School Psychologist jobs at Boston Public Schools - 131 jobs

The Boston Public Schools is committed to providing every child in every classroom an equitable, world-class, high-quality education with the same unfettered access to every conceivable resource to unlock the greatness within them. As part of an equitable Multi-tiered System of Supports that advances students' learning and outcomes, The Office of Social Work serves BPS students and families by supporting school-based Social Workers across the district with providing high-quality, culturally responsive direct services. The Office of Social Work supports social workers with consultation, professional development, and crisis response. Through a regional support model, all school-based social workers receive support from a District Social Worker in addition to the Program Director of Social Work. The Office of Social Work aims to provide high-quality culturally and linguistically relevant mental health support in all BPS schools. Position Summary and General Responsibilities: Boston Public Schools seeks an exceptional School Based Social Worker who is highly qualified and knowledgeable to support the implementation of a variety of behavioral health supports that include trauma response and recovery, healing, and resiliency-focused school social work services that support students and educators to create conditions wherein students may achieve their full potential academically, socially, and emotionally. The Social Worker, in partnership with the other BPS providers and outside mental health partners will support school communities by supporting with: individual and group counseling and assessments crisis intervention and response managing a caseload, coordinating referrals to external agencies and programs in partnership with students and families Through a lead role in the Student Success Team (SST) and other leadership bodies within the school, and working in close collaboration with other school-based teams, Social Workers: Facilitate or collaborate, as needed, with School Leaders, colleagues, and other stakeholders in the collection and monitoring of data to identify trends with a close eye on conditions, policies, and practices that may be creating exacerbating issues that lead to the need for counseling and Tier 2/3 support. Utilize district-wide SST guidance implementation tools and support to actively assess Student Success Team practices. Continuously work to develop their own racial/cultural awareness alongside their colleagues (CLSP Competency 1) and authentic relationships that allow for cultural learning and understanding with students and families (CLSP Competency 2) in order to do this work well. The Social Worker will attend professional development and receive coaching and feedback from the team of District Social Workers, Program Director of Social Work, and Director of Student Support to ensure continuous improvement of service delivery and compliance with district protocols, policies, and professional standards of practice. Reports to: School Leader (with secondary evaluation from the Program Director of Social Work) Responsibilities Student Success Team: Coordinate and/or actively participate in the Student Success Team. Collaborate with School Leadership to establish sustainable structures, and partnerships and ensure the voice of students and families are elevated in co-constructing solutions to issues. As a valued member of the Student Success team, the social worker will support the design of tiered interventions that support the implementation of an equitable Multi-Tiered System of Support. Support the collection of progress monitoring data within the Panorama platform in collaboration with other staff to ensure that intervention, supports and services are leading to the desired outcome(s) for participating students. Model and promote authentic relationship-building and collaboration with students, families, school community, and partnering agencies. In partnership with the Student Success Team, the School-Based Social Worker will establish & monitor a Multi-tiered System of Support (MTSS): Tier 1, 2 & Tier 3 classroom and student-level interventions in a manner that does not pathologize students. Social Workers will collaborate with the SST members in ensuring students elevated to the student success team have a plan, progress monitoring, and assessment of the interventions Communicate goals and activities of the student support program to students, staff, and the larger community. Professional Learning: Attend monthly professional development provided by the Office of Social Work. The topics will focus on department policies and practices as well as evidence-based mental health practices, community partners mental health, SEL, Trauma-informed practices, and healing practices. The social worker may be required to attend professional Development for up to 9 of the 18 contractually required PD hours to focus on mental health-specific topics offered by the Office of Social Work. The social worker's school-based hours shall be determined by their direct supervisor. Direct Service: Provide individual and/or group counseling which may include IEP and non-IEP services.A recommendation of a maximum of 10 individual sessions with students with IEPs per week. As needed/ if applicable, serve as a member of the IEP/504 Team for assigned students. Provide Tier 2/3 interventions such as check-in/check-out, suicide and threat risk assessments. Conduct sociological assessments when requested as part of the Special Education eligibility process, upload to Edplan in a timely manner. This may include home visits. Support individual and whole school crisis intervention in collaboration with the BPS district-wide Crisis Team as needed. This includes supporting Suicide Risk Assessments and Threat Assessments (with the school crisis team). Consult around school and classroom climate strategies that support social-emotional development and promote active student engagement in learning. Match students with appropriate services that align with the students/families expressed need and aspirations, which may include referrals to external agencies; monitor their progress and coordinate follow-up services for each student, serving as a case manager Track and maintain data related to mental health partners and the services that they provide. Maintain and provide student data and written reports as needed, including timely completion of monthly reports for the Office of Social Work Performs other related duties as assigned by the School Leader or Program Director of Social work. Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate. Accountability for Student Achievement (II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice) Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning. Consistently defines high expectations for student learning goals and behavior. Assesses student learning regularly using a variety of assessments to measure growth, and understanding. Effectively analyzes data from assessments, draws conclusions, and shares them appropriately. Communicating Professional Knowledge (I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development) Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes. Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes. Equitable & Effective Instruction (II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge) Builds a productive learning environment where every student participates and is valued as part of the class community. Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation. Consistently adapts instruction, services, plans, and assessments to make curriculum/supports accessible to all students. Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment) Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected.\ Parent/Family Engagement (III-A-1. Parent/Family Engagement, III-B-2. Collaboration) Engages with families and builds collaborative, respectful relationships with them in service of student learning. Deep knowledge and understanding of, and demonstrated ability to connect with the racial/cultural/ethnic background of students and families served. Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home. Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation) Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development. Consistently collaborates 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. Regularly provides 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. Qualifications - Required: Education: Master's Degree in Social Work, Counseling MA DESE School Social Worker/School Adjustment Counselor License (All Levels) Licensed Social Worker (LCSW or LICSW) or Licensed Mental Health Counselor (LMHC); or eligible for a Social Worker license (LCSW or LICSW) or Mental Health Counselor license (LMHC). Minimum of 3 years of effective professional experience in an urban setting similar to Boston Public Schools providing clinical services. Ability to meet the BPS Standards of Effective Practice as outlined above. Strong interpersonal skills to work with school, students, parents, and community-based agencies. Demonstrates understanding of racial equity and ability to engage in dialogue about race, intersectionality, and systems of oppression Demonstrates a deep sense of cultural humility and self-awareness. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment. Qualifications - Preferred: Prior work as a school-based social worker Knowledge of Special Education policies and procedures BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Certification as a trainer in Safety Cares de-escalation and restraint program. Core Values: Commitment to working with parents and students as partners in education. Belief that all students can learn and deserve opportunities to achieve the greatness within them. Respect for all children and their families through an asset-based lens. Identify as a lifelong learner and reflective practitioner. Willingness to serve as an advocate for all children. Terms: BTU Group 1 Please refer to ******************************* (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step. The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

This is a full-time (260 day) position with the Indiana Department of Correction working with students and colleagues in juvenile correctional settings. The position has the flexibility to be based in Indianapolis or Pendleton. Occasional travel is required to LaPorte and Logansport. Current and valid Indiana school licensure in school psychology Conduct psychoeducational evaluations for students in grades 6 through 12 according to federal, state, and school guidelines Complete Initial Evaluation and Re-evaluations Complete Assessment Plans, Review of Records and FBAs Participate in individualized educational planning team meetings Consult with teachers and other staff members regarding educational recommendations Exceptional organizational and communication skills are important to this position Serve as a member of the RTI team Additional duties as assigned, including data collection and serving as testing coordinator for the school corporation The State of Indiana offers a comprehensive benefit package for full-time employees which includes: * Three (3) medical plan options (including RX coverage) and vision/dental coverages * Wellness program (offers premiums discount for the medical plan) * Health savings account (includes bi-weekly state contribution) * Deferred compensation account (similar to 401k plan) with employer match * Fully-funded TRF pension plan * Group life insurance * Employee assistance program that allows for covered behavioral health visits * Paid vacation, personal and sick time off * Competitive leave policies covering a variety of employee needs * 12 company paid holidays, 14 on election years * Qualified employer for the Public Service Loan Forgiveness Program * New Parent Leave

Special Education/School Psychologist Date Available: 02/01/2026 Closing Date: Until Filled MINIMUM QUALIFICATIONS AND CREDENTIALS REQUIRED: Educational Requirements: Master's Degree required and appropriate certification from the Department of Education or Indiana Psychology Board Experience: Internship or supervised experience in the area of school psychology. Experience preferred. ADDITIONAL INFORMATION: SALARY BENEFITS: Salary range $54,000-$98,400 ASSIGNED WORK DAYS PER YEAR: 185 Days (Pro-Rated for Date of Hire) BENEFITS: Medical, Dental, Vision, Voluntary Benefits, Long-Term Disability, TRF, 401a LEAVE DAY PAY: 9 sick / 4 personal ( Pro-Rated for Date of Hire) GENERAL FUNCTIONS/PROFESSIONAL RESPONSIBILITIES: The primary function of the teacher is to plan, guide and evaluate the learning process of the students for whom they are responsible. Able to work effectively and communicate with a wide range of students, staff and administration; able to work effectively with the staff and administration. Proficient and competent demonstration of reading and writing capabilities. Strong human relations skills, including professional tact, diplomacy, and presentation. Multi-tasking ability and strong organizational skills. Ability to utilize 21 st century technological skills to enhance teaching and learning. ESSENTIAL FUNCTIONS: Monitors and evaluates student outcomes. Uses data effectively to guide and to differentiate to meet the individual needs of students. Demonstrates a wide variety of objective-based lesson preparations that are aligned to state content standards. Matches instructional strategies, as well as meaningful relevant activities and assignments, to meet lesson objectives. Designs formative assessments that measure progress towards mastery and informs instruction. Maintains and analyzes accurate, complete, and correct records as required by law, district policy and administrative procedures. Develops student understanding and mastery of lesson objectives. Demonstrates content knowledge and delivers instructional material that is factually correct, clear, concise, well organized while adjusting for student needs. Provides multiple ways of engaging students with content aligned to the lesson objectives by utilizing a variety of learning modalities and intelligences. Uses a variety of methods to check for understanding that are successful in capturing the teacher's knowledge of the students' understanding. Develops a higher level of understanding through rigorous instruction and student engagement. Maximizes instructional time. Creates a classroom culture of respect, collaboration, and student safety. Establishes a classroom environment that promotes high expectations for the academic success of all students. Contributes ideas and expertise to further the schools' mission and initiatives. Dedicates time efficiently when needed for helping students and peers outside of class. Seeks out and participates in regular opportunities to collaborate with and to learn from peers. Welcomes constructive feedback while seeking ways to implement new practices, instructional techniques, and teacher knowledge. Displays commitment to the education of all his/her students while attempting to remedy obstacles around student achievement. Engages in all forms of parent outreach required by the school in order to promote student learning, participation, and achievement. Be an example of exemplary adult behavior for students. Projects a genuine care and concern for all students. Any other duties assigned by principal/designee. PHYSICAL DEMANDS: While performing the duties of this job, the employee is regularly required to sit, stand and use hands to handle or feel objects, tools, or controls and talk or hear. The employee frequently is required to walk, reach with hands and arms, climb, balance and stoop, kneel, crouch or crawl. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance, vision, color vision, peripheral vision, depth perception, and the ability to focus. Avon Community School Corporation does not discriminate on the basis of race, religion, color, sex, national origin, age, disability, sexual orientation, genetic information, veteran status, pregnancy or childbirth in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations. The Avon Community School Corporation also does not discriminate in its hiring or employment practices. This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990. Questions, complaints, or requests for additional information regarding these laws may be forwarded to the designated compliance coordinator. Ms. Kristin Williams Director of Human Resources 7203 E. US Highway 36 Avon, IN 46123 **************

School Psychologist JobID: 6121 Special Education/School Psychologist Date Available: 02/01/2026 Additional Information: Show/Hide MINIMUM QUALIFICATIONS AND CREDENTIALS REQUIRED: * Educational Requirements: Master's Degree required and appropriate certification from the Department of Education or Indiana Psychology Board * Experience: Internship or supervised experience in the area of school psychology. Experience preferred. ADDITIONAL INFORMATION: SALARY BENEFITS: Salary range $54,000-$98,400 ASSIGNED WORK DAYS PER YEAR: 185 Days (Pro-Rated for Date of Hire) BENEFITS: Medical, Dental, Vision, Voluntary Benefits, Long-Term Disability, TRF, 401a LEAVE DAY PAY: 9 sick / 4 personal ( Pro-Rated for Date of Hire) GENERAL FUNCTIONS/PROFESSIONAL RESPONSIBILITIES: * The primary function of the teacher is to plan, guide and evaluate the learning process of the students for whom they are responsible. * Able to work effectively and communicate with a wide range of students, staff and administration; able to work effectively with the staff and administration. * Proficient and competent demonstration of reading and writing capabilities. * Strong human relations skills, including professional tact, diplomacy, and presentation. * Multi-tasking ability and strong organizational skills. * Ability to utilize 21st century technological skills to enhance teaching and learning. ESSENTIAL FUNCTIONS: * Monitors and evaluates student outcomes. * Uses data effectively to guide and to differentiate to meet the individual needs of students. * Demonstrates a wide variety of objective-based lesson preparations that are aligned to state content standards. * Matches instructional strategies, as well as meaningful relevant activities and assignments, to meet lesson objectives. * Designs formative assessments that measure progress towards mastery and informs instruction. * Maintains and analyzes accurate, complete, and correct records as required by law, district policy and administrative procedures. * Develops student understanding and mastery of lesson objectives. * Demonstrates content knowledge and delivers instructional material that is factually correct, clear, concise, well organized while adjusting for student needs. * Provides multiple ways of engaging students with content aligned to the lesson objectives by utilizing a variety of learning modalities and intelligences. * Uses a variety of methods to check for understanding that are successful in capturing the teacher's knowledge of the students' understanding. * Develops a higher level of understanding through rigorous instruction and student engagement. * Maximizes instructional time. * Creates a classroom culture of respect, collaboration, and student safety. * Establishes a classroom environment that promotes high expectations for the academic success of all students. * Contributes ideas and expertise to further the schools' mission and initiatives. * Dedicates time efficiently when needed for helping students and peers outside of class. * Seeks out and participates in regular opportunities to collaborate with and to learn from peers. * Welcomes constructive feedback while seeking ways to implement new practices, instructional techniques, and teacher knowledge. * Displays commitment to the education of all his/her students while attempting to remedy obstacles around student achievement. * Engages in all forms of parent outreach required by the school in order to promote student learning, participation, and achievement. * Be an example of exemplary adult behavior for students. * Projects a genuine care and concern for all students. * Any other duties assigned by principal/designee. PHYSICAL DEMANDS: While performing the duties of this job, the employee is regularly required to sit, stand and use hands to handle or feel objects, tools, or controls and talk or hear. The employee frequently is required to walk, reach with hands and arms, climb, balance and stoop, kneel, crouch or crawl. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance, vision, color vision, peripheral vision, depth perception, and the ability to focus. Avon Community School Corporation does not discriminate on the basis of race, religion, color, sex, national origin, age, disability, sexual orientation, genetic information, veteran status, pregnancy or childbirth in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations. The Avon Community School Corporation also does not discriminate in its hiring or employment practices. This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990. Questions, complaints, or requests for additional information regarding these laws may be forwarded to the designated compliance coordinator. Ms. Kristin Williams Director of Human Resources 7203 E. US Highway 36 Avon, IN 46123 **************

School Psychologist - Everett Public Schools School Psychologists support students' learning, social development, and mental and behavioral health by implementing assessments, utilizing problem-solving and data-based decision-making to determine the needs of the students, and recommending evidenced- based interventions. School psychologists collaborate and consult with educators, families, and other professionals to help create safe, healthy, and supportive learning environments for all students. The essential duties or responsibilities listed below are intended only as illustrations of the various types of work that may be performed. School psychologists provide a comprehensive range of services as described in the current standards from the National Association of School Psychologists. The school psychologist is part of the school's Student Support Services Team. Required Education/Experience: ? Qualified applicants will have completed an accredited graduate degree program at the specialist-level (e.g., Ed.S., M.A. + CAGS; M.A. + CAS; M.S./M.A.) or higher requiring a minimum of 60 graduate semester hours of study and a 1200 hour supervised internship in School Psychology, with a minimum of 600 hours in a school setting. ? Qualified applicants will hold or be eligible to obtain a valid School Psychologist license/certificate issued by the Massachusetts Department of Elementary and Secondary Education School Psychologist, all levels ? School psychologists who hold the National Certification in School Psychology (NCSP) in addition to the required state certification/licensure are encouraged to apply. Preferred Education/Experience: ? 3 or more years of experience ? Experience working in an urban public school setting ? Coursework in literacy instruction and/or Applied Linguistics ? Experience working with students with disabilities and multilingual learners preferred. ? Proficiency in reading, writing, and speaking in another language in addition to English. Essential Duties: ? Utilize varied models and methods of assessment and data collection for identifying strengths and needs of individual students and the broader school community, developing effective services and programs, and measuring progress and outcomes. ? Consult and collaborate with colleagues, students, families, and other stakeholders to promote the effective implementation of services. ? Use assessment and data collection methods to implement and evaluate services that support cognitive and academic skills. ? Use assessment and data-collection methods to implement and evaluate services that support socialization, learning, and mental and behavioral health, including but not limited to behavioral supports, individual and group counseling, and social skills training. ? Develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others (e.g., positive behavior interventions and supports) (currently do not). ? Promote services that enhance learning, mental and behavioral health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery. ? Implement and evaluate services that respond to culture and context and facilitate family and school partnerships and interactions with community agencies to enhance children & academic and social-behavioral outcomes. ? Provide effective professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations for all aspects of service delivery. ? Evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels. ? Provide services consistent with ethical, legal, and professional standards. ? Engage in responsive ethical and professional decision-making. ? Collaborate with other professionals. ? Apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills. ? Perform any other duties and assume other responsibilities as may be assigned by the Director of Special Education, Superintendent of Schools, and Assistant Superintendents. Salary: Salary for this position will be based on the Everett Teachers Association Collective Bargaining Agreement. SY 25-26 - Pay Range - $63,280-$121,994. Everett Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

will work for South Gibson School Corporation.

Job Title: School Psychologist Reports to: Director of Special Education 185 Days Employment & FLSA Status: Exempt Provides psych-educational services to enable students to attain maximum success by performing the following duties: Essential Functions: To perform this job successfully, an individual must be able to perform each essential function satisfactorily. * Leads multi-disciplinary team in conducting diagnostic evaluations to identify students' needs and strengths by conducting systematic observations, studying school records, consulting with parents and school personnel, and administering and interpreting diagnostic results. * Serves as a resource to teachers and other school personnel regarding academic and behavior intervention. * Consults the parents to plan, advocate, and make recommendations concerning their child's positive learning experience. * Responsible for being compliant with Article 7. * Provide ongoing professional development for educational staff if required. * Utilize technology as part of data-based decision-making practices. * Utilize a variety of assessments and data collection methods. * Performs other duties as assigned or as aligned to interests, strengths and school needs. * Utilizes problem-solving, data-based decision-making, and assessment skills to support effective service for positive student outcomes across cognitive, academic, social, behavioral and mental health domains. * Conducts special education evaluations to inform eligibility, service and programming decisions. Qualifications: * Appropriate certifications by the Indiana Department of Education * Ability to prepare written correspondence. * Ability to communicate effectively with groups of students, parents and school staff. * Skills in human relations * Ability to plan and organize, has good work habits, and is self-directed. * Ability to solve practical problems and deal with a variety or variables in situations requiring decision making. * Ability to coordinate the collaboration process with members of a multi-disciplinary team. * Other qualifications that the Governing Council may require. Professional Conduct: * Demonstrates Professionalism per the expectations adopted by the school corporation.

In coordination with the special education department, the school psychologist will provide assessments to students enrolled at Plymouth Community Schools. The school psychologist will serve as a member of the special education department and be involved in the MTSS process to best serve students' academic, emotional, and social needs.

MINIMUM QUALIFICATIONS AND CREDENTIALS REQUIRED: * Educational Requirements: Master's Degree required and appropriate certification from the Department of Education or Indiana Psychology Board * Experience: Internship or supervised experience in the area of school psychology. Experience preferred. ADDITIONAL INFORMATION: SALARY BENEFITS: Salary range $54,000-$98,400 ASSIGNED WORK DAYS PER YEAR: 185 Days (Pro-Rated for Date of Hire) BENEFITS: Medical, Dental, Vision, Voluntary Benefits, Long-Term Disability, TRF, 401a LEAVE DAY PAY: 9 sick / 4 personal (Pro-Rated for Date of Hire) GENERAL FUNCTIONS/PROFESSIONAL RESPONSIBILITIES: * The primary function of the teacher is to plan, guide and evaluate the learning process of the students for whom they are responsible. * Able to work effectively and communicate with a wide range of students, staff and administration; able to work effectively with the staff and administration. * Proficient and competent demonstration of reading and writing capabilities. * Strong human relations skills, including professional tact, diplomacy, and presentation. * Multi-tasking ability and strong organizational skills. * Ability to utilize 21st century technological skills to enhance teaching and learning. ESSENTIAL FUNCTIONS: * Monitors and evaluates student outcomes. * Uses data effectively to guide and to differentiate to meet the individual needs of students. * Demonstrates a wide variety of objective-based lesson preparations that are aligned to state content standards. * Matches instructional strategies, as well as meaningful relevant activities and assignments, to meet lesson objectives. * Designs formative assessments that measure progress towards mastery and informs instruction. * Maintains and analyzes accurate, complete, and correct records as required by law, district policy and administrative procedures. * Develops student understanding and mastery of lesson objectives. * Demonstrates content knowledge and delivers instructional material that is factually correct, clear, concise, well organized while adjusting for student needs. * Provides multiple ways of engaging students with content aligned to the lesson objectives by utilizing a variety of learning modalities and intelligences. * Uses a variety of methods to check for understanding that are successful in capturing the teacher's knowledge of the students' understanding. * Develops a higher level of understanding through rigorous instruction and student engagement. * Maximizes instructional time. * Creates a classroom culture of respect, collaboration, and student safety. * Establishes a classroom environment that promotes high expectations for the academic success of all students. * Contributes ideas and expertise to further the schools' mission and initiatives. * Dedicates time efficiently when needed for helping students and peers outside of class. * Seeks out and participates in regular opportunities to collaborate with and to learn from peers. * Welcomes constructive feedback while seeking ways to implement new practices, instructional techniques, and teacher knowledge. * Displays commitment to the education of all his/her students while attempting to remedy obstacles around student achievement. * Engages in all forms of parent outreach required by the school in order to promote student learning, participation, and achievement. * Be an example of exemplary adult behavior for students. * Projects a genuine care and concern for all students. * Any other duties assigned by principal/designee. PHYSICAL DEMANDS: While performing the duties of this job, the employee is regularly required to sit, stand and use hands to handle or feel objects, tools, or controls and talk or hear. The employee frequently is required to walk, reach with hands and arms, climb, balance and stoop, kneel, crouch or crawl. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance, vision, color vision, peripheral vision, depth perception, and the ability to focus. Avon Community School Corporation does not discriminate on the basis of race, religion, color, sex, national origin, age, disability, sexual orientation, genetic information, veteran status, pregnancy or childbirth in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations. The Avon Community School Corporation also does not discriminate in its hiring or employment practices. This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990. Questions, complaints, or requests for additional information regarding these laws may be forwarded to the designated compliance coordinator. Ms. Kristin Williams Director of Human Resources 7203 E. US Highway 36 Avon, IN 46123 **************

Student Support Services/Psychologist Date Available: 08/01/2025 Job Summary The Special Education School Psychologist will provide comprehensive psychological services to students with special needs, ensuring their academic, social, and emotional development. This role involves conducting assessments, developing intervention strategies, and collaborating with educators and families to support students' unique learning requirements. Key Responsibilities 1. Serve as an advocate for all children and youth. 2. Collaborate with educators, parents, students, and external professionals or agencies to improve student outcomes. 3. Conduct functional academic and behavioral assessments aligned with presenting concerns and focused on intervention and measurable results. 4. Develop and implement individual, group, or system-level interventions addressing academic, social-emotional, behavioral, cognitive/intellectual, and mental health needs related to educational progress. 5. Provides support, instructions, technical assistance and ongoing monitoring of progress towards measurable, identified goals for students at individual, group or systems level. 6. Deliver collaborative consultation and document results; support general education staff with MTSS, pre-referral interventions, and accommodations for students with disabilities in inclusive settings. 7. Participate in staff development activities, including membership in professional organizations, ongoing training, consulting, and research. 8. Analyze and evaluate data to inform and implement targeted intervention plans across all service levels. 9. Engage in public awareness efforts to inform families and stakeholders about available services and their intended outcomes. 10. Provide individual and group services to students and/or families to support academic performance and conduct. 11. Screen and evaluate referred students by selecting and administering appropriate instruments, conducting observations, and generating reports with educational recommendations. 12. Serve on multidisciplinary and IEP teams, contributing assessment findings and collaborating on educational planning. 13. Report any violations of policies or regulations to the Director and Assistant Director of Special Populations. 14. Maintain professional growth through continuous learning, the application of evidence-based practices, and peer collaboration. 15. Consult with teachers, parents, and support staff to develop and implement instructional adaptations and materials that enhance student performance at school and home. 16. Establish and manage caseloads, procedures, and resources necessary for delivering school psychology services. 17. Adhere to professional ethical standards and all applicable laws and regulations governing special education. 18. Maintain regular attendance and punctuality. 19. Support other personnel as needed to ensure a productive and efficient working environment. 20. Complete Medicaid billing requirements. 21. Attend mandatory professional development sessions. 22. Perform additional duties as assigned. Knowledge of: ? Early Intervention assessment methods, including systematic data collection, interpretation of assessment results for evidence-based service decisions, and outcome evaluation. ? Developmental learning processes and appropriate early interventions to meet student needs, along with methods for evaluating their effectiveness. ? Behavioral and mental health principles, and collaborative consultation models and their application in educational settings. Skills in: ? Using computers and related software applications effectively. ? Operating modern office equipment. ? Performing multiple and complex technical tasks, with the ability to upgrade skills as job conditions evolve. ? Administering and interpreting assessment instruments. ? Preparing and maintaining accurate records and documentation. ? Utilizing standard office and educational technologies, including pertinent software tools. Ability to: ? Adapt to changing work priorities and manage multiple projects effectively. ? Communicate clearly and respectfully with diverse groups, including preschool and kindergarten students, families, and professionals. ? Maintain confidentiality and meet strict deadlines and schedules. ? Work both independently and collaboratively as part of a multidisciplinary team. ? Interpret therapy data and integrate it into meaningful educational strategies and interventions. ? Coordinate and deliver professional development for internal and external stakeholders. ? Demonstrate excellent multitasking, time management, and organizational skills. ? Apply strong analytical and interpersonal skills in a dynamic educational environment. ? Exhibit a strong passion and sense of urgency for the role of social-emotional learning (SEL) in enhancing student and family outcomes. ? Use Microsoft Office Suite proficiently, including Outlook, Word, Excel, and PowerPoint Qualifications 1. A Master's or Doctoral degree in School Psychology 2. A valid Indiana state license or certification as a school psychologist. 3. A minimum of X years of experience working with children in a school setting or similar environment. 4. Strong knowledge of special education laws, regulations, and best practices. 5. Excellent communication skills, both written and verbal, with the ability to engage effectively with diverse stakeholders. 6. Demonstrated ability to work collaboratively within a multidisciplinary team framework. 7. Cultural competence and sensitivity towards the diverse backgrounds of students and families served. REQUIRED TESTING ? Drug Test CLEARANCES ? Fingerprinting ? Background Check Application Process Interested candidates are encouraged to submit their resume along with a cover letter detailing their relevant experience. We look forward to welcoming a dedicated professional who is committed to enhancing the educational experiences of our students. EQUAL OPPORTUNITY EMPLOYER

Student Support Services/Psychologist PURPOSE STATEMENT The School Psychologist provides a full range of school psychological services to children ages 0-21, including screening and assessment, designing remedial educational programs, individual and group counseling with school staff, parents, and outside agencies as appropriate. Functions as a member of the multi-disciplinary team to determine the student's eligibility for special services, appropriate programming, and on-going progress. DUTIES AND RESPONSIBILITIES The list of duties and responsibilities is illustrative only, and is not a comprehensive listing of all the duties and responsibilities performed by this position. Serves as an advocate for all children and youth. Consults and collaborates with educators, parents, children, and other professionals or agencies to improve student outcomes. Provides functional academic and behavioral assessments that are relevant to the presenting problem of student characteristics and are intervention and results oriented. Develops individual, group or system level interventions, which improve or resolve the identified problems or concerns including academic, social/emotional/behavioral, and mental health needs as they relate to educational progress. Provides support, instructions, technical assistance and ongoing monitoring of progress towards measurable, identified goals for students at individual, group or systems level. Provides collaborative consultation and documentation of results including assisting basic education staff with suggestions and implementation of MTSS, pre-referral intervention strategies, and providing recommendations and modifications to assist basic education staff in working with special education students in the classroom setting. Engages in staff development through membership in professional organizations, staff development, consulting and research. Involvement in data analysis and evaluation, using data outcomes for implementing plans at an individual, group or systems level. Engages in public awareness activities that assist consumers in understanding services and the anticipated outcomes of these services. Provides individual and group services to children and/or parents that emphasize improved educational performance and/or conduct. Screens and evaluates referred children including selecting appropriate instruments, administering tests, observations, and writing reports which state the evaluation findings and provide for educational program recommendations. Participates as a member of the multi-disciplinary team and the individualized education program (IEP) committee contributing evaluation findings and collaborating on the child's educational plan. Reports any and all violations of rules and regulations to Director of Special Education or Partnership Director. Engages in professional growth including continuous inquiry, professional development practices, application and sharing of research based practices. Consults with parents, teachers, and other appropriate staff regarding the child's program and any adaptations/materials needed to facilitate improved performance in the classroom or at home. Establishes and monitors the necessary caseloads, procedures, and resources to manage school psychologist services to students/staff and works cooperatively to accomplish the goals of the IEP. Adheres to the ethical standards and codes of the profession and to the established rules, regulations, and laws governing special education programs. Maintains regular attendance and punctuality. Assists other personnel as may be required for the purpose of ensuring an efficient and effective working environment. QUALIFICATIONS 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. Knowledge of: Specific competencies to satisfactorily perform the functions of the job. They include: anatomy and physiology of speech and hearing mechanisms and disorders; principles and practices of speech and language therapy; and pertinent codes, policies, regulations and/or laws. Skill in: Using a computer and related software applications. Using modern office equipment. Performing multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating specialized equipment used in the treatment of communication disorders; operating standard office equipment including pertinent computer software; and preparing and maintaining accurate records. Ability to: Adapt to changing work priorities; communicate with diverse groups; utilize specialized equipment in communication disorders; maintain confidentiality; meet deadlines and schedules; work as part of a team; work with detailed information/data; maintain effective working relationships; and translate therapy data into meaningful educational activities. Experience coordinating and delivering professional development for a variety of internal and external stakeholders Skilled multi-tasker and excellent time manager; ability to effectively achieve multiple goals and manage multiple projects simultaneously Strong analytical, time management, organizational and interpersonal skills Passion and urgency for the critical role of SEL for improving the lives of students and families throughout the district Proficiency in MS Office Suite (e.g., Outlook, Word, Excel and Power point) EDUCATION AND EXPERIENCE Master's Degree in School Psychology. CERTIFICATION Indiana Department of Education Student Services License: School Psychologist. PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Sedentary Work: Exerting up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met. Specific vision abilities required by this job include the ability to adjust focus. WORK ENVIRONMENT 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.

Certified Special Education/Special Education Date Available: 01/05/2026 Closing Date: TBA Position Summary The School Psychologist Project Lead coordinates and implements the Together for Tomorrow training project within BCSC. This position serves as the primary liaison between BCSC and the affiliated university training program and functions as the on-site practicum coordinator and internship supervisor for school psychology trainees. The Project Lead provides mental health services, consultation, supervision, training, and psychoeducational evaluations in alignment with Indiana Article 7, the Individuals with Disabilities Education Act (IDEA), and the NASP Practice Model. Essential Functions and Responsibilities Project Leadership and Coordination Coordinate and oversee the implementation of the Together for Tomorrow training project within BCSC Ensure effective collaboration and communication between BCSC and the affiliated university training program Serve as the external coach for school-based project intervention teams Supervision, Training, and Professional Development Serve as on-site practicum coordinator for school psychology practicum students Provide internship supervision for school psychology interns assigned to the project Conduct weekly supervision meetings with practicum students and school-based supervisors Support professional growth and competency development of trainees Develop and lead a summer professional learning experience for teachers with school-based school psychologists focused on Tier 1 wellness interventions Mental Health Services and Intervention Support Co-facilitate small-group and individual mental health interventions for students identified as needing support Assist schools with the implementation of a tiered mental health supports framework (MTSS) Support the identification of students requiring services Guide selection and implementation of evidence-based mental health interventions Assessment and Special Education Services Conduct psychoeducational assessments and evaluations for students referred due to social-emotional concerns Determine eligibility for special education services in accordance with Indiana Article 7 and IDEA Prepare comprehensive multidisciplinary evaluation reports Facilitate case conference committee meetings Consultation and Collaboration Collaborate with school psychologists, administrators, teachers, and support staff Consult with families and caregivers regarding student needs and services Participate as a member of multidisciplinary teams to ensure appropriate supports and services Professional Learning, Resources, and Support Attend one national conference per year related to the Together for Tomorrow project Be provided with a district-issued laptop to support communication with project partners, data management, and data analysis Engage in ongoing professional development aligned with project and district goals Other Duties Perform other duties as assigned by the Assistant Director of Special Education and/or Director of Special Education Preferred Qualifications Experience supervising practicum students or interns Experience collaborating with university training programs Experience designing and delivering professional development for educators NASP Practice Model Alignment This position aligns with all domains of the NASP Practice Model, with particular emphasis on data-based decision making, consultation and collaboration, mental and behavioral health services, school-wide prevention, familyï ½school partnerships, evidence-based practice, and legal, ethical, and professional practice. Additional Duties Performs other related tasks as assigned by the Director of Special Education/Designee. Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all-inclusive of every task or responsibility. Equipment Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephones. District-issued laptop to support communication with project partners, data management, and data analysis Travel Requirements Travels to school district buildings and professional meetings as required Knowledge, Skills, and Abilities Knowledge of child psychology principles, assessments, methods, behavior modification, etc., and current developments in school psychology. Knowledge of data information systems, data analysis, and the formulation of action plans. Knowledge of applicable federal and state laws regarding education and students. Ability to use computer network systems and software applications as needed. Ability to organize and coordinate work to meet legal deadlines. Ability to communicate effectively with school personnel and parents. Ability to engage in self-evaluation concerning performance and professional growth. Ability to establish and maintain cooperative working relationships with others contacted in the course of work. Physical and Mental Demands, Work Hazards Works in standard office and school building environments. Qualifications Profile Certification/License: Indiana State Certification as a School Psychologist. Motor Vehicle Operator's License or ability to provide own transportation. Education Ed.S., Ph.D., or Psy. D. in School Psychology (or equivalent) Experience At least two years of successful prior experience appropriate for employment as a school psychologist who can supervise school psychology practicum and intern students Reports To Assistant Director of Special Education and Director of Special Education Contract Length and Compensation 182.5-day contract / Temporary Special Contract Position (Federal Grant Funded) Additional days as needed Additional time as needed to plan and prepare for summer training, compensated through the project stipend structure Expectation to help prepare and lead a one day of summer training which will be compensated through the project stipend structure Teacher salary + specialist stipend Additional Summer Stipend: Compensation for the development and facilitation of a summer training for teachers focused on Tier 1 wellness and universal mental health interventions Full benefits package consistent with district special contract positions Hiring Manager: Heather Rimstidt ************************ Learn More About Columbus: *******************************

Certified Special Education/Special Education Date Available: 01/05/2026 Closing Date: TBA Position Purpose The BCSC School Psychologist's main responsibility is to conduct psychoeducational assessments and evaluations for students referred for special education services, determine eligibility in accordance with Indiana special education law (Article?7) and the Individuals with Disabilities Education Act (IDEA), and complete comprehensive multidisciplinary evaluation reports. Additional duties include collaborating with school staff, parents, and multidisciplinary teams to ensure students receive appropriate support and services. We aspire to the NASP practice model. Essential Performance Responsibilities Collaboration and Communication Work with general education teachers, special education teachers, related services staff, administrators, and families as part of the special education process. Provide consultation to teachers and parents regarding the interpretation of evaluation results to assist with determining special eligibility and inform instructional planning. Participate in meetings (e.g., referral, eligibility, IEP meetings) and help explain assessment findings. Encourages parental involvement in students' education and ensures effective communication with students and parents. Assessment & Evaluation Facilitates initial evaluations of students suspected of meeting special education eligibility criteria and periodic re-evaluations for those already identified. Administer standardized and supplemental tests of cognitive ability, academic achievement, social-emotional / behavioral functioning, and other domains as needed (e.g., adaptive behavior, memory). Use classroom observations, student work samples, interviews with parents/teachers, and review of records to inform evaluation recommendations. Interpret test results, write evaluation reports that are clear, timely, and in compliance with state and federal regulations. Facilitates multidisciplinary case conferences to review evaluation data and determine special education eligibility under Indiana Article?7 / IDEA Documentation & Compliance Ensure that evaluation reports, eligibility documentation, and other required paperwork are maintained, accurate, and submitted within legal timelines. Ensure assessment practices are consistent with state law, district policies, ethical guidelines, and best practices. Keep up to date with changes in special education law, regulations, and policy (Indiana Article?7, IDEA, state licensure requirements). Follow ethical practices defined by Indiana code and the National Association of School Psychologists. Intervention & Support (as relevant) Assist in designing intervention plans, behavior intervention plans (BIPs), or functional behavior assessments (FBAs) when behavioral or emotional issues are part of eligibility concerns. As time permits, facilitate evidence-based interventions. Professional Development & Growth Keep professional credentials and licensure up to date. Engage in continuing education / professional development relevant to assessment practices, psychological tools, and special education legal mandates. Participate in district-wide or cooperative training/meetings about evaluations and special education eligibility practices. Serve as a resource and consultant on mental health and child psychology, and conduct in-service programs as requested. Supervise school psychology students in training. Additional Duties Performs other related tasks as assigned by the Director of Special Education/Designee. Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all-inclusive of every task or responsibility. Equipment Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephones. Travel Requirements Travels to school district buildings and professional meetings as required. Knowledge, Skills, and Abilities Knowledge of child psychology principles, assessments, methods, behavior modification, etc., and current developments in school psychology. Knowledge of data information systems, data analysis, and the formulation of action plans. Knowledge of applicable federal and state laws regarding education and students. Ability to use computer network systems and software applications as needed. Ability to organize and coordinate work to meet legal deadlines. Ability to communicate effectively with students and parents. Ability to engage in self-evaluation concerning performance and professional growth. Ability to establish and maintain cooperative working relationships with others contacted in the course of work. Physical and Mental Demands, Work Hazards Works in standard office and school building environments. Qualifications Profile Certification/License: Indiana State Certification as a School Psychologist. Motor Vehicle Operator's License or ability to provide own transportation. Education Ed.S., Ph.D., or Psy. D. in School Psychology (or equivalent) Experience Successful prior experience appropriate for employment as a school psychologist. Contract Length and Compensation 182.5 day Teacher Contractual School Year 15 additional days for full-time employees beyond the school year Teacher salary + specialist stipend Hiring Manager: Heather Rimstidt ************************ Learn More About Columbus: *******************************

JOB TITLE: School Psychologist Professional REPORTS TO: Director of Special Education and Building Principal(s) Primary Function: Provides expertise in assessment, consultation, intervention, and program development to support the academic, behavioral, and social-emotional success of all students. Concord Community Schools is committed to additional services and intentional focus on support for our students in K-4 and fostering their growth. Persons in this position may perform any of the essential duties defined below. However, this position description does not define all potential duties related to this position, and persons may be asked to perform other duties in support of the Corporation's mission. Essential Duties: Administer, score, and interpret standardized cognitive, academic, social-emotional, and behavioral assessments. Conduct functional behavioral assessments (FBAs), contribute, and provide support of implementation of behavioral intervention plans (BIPs). Provide written reports that inform eligibility decisions and educational planning under IDEA and Indiana Article 7 law. Serve as a key member of multidisciplinary teams, including Case Conference Committees (CCCs). Consult with teachers, administrators, and families to design interventions that support all student learning and behavioral needs. Collaborate with related services providers, school counselors, and outside agencies to coordinate care and relevant services. Support implementation of evidence-based academic and behavioral interventions within MTSS frameworks. Deliver social-emotional learning and mental health supports aligned with district initiatives. Participate in crisis intervention teams to restore school safety and support students/staff during emergencies and assist in re-entry planning for students returning from hospitalizations or disciplinary removals. Collect, analyze, and interpret academic and behavioral data to guide instruction and intervention. Support school in using universal screeners, progress monitoring, and outcome data to make system-level decisions. Contribute to building and district-level initiatives and participate in intervention teams. Qualifications: Master's or specialist degree in School Psychology from an IDOE or NASP approved program. Valid and current Indiana certification as a School Psychologist. CPR/AED certification and completion of required state training. Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Ability to move about school buildings and occasionally lift up to 20 pounds. Sufficient vision, hearing, and speech to conduct assessments and communicate effectively. Frequent use of hands for typing, writing, and test administration. Work is primarily in a school setting with moderate noise; some travel between schools may be required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work Environment: 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. The noise level in the work environment is usually moderate. There are no environmental hazards indicated for this position. TERMS: Length of year and salary to be determined by the School Board. EVALUATION: Evaluation of performance on this job will be in accordance with the provisions in the policy handbook. Concord Community Schools is an Equal Opportunity Employer, and it makes reasonable accommodations in accordance with federal and state laws.

GLASS Special Education Services/Psychologist This is a 1.0 FTE position as a School Psychologist working for the Greater Lafayette Area Special Services (GLASS) for the 2025-2026 school year. The preferred candidate will have an Indiana School Psychologist license. GLASS services Tippecanoe County and is located just one hour north of downtown Indianapolis and two hours south of downtown Chicago along I -65 in west central Indiana. Tippecanoe County is a growing area with a strong economic base. The Greater Lafayette Area is the home of Purdue University and the presence of the university helps to make Lafayette one of the greatest places to live in the Midwest. Those employees already working in the LSC on a regular teaching contract may apply for transfer by completing an INTERNAL applitrack application found on the employment link of the LSC webpage. All others should complete a certified EXTERNAL application through the employment link of the LSC website. Interested candidates should apply online by Monday, April 14, 2025. Reports To: Director of GLASS Classification: Certified Qualifications: Master's Degree in School Psychology, Indiana School Psychologist License Terms of Employment: 181 Days + 20 additional days extended contract Evaluation: Annually by Director of Special Education Compensation: LSC Salary Schedule + $2,942 Stipend + 20 extended days Benefits: Medical package Leave Days: 11 Sick, 7 Family, 3 Personal, 5 Bereavement, 2 Funeral School Psychologist Job Description The School Psychologist will follow IN Law Article 7 in completing evaluations. They will assist in identifying students' strengths and needs for students to create educational plans. Responsibilities Completes initial education evaluations of students who have suspected disabilities and re-evaluations of students who have disabilities in accordance with IN Law Article 7 Works with special education teachers, general education teachers, school administrators, support staff and parents to identify learning barriers and design educational plans for students Opportunities to work with individual students may occur along with general education interventions Participates in case conference committees to provide and explain assessment data of individual student skills set and learning styles along with determining special education eligibility and services Demonstrate working knowledge of federal law, IDEA, and Article 7 and provide services consistent with ethical, legal and professional standards Strengths in assessments, functional behavior assessments, school curriculum, goal identification, learning styles and strategies, behavior management and data collection Strengths in communication skills and building relationships with students, school staff, parents and community agencies.

Student Support Services/Psychologist School Psychologist (Grades K -12) Position Purpose Under the general supervision of the Director of Spcial Education, to assist students, teachers and parents in enabling students to derive the fullest potential educational experience from school by promoting positive self esteem and resilience, and providing suggested methods and plans for overcoming psychological or mental health problems. Essential Performance Responsibilities Conducts psychological assessments, testing and diagnostic examinations of students for the purpose of recommending courses of action or corrective procedures to maximize learning and overcoming psychological issues. Conducts individual, group or facilitative therapy for students whose diagnosed problems would benefit from behavior modification or differentiated instruction. Assists with the identification and placement of all types of exceptional students. Coordinates with administrators and other teaching staff members to ascertain individual student's abilities and needs, including students with special needs, and to familiarize stakeholders with psychological services. Attends PPT meetings as needed for students with special needs. Serves as a resource and consultant on mental health and child psychology, conducts in-service programs as requested. Assists with the school district's dropout prevention efforts. Serves as ready resource to students to provide counseling that will lead each student to increased personal growth, self-understanding, and maturity. Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research, and by maintaining professional relationships. Organizes and maintains a system for accurate and complete record-keeping and providing student information to prospective colleges and employers, as required by district procedures and applicable laws. Encourages parental involvement in students' education and ensures effective communication with students and parents. Selects and requisitions appropriate books, aids and other supplies and equipment and maintains inventory records. Additional Duties Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent. Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility. Equipment Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone. Travel Requirements Travels to school district buildings and professional meetings as required. Knowledge, Skills and Abilities Knowledge of child psychology principles, assessments, methods, behavior modification, etc., and current developments in child psychology. Knowledge of differentiated instruction based upon student learning styles. Knowledge of data information systems, data analysis and the formulation of action plans. Knowledge of applicable federal and state laws regarding education and students. Ability to use computer network system and software applications as needed. Ability to organize and coordinate work. Ability to communicate effectively with students and parents. Ability to engage in self-evaluation with regard to performance and professional growth. Ability to establish and maintain cooperative working relationships with others contacted in the course of work. Physical and Mental Demands, Work Hazards Works in standard office and school building environments. Note: Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Job Duties for this position. Qualifications Profile Certification/License: Psychology/School Psychology [State] State Certification as a School Psychologist (#______________________). Motor Vehicle Operator's License or ability to provide own transportation. Education Bachelors from an accredited college or university in education discipline applicable to teaching assignment. Masters Degree in Psychology. Ph.D. in Psychology preferred. Experience Successful prior teaching experience for the appropriate grade level preferred. FLSA Status: Exempt

Student Support Services/Psychologist Date Available: TBD Closing Date: Until Filled Please see attached notice of vacancy for details

Special Education and Student Support Services/PSYCHOLOGIST Date Available: 07/29/2025 Description: School Psychologist for 23/24 School Year (2-3 days per week) The Franklin Township Community School Corporation (FTCSC) is one of the highest performing and fastest growing school districts in the Indianapolis Metropolitan area. As you drive around our district you will see numerous housing developments in progress. We are seeking to hire a talented School Psychologist to join our team. If you want to be part of a fun-loving, dedicated team of professionals - the FTCSC is the place for you! Responsibilities Screen students for potential academic and learning difficulties and make recommendations for potential interventions. Network with teachers Individualized Education Programs (IEPs) that help ensure success for kids who have identified disabilities. Collaborate with the building-based special education team to design and implement intervention strategies and programs for all learners. Administer specialized assessments to students who are not making sufficient growth with the interventions being provided at the building level. Maintain strict confidentiality regarding student health and academic records Qualifications Active school psychology license. Experience working as a school interventionist or psychologist is preferred, but not required. Firm understanding of school psychology. Commitment to continuing education as a school psychologist and collaborative learning with the other school psychologists employed by FTCSC. Excellent communication skills with both children and adults. Ability to maintain and organize confidential records. Understanding and commitment to following all related laws, administrative guidelines, and standards. Organizational, scheduling and planning skills to manage complex schedule, and the schedule of many kids. Must have appropriate licensure. Application Procedure: Apply Online

School Psychologist *This is a full-year, long-term substitute assignment for SY 25/26. Lynn is a vibrant, seaside urban community located just north of Boston. The city is known for its contemporary public art, historic architecture, thriving downtown cultural district, and abundant public parks, including the scenic Lynn Shore Reservation and the expansive Lynn Woods Reservation. Reflecting the city's international character, Lynn Public Schools is a linguistically and culturally rich community, with 60% of our students speaking two or more languages. Lynn Public Schools proudly serves approximately 17,000 students across 29 school sites within a diverse and dynamic educational landscape. Our district includes: 1 Early Childhood Center 17 Elementary Schools 1 Public Separate Day School 3 Middle Schools 2 Comprehensive High Schools 1 Vocational High School 1 Early College High School 1 STEAM Academy (Grades 6-12) 1 Alternative Education Academy (Grades 9-12) 1 TOGETHER Educating and Advancing Multi-Disabled Students Academy (PreK-12) The Lynn Public School's Vision and Core Values Drawing upon the strength of our community, our families, our students, and our partners, we commit to fulfilling the intellectual, physical, and social-emotional potential of all our students. We work together so our students learn to thrive, advance, and impact the greater community and the world. LPS is committed to our Core Values: Inclusiveness Shared Responsibility Collaborative Relationships High Expectations Inspiring Life-Long Learning Lynn Public Schools is dedicated to the goal of strengthening an environment and school culture that honors and celebrates diversity and responds effectively to the social-emotional experiences of every student and family. QUALIFICATIONS Massachusetts Certification as School Psychologist and/or Licensure as a Psychologist in Massachusetts. Bachelor's Degree from an accredited college or university. Master's Degree from an accredited college or university. Considerable experience in psychological assessment and report writing required. Understanding of all state and federal special education regulations. PERFORMANCE RESPONSIBILITIES: Assessment of referred student's difficulties through appropriate psychological testing and diagnosis. Administer all necessary and appropriate psychological assessment procedures involving the following areas of functions: intellectual, social-emotional, neuropsychological, and behavioral. Identify and recommend remedial practices for students with special needs. Confer with parents, teachers and other professional personnel on needs of referred children as determined by the results of psychological evaluations. Attend TEAM meetings as a member of the C.E.T. Attend staff and professional meetings. Keep abreast of new research and development in the field. Assist with in-service and clinical training of school personnel and psychological interns. Assist building principals in managing special education programs at the assigned schools. Collaborate with behavior specialists, adjustment counselors, guidance counselors, and social workers at assigned schools to coordinate services, especially regarding behavior management programs. Assist district administration with drop-out initiatives. TERMS OF EMPLOYMENT: DAYS: 190 days HOURS: 7:45- 3:45 M-Th; 7:45-2:45 Friday REPORTS TO: Administrator of Special Education EVALUATION: Performance of this job will be evaluated by the Lead Psychologist BASE SALARY: $114,098 BENEFITS: The City of Lynn offers comprehensive and competitive health and dental benefits; Harvard Pilgrim PPO/HMO, Altus Dental High/Low, and Vision. Life Insurance, Flexible Spending Plan (FSA) as well as Short Term Disability and Long Term Disability are available on a voluntary basis. An offer of employment is contingent upon successful completion of a pre-employment physical, including a drug test, National fingerprint-based Criminal Background Check (NCBC), and Criminal Offender Record Information (CORI). All MUST be completed PRIOR to the start of employment. Non-Discrimination Policy It is the policy of the Lynn Public Schools not to unlawfully discriminate or tolerate discrimination in the administration of its educational and employment policies, or in its programs and activities, on the basis of sex, sexual orientation, gender identity, gender expression, marital status, familial status, pregnancy (including nursing or pregnancy conditions), parental leave, race*, color, national origin, creed/religion, ethnicity, ancestry, age, genetic information, active military/veteran status, mental or physical disability, special need, proficiency in the English language or academic achievement, homelessness, public assistance status, or any other characteristic protected by any federal, state or local laws or regulations, including Title VI and VII of Civil Rights Act of 1964, Title IX of the 1972 Amendments to the Civil Rights Act, Section 504 of the Rehabilitation Act of 1973, The Age Discrimination in Employment Act, and M.G.L. Ch. 76:5, M.G.L., Ch.151, if and as applicable. Race when referenced in any policy of the Lynn Public Schools, whether or not specified, shall include traits historically associated with race, including, but not limited to, hair texture, hair type, hair length and protective hairstyles.