CONTACT Judith Styer Director of Health & Wellness email@example.com 508-626-9197 Framingham Public Schools provides equal employment. opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Framingham Public Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the District has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training. Framingham Public Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, or veteran status
Maternity Leave Position:
JIS is currently looking for two school psychologists, one for PK-G5 and one MS/HS (6-12), for the 2018-19 school year.
“If anyone has any questions about the job or being a school psychologist in international schools, I would be happy to communicate with them via Skype or email. A career in international education is an adventure that not many people know about and I am excited to spread the word to anyone who might be interested.”
– Chris Lentner, NCSP
School Psychologist at the International School of Beijing and Tufts School Psychology Alum
Shawsheen Valley Technical High School is seeking a DESE-licensed school psychologist for a maternity leave position, lasting approximately 10-12 weeks, from the end of December through March. This position includes a balance of assessment, counseling, crisis evaluations, and consultation responsibilities. This is a great opportunity for a qualified candidate to work with talented students in a vocational-technical high school. Interested candidates should submit application materials to the Principal, Jessica Cook, through SchoolSpring.
|Maine Arts Camp:
Entering our 15th summer, we are located on the campus of Colby College in Waterville, Maine. We are a small, creative camp community for youth ages 9-16. We run two 2-week sessions (or one 4-week session) during the month of July. Staff also have one week of training prior to the campers arriving. We have extensive programs in visual arts, theater, culinary arts, dance, film photography, music, film making, writing and more. In most activities, we have professionals or experienced teachers as the lead instructor. Our creative campers often “find their tribe”, meeting like-minded campers and staff.
This is a new position at our camp. Since we are small and geared toward kids/teens on the creative side, we tend to attract some campers who have a history of anxiety, depression, learning difficulties, ADHD, and other diagnoses. Many of the campers need help with social skills and learning how to make real friends. The camp psychologist will work with the campers and their dorm counselors, giving them support and advice on the best ways to work with each camper. Instead of an office, we envision the role being one where the camp psychologist could integrate directly in activities, getting to know the campers in a more informal way. So, if you are looking to make a pot, fuse glass, make jewelry, dance, learn film photography, or just play outside, this could be a fun and rewarding summer.
Dates: June 24 – July 28, 2019
Salary: For the five weeks, it will vary between $3500 – $5000, depending upon experience. This includes room and board.
561-865-4330 – winter phone
Wilmington Public Schools is seeking a school psychologist for the middle school and high school. Both schools already have a school psychologist but need an additional one for counseling and testing. The position would be mostly at the middle school and a few hours a week at the high school for 3 social groups. Office will be located at the middle school. Below is a link for Schoolspring:Any questions about the position can be directed to firstname.lastname@example.org.
The Gabrieli Lab at MIT is seeking psychoeducational testers to assist with our research examining response to reading intervention. This study uses assessments and brain imaging in school-age children. The responsibilities of the testers will be to work with children in early elementary school and administer and score standardized/experimental assessments of cognitive, language, and reading skills. The responsibilities might also include assisting with neuroimaging data acquisition. Testing sessions will take place at Cambridge area schools and/or MIT. Occasional weekend work will be required. This position is temporary with possibility to extend to a more long-term and full-time position.
The ideal candidate will possess:
– Experience, comfort, and enthusiasm working with young children
– Previous experience with psycho-educational/neuropsychological assessment
– Outstanding attention to detail and organization
– Ability to work independently and as a member of a research team
– Comfort and professional manner in interacting with diverse children and families
Position requirements include:
– Bachelor’s degree or Master’s degree in psychology, education, child development, neuroscience or a related field
– Availability during November 2018 – January 2019 (and/or longer), with ability to accommodate a variable/flexible testing schedule
– Native speaker of American English
– CORI check for successful candidate
Interested applicants should send a resume or CV and a brief statement describing previous testing/research experience to Ola Ozernov-Palchik at <email@example.com> and Courtney Pollack at <firstname.lastname@example.org>.