Associate School Psychologist jobs at Nyc Board Of Education - 62 jobs

The Associate Head of Middle School (AHoMS) reports to the Head of Middle School and serves as a member of both the Middle School leadership team and the student support team. The AHoMS collaborates closely with the Head of Middle School to oversee the academic, social, and emotional progress of the 200+ students during these important years of development. The AHoMS will actively embrace and act upon the school's commitment to creating a more inclusive teaching and learning community and will work to ensure that every student feels welcomed, heard, and appreciated. The successful candidate will understand the developmental needs of adolescent girls and will hold students to high standards while supporting and nurturing their growth. The AHoMS should bring high energy, enthusiasm, and a sense of humor, while modeling lifelong learning and a commitment to professional growth. Ideal candidates will be confident problem solvers who are also flexible and able to see situations from multiple perspectives. The AHoMS must be comfortable engaging in challenging conversations-with students and with parents-and able to maintain appropriate boundaries while serving as a strong student advocate. Highly organized, detail-oriented, and an effective communicator, the AHoMS plays a key role in managing student activities and assisting the Head of Middle School with the implementation of longer-term divisional goals. This is a full time, 12 month, exempt position starting on July 1, 2026. RESPONSIBILITIES INCLUDE (but are not limited to): Leadership & Division Management Working closely with the Head of Middle School (HoMS) to advance the division's vision and goals and helping to assess progress throughout the school year. Acting as the primary point person for the division in the HoMS's absence. Participating in the hiring and training of new faculty and staff. Assisting in planning faculty meetings and PA coffees. Partnering with the registrar and scheduler to create academic schedules and duties. Coordinating major divisional and end-of-year events in collaboration with the HoMS and class deans. Organizing and managing grade-wide trips (with class deans) and assisting with logistics for individual class field trips. Student Support & Community Life Partnering with the HoMS, counseling office, school nurse, learning specialists, and deans to support the academic and social-emotional needs of Middle School students. Collaborating with the HoMS, deans, and the Assistant Head for Community Life and Belonging to develop and implement policies and programs that support students of color. Creating and enforcing disciplinary policies with the HoMS and responding to student conflicts using restorative and developmentally appropriate approaches. Coordinating extracurricular programming, including logistics and communication around assemblies, clubs, and special programming. Building, coordinating, and communicating the logistics for new student orientation with class deans. Maintaining consistent communication with parents regarding issues related to their children. Participating in parent education panels, coffees, and other community-facing events. Supporting the process for students applying out to other schools. Serving on the Middle School admissions committee. Crafting and sending the weekly “Week Ahead” email to students with announcements and community-time updates. Teaching, Advising & Administrative Support Teaching one Middle School course. Serving as an advisor and attending dean and advising team meetings. Assisting the HoMS with proofreading and editing student progress reports and reviewing schedules. Ensuring all Middle School classes are covered in the event of teacher absences, in collaboration with Department Chairs. Making sure all divisional duties are appropriately assigned to Middle School faculty. REQUIRED QUALIFICATIONS: The ideal candidate will have: Proven administrative and/or supervisory experience in a school setting (3-5 years preferred). A passion for, and experience working with, Middle School students and teachers. Core knowledge of research-based practices for effective Middle School teaching and learning, as well as a deep understanding of adolescent developmental characteristics and social-emotional needs. The ability to identify challenges, analyze situations thoughtfully, and make sound recommendations for improvement. Exceptional written and verbal communication skills. A collaborative leadership style and a strong commitment to high ethical standards. A collegial, positive, energetic, and engaging demeanor, along with a sense of humor. An interest in, and commitment to, fully engaging in the Nightingale community. A Master's degree in school leadership or a related field (preferred). PERSONAL AND PROFESSIONAL CHARACTERISTICS A shared understanding of the mission of the School and a demonstrated commitment to the core principles of community and belonging. Must demonstrate cultural competence and be able to understand, appreciate, and work with constituents across varied backgrounds and cultures. Excellent attention to detail, professional attitude, good judgment, a high level of integrity, and a strong work ethic. Exceptional interpersonal skills and an ability to work collaboratively with varied constituents. Superb oral and written communication skills. High level of initiative. Appreciation of the sense of joy inherent in Middle School. SALARY. In compliance with NYC's Pay Transparency Act, the annualized base salary range for this position is $175,000 - $190,000. Nightingale considers factors such as (but not limited to) scope and responsibilities of the position, the candidate's work experience, education/training, key skills, internal peer equity, and market and organizational considerations when extending an offer. HOW TO APPLY Interested candidates should apply by submitting a cover letter and resume online at ************************************ ABOUT THE NIGHTINGALE-BAMFORD SCHOOL Founded by two bold, visionary educators in 1920, The Nightingale-Bamford School's mission is to inspire girls to go beyond barriers. Tied to this mission is a broader vision of students who are joyful learners who have the intellectual depth and courage to be critical thinkers, compassionate citizens, and agents of their own lives. Nightingale educates girls' minds and hearts and, in so doing, infuses their lives with meaningful relationships, teaching them to value difference as a means of growth and empowering them to question the status quo with confidence, empathy, resilience, and reason. Nightingale's commitment to social justice and anti-racism requires that all community members engage actively and thoughtfully in work around community and belonging. EQUAL EMPLOYMENT OPPORTUNITY It is the policy of the School to ensure equal employment opportunity without discrimination or harassment on the basis of race, color, creed, religion, national origin, citizenship, age, sex, sexual orientation, gender identity, gender expression, pregnancy, childbirth, or related medical conditions, military status, marital status, familial status, caregiver status, predisposing genetic characteristics, actual or perceived domestic violence victim status, disability, veteran status, or any other characteristic protected by applicable law. The School's employment practices and decisions adhere to the principles of non-discrimination and equal employment opportunity. This commitment to equal opportunity applies to and is reflected in all School activities, including, but not limited to, recruiting, interviewing, hiring, staffing, training, promotions, compensation practices, employee benefits, social programs, discipline, and termination of employment. The School maintains zero tolerance for violations of this policy and expects all employees to abide by and support this policy without reservation. The School prohibits retaliation against any employee who in good faith makes a report under this policy.

Instructional/Psychologist POSTING # POSITION CERTIFICATION DESCRIPTION & QUALIFICATIONS POSITION PARTICULARS COMMENTS CLOSING DATE 260116-01 School Psychologist/BC School Psychologist Salary range ï ½ $55,768 - $113,856 Salary based on education & experience Probationary Available ASAP 1/26/26

Substitute School Psychologist JobID: 2053 Teacher/PPS/School Psychologist-SE Date Available: 03/01/2026 Additional Information: Show/Hide DESCRIPTION: Substitute School Psychologist position in Nassau BOCES Department of Special Education. Responsibilities include but not limited to the following: * Conduct screenings of students referred to Nassau BOCES by their home school district. * Conduct psychological re-evaluations for special education students. * Develop and monitor FBAs & BIPs. * Confer with teachers, students and parents and districts regarding behavioral data and adaptations to the classroom environment. * Support students emotional, behavioral, and management needs. * Deliver group and individual counseling as per student IEP mandates. * Knowledge of current trends in school psychology, research methods, testing and evaluation techniques, familiarity with commonly used diagnostic tests. * Maintain accurate records, counseling logs and Medicaid related documents. * Experience working with children & adolescents with Autism and/or emotional and behavioral disorders highly desirable. REQUIREMENTS: * NYS Certification- School Psychologist. * NYS Psychologist License or License eligible highly preferred. * Strong behavioral training/experience or BCBA. * Expertise in providing Functional Behavioral Assessments and Behavior Intervention Plans. * Strong written and verbal communication skills. SALARY: As per contract. Non-Discrimination Statement The Nassau BOCES offers employment and educational opportunities without regard to age, color, creed, disability, familial status, gender, gender expression, gender identity, marital status, military/veteran status, national origin, predisposing genetic characteristics, race, religion (including religious practice and/or expression), sex (including pregnancy, childbirth, or related medical condition), sexual orientation or victim of domestic violence status. In accordance with Federal law, the Nassau BOCES shall provide equal facility access to the Boy Scouts and other designated youth groups. The Nassau BOCES shall not discriminate or take any retaliatory action against an employee with respect to compensation, terms, conditions or privileges of employment because of the employee's or dependent's reproductive health decision-making. Additional information is available by contacting the following individuals: Sammy Gergis, Assistant Superintendent, Human Resources & Education Management, Department of Human Resources at ************, ******************** and/or Mark Raimondi, Assistant Director, Department of Human Resources at ************, **********************. For further information, please see Policies 0100 Equal Opportunity and Non-Discrimination; 0110 Sexual Harassment and 0115 Dignity for All Students Act. A complete version of the Non-Discrimination Statement and the Policy Manual are available on the Nassau BOCES website at ********************

Student Support Services/Psychologist Date Available: Immediately Closing Date: 09/18/2025 Posting: September 3, 2025 SCHOOL PSYCHOLOGIST Bay Trail Middle School Probationary Position Must be NYS certified as a School Psychologist Application deadline: September 18, 2025

Minimum Criteria: Hold a valid NYS teaching certificate in tenure area; Possess a thorough knowledge of field; Demonstrate initiative, enthusiasm and good judgment; Demonstrate the ability to plan and organize for effective teaching and learning; Understand the nature and needs of the age group served; Able to develop and maintain productive human relationships; Previous classroom teaching experience preferred. Reports to: Building Principal Contract: Terms and conditions of Southwestern Teachers' Association agreement

* 3 hour evaluation - $140 Buffalo Hearing & Speech Center is seeking a Fee for Service School Psychologist to complete CPSE evaluations on an as needed basis. Job Summary: The purpose of a School Psychologist is to serve as a member of a multi-disciplinary evaluation team to conduct comprehensive psycho-educational evaluations using various assessments to identify students' cognitive, social, and emotional needs. The school psychologist also completes a social history as part of initial evaluation process for the committee on preschool special education. Essential Functions: Conduct evaluations: Administer a variety of formal and informal assessments, including standardized tests and behavioral observations, to evaluate students' academic, social, and emotional skills. Write reports: Prepare comprehensive written reports summarizing evaluation findings, including eligibility recommendations. Participate in teams: Serve as a member of multi-disciplinary evaluation team to contribute to the development of educational plans and strategies. Consult and collaborate: Work with teachers, parents, and other professionals to discuss evaluation results, and develop plans to ensure students' needs are met in the school setting. Skills: Knowledge of special education laws and regulations (e.g., IDEA). Strong communication and interpersonal skills to collaborate with staff, parents, and students. Experience with various assessment tools and evaluation techniques. Ability to write clear and concise evaluation reports. Excellent organizational and time-management skills Ability to work both independently and as part of a multidisciplinary team. Education: Minimum Degree Required: Master's Degree in School Psychology Experience: Minimum Experience Required: 2 Years' experience Required License/Registration/ Certification: NYS Certified/ Licensed School Psychology Physical Requirements : ☒Physical actions may include, but are not limited to; bending, kneeling, standing, squatting, reaching, printing, crawling, and running. ☐Vision, speech, tactical and hearing senses adequate to perform job requirements. ☐Frequent sitting/ standing and when appropriate, floor sitting with pediatric patients.

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Syosset Central School District has an immediate vacancy for a School Psychologist leave at the High School. The successful candidate must possess the following qualifications:Doctoral level in School Psychology preferred Appropriate New York State certification required Experience with Cross-Battery Assessments preferred Knowledge of New York State part 200 and 201 regulations required Experience as CSE Chairperson preferred Knowledge of the MTSS process preferred Experience facilitating group and individual counseling sessions Ability to collaborate with a highly respected faculty and staff Please submit a resume, application and copy of certification on OLAS to Attn: Edward Escobar, Syosset Central School District, PO Box 9029, Syosset, NY 11791. AFFIRMATIVE ACTION, EQUAL OPPORTUNITY EMPLOYER. Application Type Name: Psychologist District Name: Syosset Region Name: Long Island Salary Type: Annual wage Salary Category: Contract

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Student Support Services/Psychologist Date Available: July 1, 2025 District: Olean City School District

The School Psychologist will be working within a Multi-disciplinary Team to assess, develop and implement an appropriate inter-disciplinary Individualized Education Program (IEP) for the students. The student population is primarily non-verbal and non-ambulatory (in a wheelchair) who have a brain injury or brain-based disorder. In addition, it is critical to be part of the research efforts surrounding his or her assigned students as well as the organization's research efforts. Besides being able to effectively understand child psychological and education development; successful attributes also include a strong strategic focus, individual leadership in an environment that promotes innovation and continuous improvement, effective communication with key constituents and stakeholders, and accountability for results. Please send a resume and cover letter to ****************** Responsibilities * Act as part of total educational team by working in collaboration with school nurse and medical staff, teachers, administrators, and other related services providers to integrate the information from all of these sources to provide social, emotional, beha * Conduct psychological assessments and interpret results for students and participate in IEP meetings, team meetings and common planning * Provide multiple related services including: social work services, parent counseling and training, counseling, and psychological counseling as needed. * Lead crisis intervention efforts and provide insight into development of functional behavior assessments and behavior intervention plans * Assist in remediation of areas of need by providing treatment plans, counseling, referrals or other interventions. * Assist teachers in implementing classroom accommodations * Develop and implement appropriate intervention plans for students, families, school, and community. * Communicate with parents, teachers, administrators, and related service providers regarding student's well-being and needs. * Maintain accurate case files and reports to track student issues and progress. * Use tools and assessments to identify the needs of students in school, home and community settings to maximize ability to learn and develop and track progress over time. * Conduct interviews with students and families upon new student evaluation, intake and acceptance, and when otherwise indicated to obtain accurate social history and identify needs, strengths, relevant life experiences, and other social, developmental, emo * Identify areas of growth for students and create long-term and short-term goals for students and families. * Complete progress reports on social work and parent counseling and training IEPs as necessary. * Use a variety of appropriate formal and informal tools and techniques including observations and interviews to evaluate the progress and performance of students and families. * Schedule monthly Parent Counseling and Training (PCT) sessions with families. * Work with families during PCT sessions to determine areas for growth and relay valuable information regarding student's progress at school and to encourage active family participation in the achievement of IEP goals. * Assist in the development and implementation of educational modules for staff in-services and accrediting bodies to include IACET (International Accreditors for Continuing Education and Training). * Maintains a safe, clean, and healthy working environment for students and staff by complying with procedures, rules, and regulations. * Maintains confidentiality for school records based on HIPAA/FERPA. * Other discipline-specific responsibilities based on organizational needs (service delivery, research, continuing education) Research Innovation Duties * Prepare and submit session notes within session (daily) * Participation in regular iBRAIN Innovation (3 times a year) meetings (as scheduled) * Help RA/Para fully understand their student's IEP & heighten their ability to formulate in-depth student-specific research questions * Complete iBRAIN Research Integrity annual training * For Continuing Education, annually identify 3+ knowledge gaps or competency areas Qualifications * Masters in Psychology required * Must have a valid School Psychologist Certification (Required) * At least 2 years' experience working with children who have a brain injury or brain-based disorder. * Must have excellent communication, interpersonal, and problem-solving skills. * Must have the ability to take initiative, and a highly flexible personality type * Must be detail-oriented, focused, highly motivated, and able to work as part of a team * MUST HAVE A SENSE OF HUMOR Benefits * Health insurance * Dental insurance * Vision insurance * Paid time off * Transportation Management Account

The School Psychologist will be working within a Multi-disciplinary Team to assess, develop and implement an appropriate inter-disciplinary Individualized Education Program (IEP) for the students. The student population is primarily non-verbal and non-ambulatory (in a wheelchair) who have a brain injury or brain-based disorder. In addition, it is critical to be part of the research efforts surrounding his or her assigned students as well as the organization's research efforts. Besides being able to effectively understand child psychological and education development; successful attributes also include a strong strategic focus, individual leadership in an environment that promotes innovation and continuous improvement, effective communication with key constituents and stakeholders, and accountability for results. Please send a resume and cover letter to ****************** Responsibilities * Act as part of total educational team by working in collaboration with school nurse and medical staff, teachers, administrators, and other related services providers to integrate the information from all of these sources to provide social, emotional, beha * Conduct psychological assessments and interpret results for students and participate in IEP meetings, team meetings and common planning * Provide multiple related services including: social work services, parent counseling and training, counseling, and psychological counseling as needed. * Lead crisis intervention efforts and provide insight into development of functional behavior assessments and behavior intervention plans * Assist in remediation of areas of need by providing treatment plans, counseling, referrals or other interventions. * Assist teachers in implementing classroom accommodations * Develop and implement appropriate intervention plans for students, families, school, and community. * Communicate with parents, teachers, administrators, and related service providers regarding student's well-being and needs. * Maintain accurate case files and reports to track student issues and progress. * Use tools and assessments to identify the needs of students in school, home and community settings to maximize ability to learn and develop and track progress over time. * Conduct interviews with students and families upon new student evaluation, intake and acceptance, and when otherwise indicated to obtain accurate social history and identify needs, strengths, relevant life experiences, and other social, developmental, emo * Identify areas of growth for students and create long-term and short-term goals for students and families. * Complete progress reports on social work and parent counseling and training IEPs as necessary. * Use a variety of appropriate formal and informal tools and techniques including observations and interviews to evaluate the progress and performance of students and families. * Schedule monthly Parent Counseling and Training (PCT) sessions with families. * Work with families during PCT sessions to determine areas for growth and relay valuable information regarding student's progress at school and to encourage active family participation in the achievement of IEP goals. * Assist in the development and implementation of educational modules for staff in-services and accrediting bodies to include IACET (International Accreditors for Continuing Education and Training). * Maintains a safe, clean, and healthy working environment for students and staff by complying with procedures, rules, and regulations. * Maintains confidentiality for school records based on HIPAA/FERPA. * Other discipline-specific responsibilities based on organizational needs (service delivery, research, continuing education) Research Innovation Duties * Prepare and submit session notes within session (daily) * Participation in regular iBRAIN Innovation (3 times a year) meetings (as scheduled) * Help RA/Para fully understand their student's IEP & heighten their ability to formulate in-depth student-specific research questions * Complete iBRAIN Research Integrity annual training * For Continuing Education, annually identify 3+ knowledge gaps or competency areas Qualifications * Masters in Psychology required * Must have a valid School Psychologist Certification (Required) * At least 2 years' experience working with children who have a brain injury or brain-based disorder. * Must have excellent communication, interpersonal, and problem-solving skills. * Must have the ability to take initiative, and a highly flexible personality type * Must be detail-oriented, focused, highly motivated, and able to work as part of a team * MUST HAVE A SENSE OF HUMOR Benefits * Health insurance * Dental insurance * Vision insurance * Paid time off * Transportation Management Account

Student Support Staff - Other/Psychologist Date Available: As Soon As Possible Closing Date: Until Filled 10/3/24 SALMON RIVER CENTRAL SCHOOL DISTRICT Fort Covington, New York 12937 Telephone: ************ Queries and applications should be directed to Angela Robert, Assistant Superintendent, Salmon River Central School, Fort Covington, New York 12937. POSITION AVAILABLE School Psychologist DATES FOR ACCEPTING APPLICATIONS Immediately - Until Filled DATES FOR BEGINNING EMPLOYMENT As Soon As Possible WORK LOCATION Salmon River Central School District SALARY RANGE According to Salmon River Teachers Association Contract - Starting at $55,624 with potential for higher salary based on experience. MINIMUM QUALIFICATIONS Six-year degree (60 or more semester hours) or a doctoral degree from a planned program in school psychology in an accredited university New York State School Psychologist's Certificate MAJOR DUTIES Our school psychologist will provide support and interventions to students, consult with teachers, families and other mental health professionals (i.e., school counselors, school social workers) to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services. They will assist in the following: Improve academic achievement Promote student motivation and engagement Conduct psychological and academic assessments Individualize instruction and interventions Manage student and classroom behavior Monitor student progress Collect and interpret student and classroom data Reduce inappropriate referrals to special education Promote positive behavior and mental health Improve students' communication and social skills Assess student emotional and behavioral needs Provide individual and group counseling Promote problem solving, anger management and conflict resolution Reinforce positive coping skills and resilience Promote positive peer relationships and social problem solving Make referrals to and help coordinate community services provided in schools Support diverse learners Assess diverse learning needs of our students Provide culturally responsive services to students and families from diverse backgrounds Assist in the development of IEP's for students with disabilities Adjust classroom facilities and routines to improve student engagement and learning Monitor and effectively communicate with parents about student progress Create safe, positive school climate Work to prevent bullying and other forms of violence Support social-emotional learning Assess school climate and improve school connectedness for students Implement school-wide positive behavioral supports Identify at risk students and school vulnerabilities Provide crisis prevention and intervention services Strengthen family-school partnerships Help families understand their child's learning and mental health needs Assist faculty, staff and families in navigating special education processes Connect families with community service providers when necessary Help effectively engage families with teachers and other school staff Enhance staff understanding and responsiveness to diverse cultures and backgrounds Help students transition between school and community learning environments, such as residential treatment or juvenile justice programs Improve school-wide assessment and accountability monitor individual student progress in academics and behavior Generate and interpret useful student and school outcome data Collect and analyze data on risk and protective factors related to student outcomes Plan services at the district, building, classroom and individual levels Have knowledge of academic and behavioral RTI models Conduct functional behavioral assessments and assist in the development of behavioral intervention plans The Salmon River Central School District does not discriminate on the basis of race, color, religion, creed, national origin, political affiliation, gender, age, marital status, sexual orientation, pregnancy, military status, veteran status, genetic pre-disposition or carrier status, ancestry, disability or any other legally protected status in regard to employment opportunities or educational/vocational programs or activities which it operates.

Hewlett-Woodmere School district has an anticipated opening for a full time CSE Chairperson position. The anticipated start date is March 27, 2025. Interested candidates must have NYS certification as a special education teacher or NYS certification as a school psychologist. NYS certification as a school psychologist is preferred. Experience chairing CSE meetings, knowledge of NYS regulations, and knowledge of frontline preferred. Application Type Name: Psychologist District Name: Hewlett-Woodmere UFSD Region Name: Long Island Salary Type: Salary Category: Fixed

Hewlett-Woodmere is looking for an experienced Committee on Preschool Special Education (CPSE) chairperson for a leave replacement from February through the end of the school year. Applicants should have appropriate NYSED certification (school psychologist or special education teacher) and experience with chairing CPSE meetings. Application Type Name: Psychologist District Name: Hewlett-Woodmere UFSD Region Name: Long Island Salary Type: Salary Category: Fixed

RE-POSTING AVAILABLE 2025-2026 Lafrancis Hardiman Elementary School SCHOOL PSYCHOLOGIST (Bilingual Preferred) Duties include but are not limited to: Experience with assessments and evaluations; Knowledge of Special Education and the CSE Experience, working with groups of parents and students in school and in the community; Comfortable with community outreach; BCBA preferred; Bilingual (Spanish Speaking) preferred. Qualifications: NY State Ed. Certified School Psychologist Immediate Supervisor: Dr. Darlene White, Principal Duration: 2025-2026 School Year Salary: Per WTA Contract

Related Services The Greece Central School District believes that all students benefit from a culture where diversity, inclusion, and equity with excellence are valued. Greece Central School District welcomes stakeholders who can collaborate with other staff to ensure that our policies, regulations, practices, programs and services promote equity, inclusion, and diversity. Salary: Per the GTA Contract Bargaining Unit (click here for contracts): GTA Report Times: 7:15 am - 2:15 pm Daily Hours: 7 Work Year: 2025-2026 Supervisor: School Principal Civil Service Title: N/A Minimum Requirements: NYS Certification in School Psychology Desired Qualifications: Experience with working collaboratively with educational team members, parents and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community for all students. Skilled at evaluating students to determine current functioning, strengths, and needs in order to inform the implementation of appropriate supports and interventions to meet student needs. Experience with supporting the development, implementation, and monitoring of multi-tiered systems of support to address academic, social, emotional and behavioral needs of students and to promote the development of essential skills and mindfulness for all students. Position Summary/Responsibilities: Participate as a member of the building's multi-disciplinary problem solving team(s) to address academic, social, emotional and/or behavioral needs of individual students. Gather data, as appropriate, through record review, interview, observation and/or assessment to assist in the identification of student functioning, strengths, and needs, as well as possible barriers to learning. Identify evidence-based interventions to address identified needs. Review and interpret progress-monitoring data to guide decision-making. Provide group and/or individual counseling services to students using evidence-based interventions to address identified skill-based needs for students and to make progress in the educational setting. Collaborate with community-based service providers to promote alignment of goals and interventions. Conduct evaluations to gather information about student functioning, strengths and needs in order to inform the implementation of appropriate interventions and supports to meet student needs. Use current, valid and reliable assessment tools and practices to assess cognitive abilities, academic skills, social/emotional functioning and adaptive behaviors. Conduct Functional Behavioral Assessments in collaboration with the educational team to inform the development and implementation of Behavior Intervention Plans Participate as a member of the Committee on Special Education Participate as a member of the building's crisis response team Questions regarding this posting should be directed to: Name: Stacey Brindisi Title: Executive Director, PPS Dept. Email: ***************************** All new employees must be fingerprinted and cleared for employment through the NYSED before employment begins. The Greece Central School District does not discriminate on the basis of sex, race, color, religion, national origin, political affiliation, sexual orientation, marital status, ancestry, age, disability, or any other status protected by law. To find out more about what Greece Central School District has to offer our employees, please click here.

Related Services The Greece Central School District believes that all students benefit from a culture where diversity, inclusion, and equity with excellence are valued. Greece Central School District welcomes stakeholders who can collaborate with other staff to ensure that our policies, regulations, practices, programs and services promote equity, inclusion, and diversity. Salary: $43,000 per GTA Contract Bargaining Unit (click here for contracts): GTA Report Times: 7:15 am - 2:15 pm Daily Hours: 7 Work Year: 2025-2026 Supervisor: School Principal Civil Service Title: N/A Minimum Requirements: NYS Certified School Psychologist Desired Qualifications: Experience with working collaboratively with educational team members, parents and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community for all students. Skilled at evaluating students to determine current functioning, strengths, and needs in order to inform the implementation of appropriate supports and interventions to meet student needs. Experience with supporting the development, implementation, and monitoring of multi-tiered systems to address academic, social, emotional and behavioral needs of students and to promote the development of essential skills and mindfulness for all students. Position Summary/Responsibilities: Participate as a member of the building's multi-disciplinary problem solving team(s) to address academic, social, emotional and/or behavioral needs of individual students. Gather data, as appropriate, through record review, interview, observation and/or assessment to assist in the identification of student functioning, strengths, and needs, as well as possible barriers to learning. Identify evidence-based interventions to address identified needs. Review and interpret progress-monitoring data to guide decision-making. Provide group and/or individual counseling services to students using evidence-based interventions to address identified skill-based needs for students and to make progress in the educational setting. Collaborate with community-based service providers to promote alignment of goals and interventions. Conduct evaluations to gather information about student functioning, strengths and needs in order to inform the implementation of appropriate interventions and supports to meet student needs. Use current, valid and reliable assessment tools and practices to assess cognitive abilities, academic skills, social/emotional functioning and adaptive behaviors. Conduct Functional Behavioral Assessments in collaboration with the educational team to inform the development and implementation of Behavior Intervention Plans Participate as a member of the Committee on Special Education Participate as a member of the building's crisis response team Questions regarding this posting should be directed to: Name: Stacey Brindisi Title: Executive Director, PPS Dept. Email: ***************************** All new employees must be fingerprinted and cleared for employment through the NYSED before employment begins. The Greece Central School District does not discriminate on the basis of sex, race, color, religion, national origin, political affiliation, sexual orientation, marital status, ancestry, age, disability, or any other status protected by law. To find out more about what Greece Central School District has to offer our employees, please click here.