Long-Term Sub School Psychologist Grades 6-8

This position is to cover a leave that will run from approximately January to March 2026. 

Ashland Public Schools is seeking a dynamic, student-centered, and organized School Psychologist to support Ashland Middle School (grades 6-8) and join our Team of 7 psychologists (2 total at Ashland Middle School). The ideal candidate will be responsible for providing direct 1:1 and group counseling to students, in the small group/individual setting, behavioral support as needed, consultation to the teaching team, and training as appropriate. The candidate will also complete necessary assessments and present to multidisciplinary teams for IEP eligibility and special education services. This position requires implementing individualized educational plans, implementing/supporting behavioral intervention plans, monitoring student behavior, data collection and reporting, providing information to appropriate school personnel, and completing all necessary paperwork relevant to the Team process. This position would also require working directly with the students in our social/emotional program. 

Requirements: 

• 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

Responsibilities: 

• 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 evidence-based interventions;
• Collaborate and consult with educators, families, and other professionals to help create safe, healthy, and supportive learning environments for all students;
• 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 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;
• Support School-Wide Best Practices to Promote Learning;
• 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);
• 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;
• Attend Team meetings, complete necessary elements of IEPs and progress reporting;
• Provide services consistent with ethical, legal, and professional standards;
• Engage in responsive, ethica,l and professional decision-making; and
• Perform any other duties and assume other responsibilities as may be assigned by the Director of Special Education, Superintendent of School,s and Assistant Superintendents