School Psychologist - Long Term Substitute

Department: Student Services

FLSA Status (Exempt/Non-exempt): Exempt, Non-Aligned

Reports To: Coordinator for Therapeutic Services, Building Principal, Building Level Special Education Administrator, Associate or Assistant Superintendent

SUMMARY

School Psychologists provide a full range of school psychological services to children ages 3-22, including screening and assessment, educational programs, individual and group counseling, and consultation with teachers, staff, and administration, with school staff, parents, and outside agencies as appropriate. They function as members of each school’s multi-disciplinary team to determine a student’s eligibility for special services, appropriate programming, and on-going progress. They will also implement all necessary procedures to meet compliance standards as outlined by the federal and state regulations as well as policies and procedures of the Newton Public Schools.

This is a long term substitute role for coverage starting in February 2027.

REQUIRED QUALIFICATIONS

Completion of clinical and/or school training as an intern in the area of psychology and/or school psychology

Appropriate degree and licensure as a school psychologist under Massachusetts DESE regulations and requirements

DESIRED QUALIFICATIONS

Experience providing psychological services within a school setting

JOB FUNCTIONS

Professional Legal, Ethical, and Professional Practice

Practices in ways that meet all appropriate ethical, professional, and legal standards

Understands and applies federal, state, and local policies and regulations in the delivery of school psychological services

Maintains confidentiality of student records and information

Uses technology in ways that are consistent with ethical and responsible professional practice

Student Diversity in Development and Learning

Recognizes issues of diversity that affect routine interactions with other people and organizations

Modifies or adapts routine practice to effectively meet these diverse needs

Demonstrates sensitivity and skills needed to work with families, students, and staff from diverse cultures and backgrounds

Information Technology

Establishes and maintains expertise in using technology such as data management, report writing, web pages, literature reviews, and data analysis

Uses spreadsheets or other software programs to organize and graphically display data and monitor progress when appropriate for use at the system, building, and individual student level

Research and Program Evaluation

Evaluates and synthesizes a cumulative body of research findings as a foundation for effective service delivery

Collects, analyzes, and interprets program evaluation data in applied settings

Evaluates the effectiveness of school-based intervention plans

Organizational Change, Policy Development, and School Climate

Understands the organization of schools and systems change to provide leadership in developing and implementing early intervention and prevention programs

Demonstrates knowledge and leadership when assisting in the development of school policy that impacts student learning and safety

Demonstrates knowledge of school and classroom climates and uses such knowledge to assist in developing school improvement plans and classroom interventions

Evaluation/Assessment

Assesses cognitive abilities, executive functioning skills, and social/emotional skills using a variety of instruments and techniques, including classroom observation, that are appropriate for the individual student

When necessary, assesses student academic skills

Collaborates with others to develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, needs, and develops interventions to achieve these goals

Follows school district procedures in assessment of students for suicide, threat, or safety risk.

Submits records, reports and assignments promptly and efficiently

Direct Service

In collaboration with building administration and staff, may provide direct services to individuals or groups of students (e.g., counseling, crisis interventions, mentoring, and individual safety plans, when appropriate)

Consults and confers with teachers, staff, and families about strategies to facilitate the social and affective adjustment of students

Establishes and monitors appropriate individual and group caseloads, procedures, and resources and works cooperatively with administration and staff relative to such caseloads

Maintains appropriate data on students to document current levels of performance and other pertinent information Evaluates when appropriate to determine the extent of progress and efficacy of therapy

Consultation and Supervision

Demonstrates strong interpersonal skills and the ability to work, communicate, and collaborate effectively with teachers, other school staff, and families as part of a team within the school setting

Ensures that students and families know about community services and programs and assist them in accessing these, as appropriate

Helps schools develop challenging, achievable, cognitive and academic goals for all students

When supervising interns, practicum students, or other students, follows professional ethical and school/program guidelines and policies

Safety and Crisis Management

Participates in planning and implementing prevention programs to address the social and affective needs of students, including programs to address bullying, school violence, and school safety

Follows school district procedures in assessment of students for suicide, threat, or safety risk

In collaboration with building and school district administration, identifies resources and coordinates services with other professionals and/or agencies, e.g. Riverside Community Care, DCF, DYS, Newton Police Department, area hospitals to address students’ behavioral, affective, or social needs

Works collaboratively with administration relative to following procedures such as CHINS or filing a 51A with DCF regarding child abuse or neglect

Participates in planning and/or implementation of school or system-level crisis response

Home/School/Community Collaboration

Uses empirically supported strategies to design, implement, and evaluate effective policies

Employs practices that promote home, school, and community partnerships and enhance learning and mental health goals for students

Identifies diverse cultural issues, situations, and other factors that influence family, school, and community interactions and address such issues when developing and providing services

Enhancement of Student Wellness, Social Skills, and Life Competencies

Demonstrates knowledge regarding the social, affective, and adaptive domains of child development

Identifies and applies sound principles of behavior change within these domains to assist in designing and implementing prevention and intervention programs

Implements appropriate and alternative ways to monitor and assess the effectiveness of interventions and individual student progress toward goals

Systems-Based Service Delivery

Provides leadership in developing a safe, caring, and inviting school with a sense of community where contributions of all persons are valued, where there are high expectations of excellence for all students, and where home-school-agency partnerships are valued

Supports and implements federal and state regulations, procedures, and administrative directives. Supports and follows the policies and procedures of the school district

Data-Based Decision Making and Accountability

Demonstrates expertise in collecting, managing, and interpreting various types of individual and group data

Applies sound principles of data-based decision making to all aspects of practice, e.g., designing interventions, monitoring student progress, consulting with school administrators, and disseminating intervention research findings within the school setting

Prevention and Early Intervention

Has knowledge of universal screening techniques, as well as early reading and math literacy

Participates in designing prevention and intervention methods to address programs that influence student learning

Promoting Safe and Effective Learning Environments

Identifies resources and coordinate services with other professionals and/or agencies to address students’ behavioral, affective, or social needs

Other

Assists with other responsibilities as assigned by the Superintendent, Coordinator for Therapeutic Services, or building administrator

Responsible for implementing “other job related duties” as needed

Consistent and on-time attendance is required

PHYSICAL REQUIREMENTS

Ability to operate computer, printer, telephone, copier, facsimile machine, and all other standard office equipment

Ability to sit or stand for extended periods of time

Sufficient mobility to navigate within a large or small school building

Regularly required to lift and/or move objects weighing up to 25 pounds

__

In compliance with state and federal laws, Newton Public Schools is committed to equity, anti-racism and a nondiscrimination policy for students, employees and prospective applicants. All educational and employment determinations are based on an individual’s qualifications and achievements without regard to race, color, religion, sex, sexual orientation, age, pregnancy, gender identity, genetic information, national origin, ancestry, homelessness, physical or mental disability, veteran status, or any other basis prohibited by state and/or federal statute.