Acton-Boxborough Regional School District has a current opening for an elementary school psych long-term sub position beginning 11/5/25 through the end of the school year. See the job posting below for more information.
Tag Archives: school psychologist
School Psychology Position [Lincoln School]
Lincoln School has a school psychology position opening at Lincoln pre-k to 8. The position is flexible for the right candidate–open to designing the position (with regards to counseling/testing and age level) to the person that is a good fit. For more information, contact is Lisa Berard at lberard@lincnet.org.
School Psychologist Position Available [Wellesley Public Schools]
Description:
- The school psychologist reports to the Wellesley High School Special Education Department Head and is responsible for psychological services at Wellesley High School.
- The position provides identification, evaluation, and placement of children with social, emotional and learning difficulties. Such children and their families are assisted in transitions between educational placements. In conjunction with guidance counselors, developmental and preventative programs are provided directly in classrooms or through consultation with teachers.
- All children are screened directly or through teacher consultation. Children who are referred for psychological assessment are evaluated by the school psychologist. Diagnostic work is provided in cooperation with other Evaluation Team members. Direct service is provided to children with social, emotional, and developmental learning problems, and to their parents and teachers.
- Under the supervision of the Wellesley High School Special Education Department Head, the incumbent is responsible for providing these services in a manner consistent with existing legislation and School Committee policy.
See more information, including specific responsibilities, salary, contact information, and application details: https://wellesleyps.schoolspring.com/?jobid=5357300
Job Opportunity: School Psychologist Position in Wellesley Public Schools
The Wellesley Public Schools have a last-minute opening for a School Psychologist for the 2025–2026 school year. This full-time position is based within the Therapeutic Learning Center (TLC) at Hunnewell Elementary School, a highly supportive and collaborative program serving approximately 17 students with emotional disabilities.
About the TLC Program:
- Dedicated to students with emotional and behavioral needs
- Supported by 3 lead special educators, a BCBA, a crisis interventionist, 9 support staff, and related service providers
- The psychologist in this role is fully dedicated to the TLC program
- A second school psychologist supports the general education population in the building
This is a fantastic opportunity to join a well-resourced team that emphasizes therapeutic and individualized support for students.
If you or someone in your network is interested, please send a resume directly to:
Claire Higgins, Ph.D.
Assistant Director of Specialized Programming
Wellesley Public Schools
higginsc@wellesleyps.org
781-446-6210 ext. 5626
Please share widely with colleagues or recent grads who may be a great fit!
School Psychologist Position Open
Description
This position for a general school psychologist role that covers West Elementary school and West Middle School. There is an additional psychologist also assigned to West Elementary.
Of note, we hope applicants will desire working within layered team supports. The APS psychology team works together in a peer supervision model, the admin supervisor of the psychology team is a neuropsychologist, and psychologists are part of their buildings’ mental and behavioral health teams alongside social workers, BCBAs, and nursing. Psychologists in a general role do not have a counseling caseload and are not required to respond to crises; however, this particular assignment features the opportunity to consult to the district’s Autism programming, which is on site in both buildings, as well to any cases of interest in the general milieu.
Responsibilities
- Testing/Assessment:
- Complete comprehensive psycho-educational assessments that cover domains pertinent to school functioning: cognitive, academic, social/emotional, behavioral, adaptive behavior, and other factors pertinent to the child’s learning capacity.
- Applicants should have a solid knowledge of frequently used tests and measures and an openness to learning new measures and workshopping creative test battery solutions.
- Applicants should have a strong ability to interpret assessment findings for all audiences: students, parents, staff, and other parties involved in children’s care (i.e. treatment teams, case managers).
- Applicants should be comfortable reviewing and understanding outside evaluations (i.e. educational and neuropsychological evaluations from hired examiners).
- Prevention and Consultation:
- Participation on MTSS teams to identify students who are at risk of educational challenges.
- Classroom observation and consultation.
- Participate in school-wide academic and social/emotional health efforts.
- Collaborate with other mental and behavioral health staff (i.e. social workers, BCBAs) to implement workshops for teachers.
Essential Skills
- Communication skills:
- Applicants should be able to communicate clearly in both written and oral forms to present information and respond to inquiries from colleagues, parents, and other parties (i.e. outpatient providers).
- Discipline-based professional expertise:
- Applicants should be able to describe the tools used by psychologists to parties outside the discipline, such as explaining tests/measures, why certain tests may be chosen, and how different measures can be compared/contrasted.
- Data collection:
- Applicants should have comfort advocating for data-driven decision making.
- Within the testing and assessment process, applicants should be comfortable incorporating data from a variety of sources, including test data, information from criterion-based measures used in the classroom, schoolwide standardized testing and progress-monitoring efforts, etc.
- Technology:
- Applicants should have a basic knowledge of Google-based programs and software solutions, video conferencing tools, and Microsoft applications for producing reports (i.e. assessment reports, data charts).
- Applicants should have an openness and flexibility to learn new technologies and software solutions, such as learning management systems, novel methods of communication, and platforms that facilitate data collection, including psychological testing data.
Qualifications
- School Psychology licensure by MA Department of Elementary and Secondary Education (DESE) is mandatory.
- Masters Degree of higher in psychology or related field is mandatory.
- National Certification in School Psychology (NCSP) is strongly preferred.
Supplemental Information
Andover Public Schools (APS) seeks candidates who embody our ethos, which includes valuing the identities of all students, high expectations for all students, teaching excellence, collaboration, innovation, respect, and responsibility.
APS is committed to hiring and supporting a racially and ethnically diverse faculty and staff. Racially and ethnically diverse teachers produce a myriad of positive outcomes for all students, especially the most historically marginalized students.
To apply: https://www.governmentjobs.com/careers/andoverma/jobs/4977455/school-psychologist
SCHOOL PSYCHOLOGIST POSITION OPEN
Quincy Public School District Job Opportunities
Quincy Public Schools is seeking highly qualified educators who reflect the racial and ethnic diversity of our students and community, are committed to the ideals of public education, can engage effectively with students and parents, and are committed to providing high-quality, antibiased, and culturally responsive learning opportunities for students.
Quincy Public Schools has many recent job postings available, including opportunities in special education, school psychology, math and science, and many more. Please refer to their official website for a full listing and descriptions of all their great opportunities.
Quincy Public Schools opportunities
You may consider joining the district as a substitute or paraprofessional in the meantime to gain experience and connections in the district. They are also working on several grants to provide free tuition for Masters programs in Special Education and ESL for their employees. Joining as a paraprofessional is a great way to gain experience in the district while potentially furthering your education (subject to receiving grant funding).
If interested, please submit an interest form and refer to the website above for further information.
Elementary School Psychologist/Team Chair – Ralph D. Butler Elementary School
School Psychology Jobs and Internships in NC
RESOURCE: There is a website with school psychology job postings and a compiled list of internships available in North Carolina for the 25-26 school year. Most of the internship positions offered in NC are paid, and many also offer benefits.
Questions? Contact: Megan Cardin, School Psychology Consultant at Megan.Cardin@dpi.nc.gov or 984-236-2812
School Psychologist 2024-2025 [Lincoln Public Schools]
Lincoln, MA is a residential suburb located 12 miles northwest of Boston. The community is rich in history with a strong tradition of citizen participation. The school district serves students in grades pre-kindergarten through eight. In addition to the K-8 Lincoln School, the district operates the Primary School and Middle School at Hanscom Air Force Base as well as an integrated Preschool. Lincoln has a long tradition of educational excellence and strives to offer innovative, student-centered instruction in an inclusive setting with small class sizes. As a founding member of the METCO Program, Lincoln has maintained its commitment to diversity and multi-cultural education.
Primary Purpose: To support and advise students, staff and parents regarding emotional, behavioral, and academic growth of students, grades pre-K-8 and to evaluate students for educational disabilities, as well as, support general and special education eligibility processes.
Duties and Responsibilities
Consultation:
- Advise and assist teachers, other professionals and parents regarding student learning profiles, accommodations, and program modifications to manage challenging student situations and to facilitate appropriate behavior and learning.
- Consult with parents, outside service providers and state agencies to facilitate cohesive services and resource coordination for students.
- Assist families with identifying supports and strategies to address challenges presented by students with serious emotional disabilities.
- Participate on Instructional Support Teams, upon Principal’s request, focusing on social, emotional, and behavioral functioning of students.
- Advise administrators on matters relating to student behavior and safety.
- Promote appreciation and support for human diversity.
Evaluation:
- Administer psychological, social and emotional, and academic assessments, interpret data, assist with determining the disability status of students, write reports and make recommendations to enhance student’s educational experience.
- Conduct Functional Behavior Assessments and support staff with the development of Behavioral Intervention Plans as necessary.
- Participate on TEAM Evaluation and Section 504 Accommodation Plan processes.
Intervention:
- Support students so that they understand troubling issues and situations.
- Participate in crisis intervention and advise administrators regarding intervention plans and related issues.
- Counsel students individually and in groups focusing on behaviors that affect educational progress and the development of coping strategies.
- Provide short-term or crisis counseling for “at risk” students.
- Develop cohesive approaches to support students with mental health issues.
- Contact state agencies (i.e., DCF, DMH), and outside therapists and hospitals, as necessary, to gather information, collaborate with planning and make necessary referrals for programs and services.
- Serve as liaison, as assigned, for students on IEPs and 504 Accommodation Plans.
- Collaborate with district administration to plan and provide parent/guardian and staff education programs.
Other:
- Serve on school and system-wide mental health teams.
- Complete documentation necessary for TEAM and Section 504 Accommodation Plan processes to include social emotional/ behavioral goals for the IEP.
- Document necessary student situations as required by the state (i.e., 51A process).
- Perform other responsibilities as assigned by the Administrator for Student Services or the Building Principal.
Qualifications
- Masters degree from an accredited college or university
- Licensed as a School Psychologist by the Massachusetts Department of Elementary and Secondary Education
- Strong oral and written communication skills
- The ability to administer, interpret and report on educational assessments, psychological assessments (cognitive and projective instruments)
- Demonstrated understanding on the processes and regulations which govern the special education process
- The ability to work on a multi-disciplinary team using a collaborative decision-making process to reach consensus
- Other requirements that may be determined by the Administrator for Student Services or the Building Principal.
Any questions can be directed to Lisa Berard , Administrator of Student Services, lberard@lincnet.org
MORE INFORMATION AND APPLICATION: https://www.schoolspring.com/jobdetail?jobId=4980683