1.0 FTE Long-Term Substitute Psychologist

Lexington Public Schools•Lexington, MA

2d•$175

About The Position

1.0 FTE Long-Term Substitute Psychologist POSITION TITLE: 1.0 FTE Long-Term Substitute Psychologist REPORTS TO: Building Principal and the Director of Special Education Terms of Employment: To cover a leave of absence from approximately February 2, 2026- May 26, 2026 unless circumstances dictate a change. $175 per diem for days worked. Non-benefits eligible, at-will position. RESPONSIBILITIES: Administer I.Q. tests, achievement tests, and other tests required to determine eligibility for special services. Provide written reports of assessment for student evaluations. Collaborate with building and support staff throughout the district to meet the needs of students. Make recommendations to the Director of Special Services concerning the need to obtain additional medical, psychological and/or psychiatric information on an evaluation. Participate as an IEP team member with functional behavioral assessments, behavior intervention plans and /or in the manifestation determination process. Collaborate with outside agencies, parents and teachers to meet the need of students. Review student records for the screening and evaluation process of students. Provide group and individual lessons on social skills development. OTHER JOB FUNCTIONS: Be a member of the building level diagnostic team on assessments of all students who are suspected to have disabilities. This could include gathering historical data on the student, administering IQ tests, administering projective testing, observations, clinical interviews, and adaptive assessments. Be a member of the screening team or S.O.A.R. Team in a building when requested. Plan and implement in-service sessions on behavioral strategies and interventions. Plan and implement staff development with district and building staff on new and revised testing instruments. Research new intervention strategies and new assessments in the areas of instructional strategies, behavior management, behavioral intervention plans and emotional disabilities. Conduct home visits as needed. Other duties as assigned by the administration. QUALIFICATIONS: Graduate from a NASP approved program in school psychology. This program provides training in the psychological and academic assessment of children, behavioral and academic interventions, in addition to consultation with teachers and parents. Appropriate state teacher certification as a school psychologist. Experience in the public school setting preferred. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to sit and talk or hear. The employee is occasionally required to walk; use hands to finger, handle, or feel objects, tools, or controls; and reach with hands or arms. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus. Experience and commitment to working in a racially and culturally diverse teaching and learning community. Applicants for employment are considered without regard to age, disability, race, religion, sexual orientation, gender identity, marital status, national origin, or military status.

Requirements

Graduate from a NASP approved program in school psychology. This program provides training in the psychological and academic assessment of children, behavioral and academic interventions, in addition to consultation with teachers and parents.
Appropriate state teacher certification as a school psychologist.

Nice To Haves

Experience in the public school setting preferred.
Experience and commitment to working in a racially and culturally diverse teaching and learning community.

Responsibilities

Administer I.Q. tests, achievement tests, and other tests required to determine eligibility for special services.
Provide written reports of assessment for student evaluations.
Collaborate with building and support staff throughout the district to meet the needs of students.
Make recommendations to the Director of Special Services concerning the need to obtain additional medical, psychological and/or psychiatric information on an evaluation.
Participate as an IEP team member with functional behavioral assessments, behavior intervention plans and /or in the manifestation determination process.
Collaborate with outside agencies, parents and teachers to meet the need of students.
Review student records for the screening and evaluation process of students.
Provide group and individual lessons on social skills development.
Be a member of the building level diagnostic team on assessments of all students who are suspected to have disabilities. This could include gathering historical data on the student, administering IQ tests, administering projective testing, observations, clinical interviews, and adaptive assessments.
Be a member of the screening team or S.O.A.R. Team in a building when requested.
Plan and implement in-service sessions on behavioral strategies and interventions.
Plan and implement staff development with district and building staff on new and revised testing instruments.
Research new intervention strategies and new assessments in the areas of instructional strategies, behavior management, behavioral intervention plans and emotional disabilities.
Conduct home visits as needed.
Other duties as assigned by the administration.