School Psychologist (2026-2027 SY)

Framingham Public Schools•Framingham, MA

1d•Onsite

About The Position

School Psychologists help students succeed academically, socially, behaviorally, and emotionally. They collaborate with educators, administrators, families, and other mental health professionals to create safe, healthy, and supportive learning environments for all students and strengthen connections between home and school to deliver Framingham Public Schools’ high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. This commitment aligns with Framingham Public Schools’ high expectations for achievement, equal access to quality instruction, academic proficiency for all students, and closing the achievement gap among subgroups within the schools.

Requirements

Valid Massachusetts Teaching License in: School Psychologist (All Levels)
A Master’s Degree (or higher) from an accredited college or university in School Psychology, including a supervised internship, is required.
Proven track record of conducting comprehensive psycho-educational assessments and delivering high-quality mental health support.
Ability to design and implement Tier 1, Tier 2, and Tier 3 interventions; expert-level proficiency in administering and interpreting standardized psycho-educational assessments to meet the diverse needs of students with IEPs and 504 plans.
Proficiency in collecting and analyzing behavioral data, social-emotional screening results, and attendance patterns to inform clinical interventions and track student progress toward IEP goals.
Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams to develop proactive, school-wide strategies that promote academic success and social-emotional wellness.
Skill in providing advice and expertise to general education teachers and school staff; serving as a liaison between families, school-based teams, and community agencies to coordinate complex cases.
Mastery of restorative justice, conflict transformation, and de-escalation techniques; ability to provide immediate crisis intervention and lead re-entry meetings for students returning from outside placements.
Thorough knowledge of the principles, practices, and ethical standards of school social work/counseling, including the maintenance of clinical confidentiality and accurate record-keeping.
Proficiency in using Google Workspace for Education and specialized data-tracking software to manage caseloads, monitor progress, and facilitate collaborative planning.
Ability to communicate clearly and concisely to diverse stakeholders, effectively translating clinical observations into actionable educational strategies for teachers and parents.
Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families, ensuring language accessibility in all clinical communications.
Maintain regular, predictable, and punctual attendance; exhibit professional composure and objective judgment when responding to high-stakes emotional situations or behavioral escalations.
Must move about and traverse throughout the school building and grounds; requires the ability to navigate effectively throughout classrooms, cafeterias, and playgrounds for supervision and instruction.
Must be able to engage in frequent standing, walking, bending, stooping, kneeling, and reaching.
Must navigate tight spaces between desks and move furniture to reorganize learning spaces.
Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings.
Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments.
Continuous need for close and distance vision to monitor students, along with auditory acuity to hear in crowded environments.
Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference.
Frequent use of hands to finger, handle, or feel.
Must be able to operate a computer, input data, and utilize instructional technology and office productivity machinery continuously throughout the day.
Ability to lift, move, and position classroom materials and equipment (up to 30 lbs) such as books, supplies, and bulk student devices.
Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations.
Must be able to sustain exposure to high noise levels, classroom germs, and potential for rapid temperature changes.
Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions.
Ability to navigate and function effectively within diverse school settings, including classrooms, cafeterias, and playgrounds, which involve varying noise levels and high-activity environments.
Ability to sustain a very high level of social interaction.
Capacity to remain calm and professional when exposed to student behavioral challenges or high-stakes emotional situations; ability to model and apply de-escalation techniques as needed.
Likely to be placed in conflict situations where parents and students might become angry or unpleasant on a regular basis.

Nice To Haves

Experience working with students in academic, social/emotional, and behavioral domains within a school district or clinical setting is preferred.
Bilingual proficiency in Spanish and/or Portuguese is encourage.

Responsibilities

Complete comprehensive psycho-educational assessments in accordance with federal and state special education regulations and district policy (cognitive, academic, social/emotional, behavioral, adaptive, and sensory/motor).
Provide individual and group counseling to address academic, social, and developmental concerns.
Provide crisis counseling and immediate intervention as needed.
Conduct classroom screenings to assist teachers in planning effective educational strategies for all students.
Assist in the identification of students who are at risk of educational failure.
Interpret assessment findings to students, parents, staff, and relevant stakeholders to ensure a clear understanding of student needs.
Participate on school-based teams (Crisis Team, 504 Team, Special Education Team, and Re-Entry Team) to assist in intervention and program planning.
Serve as a bridge between home and school to ensure families are partners in the educational process.
Advocate for equitable access and inclusive practices that reflect the rich diversity of the Framingham community.
Provide consultation services to teachers and professionals to support student success in the least restrictive environment (LRE).
Collaborate with colleagues to analyze student performance and plan appropriate interventions at the classroom or school level.
Advise general education teachers on the creation of effective academic, behavioral, and social/emotional learning experiences.
Assist families in understanding their child’s learning profile and navigating available support systems.
Write comprehensive IEPs and evaluation reports that summarize findings and offer actionable recommendations.
Maintain accurate, confidential records in compliance with district, state, and federal laws.
Assist in the planning and implementation of behavior management programs and behavioral support plans (BSPs).
Manage a complex schedule involving multiple assessments, meetings, and student sessions independently and efficiently.
Commits to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks.
Contributes to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed.
Plans and supervises purposeful assignments for educational support staff and volunteers to maximize their impact on student learning.
Other duties as assigned.