Title of Position:                                

Long Term Substitute School Psychologist - Kane Elementary School                                                         

 

Work Year:                                     

2024-2025 School Year

 

Anticipated Dates of Employment:                              

March 31, 2025 - June 16, 2025 or End of School Year

 

Salary:                                           

$200.00 per day (Long Term Substitutes teaching between 30 - 90 consecutive school days).
$275.00 per day (Long Term Substitutes teaching greater than 90 consecutive school days.
Current, valid, DESE license is required for appointments greater than 90 consecutive school
days).      

 

Organizational Relationship or Line of Authority:                       

Works under the supervision of the Assistant Superintendent of Student Services & Equity and the building Principal

 

Job Summary: 

School psychologists provide direct service through individual and small group meetings as well as indirect support through collaboration and consultation with colleagues across disciplines including administrators, teachers and student support providers. School psychologists support students and families on their caseload in meeting psychological/social/emotional needs and play an integral role with student support colleagues to connect students and families to a variety of support structures in and out of school, including but not limited to referrals to other types of therapists and/or other critical services. 

 

Statement of Duties:

• Performs variety psycho-educational assessments and evaluation reports for initial and re-evaluation for Team Meeting  
• Demonstrates sound knowledge and understanding of professional area and delivery by consistently engaging students in academic, behavioral, and social/emotional learning experiences through the use of educational and/or clinical practices that enable students to acquire knowledge and skills.                       
• Participates in SST process    
• Serves as a resource for staff regarding student's needs
• Regularly shares with appropriate colleagues (e.g., classroom teachers, administrators, and professional support personnel) conclusions about student progress and seeks feedback from them about practices that will support improved student learning and/or development.
• Provides crisis intervention 
• Accommodate differences in student learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.
• Based on assessment results and/or other data, provides descriptive feedback and engages students and families in constructive conversation that focuses on student growth and improvement.
• Regularly communicates with parents to create, share, and/or identify strategies for supporting learning and development at school and home.
• Develops or contributes to the timely development of well-structured plans with measurable outcomes that respond to all relevant individual student needs, and include supports that enable students to meet the goals or objectives of the plan.
• Consistently and effectively collaborates with colleagues through shared planning and/or informal conversation in such work as: analyzing student performance and development and planning appropriate interventions at the classroom or school level.
• Regularly provides appropriate advice and expertise that is customized to support general education teachers and other colleagues to create appropriate and effective academic, behavioral, and social/emotional learning experiences for students for whom responsibility is shared.
• Designs and administers assessments and/or collects data to measure student learning, growth, and/or development through a variety of methods, including informal and formal assessments and common interim assessments where applicable.
• Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
• Performs other duties as assigned by the building principal/Director of Student Services, directives of the Superintendent of schools or his/her designee, and Policies of the Marlborough School Committee

                        

Qualifications:

• Licensed by the Department of Elementary and Secondary Education in Massachusetts as a School Psychologist. SEI endorsement a plus.
• Bilingual (Spanish or Portuguese) highly preferred
• Successful experience as a psychologist and involvement in providing direct treatment to school-aged children required
• Excellent interpersonal skills
• Experience working collaboratively with teachers, administrators, support staff, parents/community and outside agencies
• Flexible, timely and comfortable working in a fast-paced environment
• Ability to maintain confidentiality
• Demonstrate ability to communicate effectively - verbally and in writing
• NASP certification, preferred
• Knowledge of special education and regulations
• Knowledge of RtI process
• Ability to provide individual and small group counseling
• Ability to work collaboratively with administrators, teachers, support staff and parents
• Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable

 

 Skills and Abilities Necessary:

• Technical knowledge - Strong professional knowledge specific to subject area, self-directed in acquiring knowledge and skills for counseling practice and keeping up to date and applying new knowledge to the job. Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; and the assessment and treatment of behavioral, social/emotional areas.
• Active Listening - Giving full attention to what other people are saying, taking time to understand the points being made and asking questions as appropriate.
• Social Perceptiveness - Being aware of others' reactions and understanding why they react as they do.
• Service Orientation - Actively looking for ways to help people
• Technology Use - Data base use and use of Microsoft software including, but not limited to, Excel, Word, Outlook as well as Google products and web-based sites for tracking information.
• Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solving problems.
• Communication - Requires constant contact with others in person and through the phone.  Also requires some contact with others through email and google products.
• Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job
• Self-Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations
• Team Player - Job requires being respectful as part of a team with others on the job and displaying constructive, collaborative behaviors.
• Dependability - Job requires being responsible and dependable in fulfilling obligations.

                     

An Equal Opportunity Employer

It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, and sexual orientation, gender identity, age or disability in its education programs, services, activities or employment practices.