<p>INTERNAL TRANSFER OPPORTUNITY</p> <p>General description of the position:</p> <p>A CTECS school psychologist is responsible for integrating and coordinating educational, psychological, and behavioral health services. School psychologists work with students and their families to support students' social, emotional, and behavioral health. School psychologists work with school-based teams to support the academic success of students; support social-emotional learning; address barriers to educational success; provide interventions; enhance academic engagement; promote positive behavioral supports.</p> <p>Qualifications required, unless position specifices DSAP conditions (e.g., education, degrees, certification, licensing, skills, knowledge, abilities, specialized training):</p> <ul> <li> <p>State of Connecticut teaching certificate</p> </li><li> <p>Active State of Connecticut teaching certificate (#070 School Psychologist)</p> </li><li> <p>Minimum of a Master's degree from an accredited university or college</p> </li><li> <p>Professional experiences related to the field of school psychology</p> </li><li> <p>Motor Vehicle Operator's License or ability to provide own transportation</p> </li><li> <p>Experience with varied assessments to assess cognitive, academic, and behavioral functioning</p> </li><li> <p>Ability to provide school-based counseling to students around social-emotional issues; experience in methodologies of Dialectical Behavior Therapy (DBT) and Cognitive Behavioral Therapy (CBT) preferred</p> </li><li> <p>Ability to communicate ideas and directives clearly and effectively, both orally and in writing</p> </li><li> <p>Entry-level computer skills including Microsoft Office and Google Products</p> </li><li> <p>Ability to work effectively and collaboratively with others</p> </li><li> <p>Organizational and problem solving skills</p> </li><li> <p>Effective, active listening skills</p> </li><li> <p>Excellent public relations</p> </li><li> <p>Experience in the field preferred</p> </li></ul> <p>Supervisor:</p> <p>Building Administration in partnership with Director and Supervisors of Pupil Services & Special Education</p> <p>Hours/Time Requirements:</p> <p>188 days per school year, 7 hours daily. Review SVFT bargaining unit contract for more information.</p> <p>Working Conditions:</p> <ul> <li>Interaction among adolescents and colleagues </li><li>Frequent interruption of duties by staff, students, visitors and/or telephone </li><li>Repetitive hand motion, e.g., computer keyboard, typing, calculator, writing </li><li>Regular requirement to sit, stand, walk, read, hear, see, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop </li><li>Occasional requirement to lift, carry, push and/or pulling various supplies and/or equipment up to a maximum of 20 pounds </li><li>Ability to travel to and from professional development activities and district meetings </li><li>Regionally contracted staff will commute to schools within their assigned region to support each of their assigned schools </li></ul> <p>Essential duties and responsibilities. Functions that the employee must be able to perform. Mental and/or physical requirements should be described and where applicable, quantified:</p> <p>Responsibility Area #1: Planning and Preparation</p> <ul> <li>Set instructional goals and outcomes </li><li>Understand the varied needs of each student </li><li>Knowledge of school psychology and child/adolescent development at the secondary level </li><li>Gather, review, and analyze data to inform decision making pertaining to student growth, progress, and development </li><li>Engage in intentional planning to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation </li><li>Develop lesson plans for school-based counseling sessions (individual and group) for students with documented service hours </li><li>Work collaboratively with school/district administration, school/district school counseling personnel, school/district special education personnel, school/district educators, and contracted service providers to assist students with special programming; ensure IEP and 504 accommodations/modifications are implemented </li><li>Create and maintain caseload documents (schedule, school-based counseling, testing, and 504 accommodations for standardized testing) to be shared with school administration and district Supervisors/Director of Pupil Services & Special Education </li><li>Review required documentation, as documented through the CTECS admissions process, and attend transition 504 meetings </li><li>Maintain documentation and submit eligibility for students with 504 plans as outlined by CTECS policies and procedures </li><li>Document all incoming students' current 504 plans within the CTSEDS platform to implement within CTECS programming </li><li>Create and submit CREC referrals for required services for students with 504 plans </li><li>Maintain standardized testing accommodation data for students with 504s to support standardized testing </li><li>Knowledge and use of varied assessment batteries </li><li>Effectively design assessments </li><li>Document testing material requests through district process in preparation/planning for each school year </li><li>Selects and requisitions appropriate books, aids, and other other supplies/equipment </li><li>Maintains inventory records for testing materials, books, aids, supplies, and equipment </li><li>Provide school/district support to CTECS school communities in response to crisis events </li><li>Develop and maintain community resource documents for students and their families to access supports </li></ul> <p>Responsibility Area #2: Instruction</p> <ul> <li> <p>Demonstrate flexibility and responsiveness</p> </li><li> <p>Maintain a positive learning environment that encourages open communication between the instructor and student</p> </li><li> <p>Consult with instructors to maintain an advantageous and positive learning environment by providing strategies and supports to help with classroom management and student behavior</p> </li><li> <p>Collaborate with school/district school counseling personnel, school/district special education personnel, school/district educators, and CREC/contracted service providers to develop and implement transition evaluations, services and programs for students</p> </li><li> <p>Consult and collaborate with parents, school community and outside personnel regarding mental health, development, behavioral, educational and personal adjustment concerns</p> </li><li> <p>Provide in-service training for school staff, students, and parents/guardians on topics related to and including social-emotional learning, mental health, child and adolescent development</p> </li><li> <p>Work collaboratively with all educators to ensure IEP and 504 accommodations/modifications are implemented</p> </li><li> <p>Conduct multi-factored psychological, psycho-educational, diagnostic assessments of students for the purpose of recommending courses of action or corrective procedures to maximize learning and overcoming psychological issues. Ensure that psychological/psycho-educational assessment materials utilized are in compliance with current editions.</p> </li><li> <p>Assessments include evaluation in the areas of intelligence, adaptive behavior, academic achievement, language and communication skills, sensory and perceptual-motor functioning, social-emotional adaptation/skills, environmental/cultural influences, and vocational development, aptitude and interest using formal and informal instruments, procedures and techniques</p> </li><li> <p>Conduct all evaluations with explicit regard for the ethical standards established for the profession, and maintain regard for principles of non-biased assessment</p> </li><li> <p>Conduct classroom observations and Functional Behavior Assessments (FBAs)</p> </li><li> <p>Collaborate with all stakeholders to develop and implement behavioral contracts, safety plans, and Behavior Intervention Plans (BIPs)</p> </li><li> <p>Collect, review, and analyze data from behavioral contracts, safety plans, and BIPs</p> </li><li> <p>Prepare and provide analysis of diagnostic reports with parents/guardians & students prior to and at a student's (504/Planning and Placement Team) meeting</p> </li><li> <p>Attend MTSS, PLC, 504, PPT, and lead crisis team meetings as required based on individual student needs and participate in related trainings (e.g. Physical and Psychological Management Training- PMT, MTSS, CTSEDS, etc.)</p> </li><li> <p>Facilitate 504 meetings and perform case management duties for incoming students with 504s, for newly referred students, and for students requiring manifestation determination meetings</p> </li><li> <p>Collect and review data to assist and share with school teams at required meetings (MTSS, PLC, departmental meetings, 504/IEP, school crisis team)</p> </li><li> <p>Assist with the identification and programming of all types of exceptional students</p> </li><li> <p>Provide recommendations for student interventions and programming</p> </li><li> <p>Assist in the development of IEPs and 504s for students with disabilities. School psychologists will write goals/objectives, supplementary aids/services, present levels, and service hours for their areas of instruction and service delivery</p> </li><li> <p>Design, develop and implement programs to assess and address the social-emotional development of students and to prevent disorders, promote mental health and learning, and improve the educational system; design programs to enhance cognitive, academic, affective, social and vocational development</p> </li><li> <p>Provide individual and group school-based counseling for students concerning school-related problems</p> </li><li> <p>Provide both push-in and pull-out services for students in the resource setting, academic, and trade environments</p> </li><li> <p>Develop and implement social-emotional programming to support the MTSS process</p> </li><li> <p>Provide direct and indirect interventions to facilitate the functioning of individuals, groups, and/or the educational system; develop positive, productive relationships with students</p> </li><li> <p>Conduct social-emotional screeners with students through the MTSS process</p> </li><li> <p>Progress monitor student performance within the MTSS & IEP service delivery processes</p> </li></ul> <p>Responsibility Area #3: Professional Responsibilities</p> <ul> <li>Adhere to the ethical standards of the National Association of School Psychologists </li><li>Adhere to the Connecticut Code of Professional Responsibility </li><li>Carry out assignments as specified by the Director of Pupil Services and Special Education, building administration (Principal and Assistant Principals), Supervisors of Pupil Services and Special Education and the CTECS Executive Director and Superintendent </li><li>Complete paperwork as required by CTECS and state agencies. Maintain documentation as outlined by CTECS policies and procedures </li><li>Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives </li><li>Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility </li><li>Complete Electronic Leave Requests (ELRs) to document days/hours of school absences </li><li>Maintain a positive school community image that encourages ethical student behavior </li><li>Maintain confidentiality concerning personnel, student, and operational concerns of the district </li><li>Report all cases of suspected child abuse to appropriate school personnel and authorities </li><li>Demonstrate growth in professional craft </li><li>Participate in professional communities </li><li>Participate in building and district level professional development and collaboration. This will include working with various committees and departments to facilitate educating students </li><li>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 </li><li>Serve as a resource and consultant on mental health and child/adolescent psychology, conducts inservice programs as requested </li><li>Assist with school and district level data verification processes for identified students at multiple points within each school year </li><li>Can host school psychologist practicum and/or internship students from local universities as outlined within the CTECS policies and procedures </li><li>Maintain on-going communication with parents/guardians, educators, and outside service providers. Encourages parental/guardian involvement in students' education and ensures effective communication with students and parents/guardians </li><li>Organizes and maintains a system for accurate and complete record keeping, as required </li><li>Document communication with families/students/stakeholders within PowerSchool log </li><li>Document services provided to students within PowerSchool log </li></ul> <p>INTERNAL TRANSFER APPLICANTS ONLY</p> <p>Closing Date is June 10, 2026</p> <p>Internal Candidates who are eligible for transfer/promotion must submit a transfer/promotion request form by the closing date.</p> <p>The form can be accessed by clicking the following link: https://www.cttech.org/transfer/</p>