Durational School Psychologist (THS Psychologist)

State of Connecticut • Milford, CT

21h • Onsite

About The Position

The State of Connecticut Technical High School System (CTECS) is seeking an experienced and qualified School Psychologist for Platt Technical High School in Milford, CT. This is a durational role for the 2026-2027 school year, with a projected end date of June 15, 2027. The School Psychologist will provide comprehensive psychological services to high school students, supporting their academic achievement, social-emotional development, mental health, and postsecondary readiness. This role involves collaboration with students, families, educators, administrators, and service providers to deliver evaluation, consultation, intervention, and crisis response services in accordance with state and federal regulations. The position follows a ten-month academic calendar (188 days per year) and is a full-time, first-shift role (35 hours per week, Monday through Friday).

Requirements

• Possess a School Psychologist (#070) CT Endorsement.
• Possess a Connecticut Educator Certificate – Endorsement 070, School Psychologist, at time of appointment.
• Minimum experience and training requirements listed must be met by the close date on the job opening.

Nice To Haves

• Experience with knowledge of special education laws, assessments, and ethical standards.
• Experience working at the secondary or high school level.
• Experience with MTSS, crisis response, and transition related planning.

Responsibilities

• Conduct psychoeducational and psychological evaluations to determine eligibility, inform instructional planning, and support student growth.
• Interpret, analyze, and communicate assessment results to students, families, and school teams.
• Participate in and support Planning and Placement Team (PPT), Section 504, Multi-Tiered System of Supports (MTSS), and crisis team meetings as required.
• Provide individual and group counseling services to address school-related academic, behavioral, and social-emotional needs.
• Consult with educators and administrators to support classroom management, behavior intervention, and inclusive practices.
• Conduct classroom observations, Functional Behavioral Assessments (FBAs), and participate in the development and monitoring of Behavior Intervention Plans (BIPs).
• Support the development and implementation of Individualized Education Programs (IEPs) and Section 504 plans, including progress monitoring and compliance.
• Maintain accurate, timely documentation in district data systems in accordance with Connecticut regulations.
• Collaborate with families, outside agencies, and community resources to support student well-being.
• Provide crisis intervention, prevention support, and school-wide mental health consultation.
• Set instructional goals and outcomes, understanding the varied needs of each student.
• Gather, review, and analyze data to inform decision making pertaining to student growth, progress, and development.
• Develop lesson plans for school-based counseling sessions (individual and group) for students with documented service hours.
• Create and maintain caseload documents (schedule, school-based counseling, testing, and 504 accommodations for standardized testing).
• Review required documentation and attend transition 504 meetings.
• Document all incoming students’ current 504 plans within the CTSEDS platform.
• Create and submit CREC referrals for required services for students with 504 plans.
• Maintain standardized testing accommodation data for students with 504s.
• Selects and requisitions appropriate books, aids, and other supplies/equipment.
• Maintains inventory records for testing materials, books, aids, supplies, and equipment.
• Provide school/district support to CTECS school communities in response to crisis events.
• Develop and maintain community resource documents for students and their families.
• Maintain a positive learning environment that encourages open communication.
• Consult with instructors to maintain an advantageous and positive learning environment.
• Collaborate with school/district personnel to develop and implement transition evaluations, services and programs for students.
• Consult and collaborate with parents, school community and outside personnel regarding mental health, development, behavioral, educational and personal adjustment concerns.
• Provide in-service training for school staff, students, and parents/guardians.
• Conduct multi-factored psychological, psycho-educational, diagnostic assessments of students.
• Ensure that psychological/psycho-educational assessment materials utilized are in compliance with current editions.
• Conduct all evaluations with explicit regard for the ethical standards established for the profession.
• Collect, review, and analyze data from behavioral contracts, safety plans, and BIPs.
• Prepare and provide analysis of diagnostic reports with parents/guardians & students.
• Facilitate 504 meetings and perform case management duties.
• Collect and review data to assist and share with school teams at required meetings.
• Assist with the identification and programming of all types of exceptional students.
• Provide recommendations for student interventions and programming.
• Assist in the development of IEPs and 504s for students with disabilities.
• Design, develop and implement programs to assess and address the social-emotional development of students.
• Provide individual and group school-based counseling for students concerning school-related problems.
• Provide both push-in and pull-out services for students in the resource setting, academic, and trade environments.
• Develop and implement social-emotional programming to support the MTSS process.
• Provide direct and indirect interventions to facilitate the functioning of individuals, groups, and/or the educational system.
• Conduct social-emotional screeners with students through the MTSS process.
• Progress monitor student performance within the MTSS & IEP service delivery processes.
• Adhere to the ethical standards of the National Association of School Psychologists.
• Adhere to the Connecticut Code of Professional Responsibility.
• Carry out assignments as specified by the Director of Pupil Services and Special Education, building administration, Supervisors of Pupil Services and Special Education and the CTECS Executive Director and Superintendent.
• Complete paperwork as required by CTECS and state agencies.
• Implement the CTECS Board of Education and administrative policies, rules, regulations, and directives.
• Demonstrate professionalism; adhere to the Connecticut Code of Professional Responsibility.
• Complete Electronic Leave Requests (ELRs) to document days/hours of school absences.
• Maintain a positive school community image that encourages ethical student behavior.
• Maintain confidentiality concerning personnel, student, and operational concerns of the district.
• Report all cases of suspected child abuse to appropriate school personnel and authorities.
• Demonstrate growth in professional craft.
• Participate in professional communities.
• Participate in building and district level professional development and collaboration.
• Continues to acquire professional knowledge and learn of current developments in the educational field.
• Serve as a resource and consultant on mental health and child/adolescent psychology, conducts inservice programs as requested.
• Assist with school and district level data verification processes for identified students.
• Host school psychologist practicum and/or internship students from local universities.
• 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.
• Organizes and maintains a system for accurate and complete record keeping, as required.
• Document communication with families/students/stakeholders within PowerSchool log.
• Document services provided to students within PowerSchool log.

Benefits

• Option to maintain State of Connecticut Teacher Retirement Plan or enroll in the State Employee Retirement System
• A variety of medical and dental plans
• Sick and personal leave
• Tuition Reimbursement
• Extra Income Opportunities
• Professional Development
• Career Growth within our System

What This Job Offers

• Job Type: Full-time
• Career Level: Senior