Interim School Psychologist Elementary - 2026/2027

Burlington Public Schools•Burlington, MA

1d•Onsite

About The Position

This is an interim position for a School Psychologist at Pine Glen Elementary for the 2026/2027 school year. The role involves utilizing various assessment and data collection methods to support students and the school community, collaborating with stakeholders, and implementing services to enhance cognitive, academic, social, emotional, and behavioral outcomes. The psychologist will also focus on creating supportive learning environments, crisis intervention, and promoting diversity and social justice in service delivery. Research application and administration of out-of-district evaluations are also key responsibilities.

Requirements

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.
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.
Appropriate Certifications Required

Nice To Haves

School psychologists who hold the National Certification in School Psychology (NCSP) in addition to the required state certification/licensure are encouraged to apply.

Responsibilities

Utilize varied models and methods of assessment and data collection for identifying the 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.
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.
Implement and evaluate services that respond to culture and context and facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.
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).
Promote and provide services that enhance learning, mental and behavioral health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery (e.g., consultation, direct service via group or 1;1 instruction).
Provide effective professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations for all aspects of service delivery.
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.
Administration of out of district evaluations as needed.
Participate in required professional development and staff trainings.
Complete other duties as assigned by the school’s team chair, Director of Mental Health, and/or Director of Special Education.
Develop and teach whole class lessons promoting social-emotional health and well-being.