Technical High School Psychologist (070 Endorsement)

Introduction The State of Connecticut Technical High School System (CTECS) is seeking experienced and qualified individuals for the anticipated position of School Psychologist at Vinal Technical High School in Middletown. Position Highlights Schedule: First shift, full time (35 hours per week), Monday through Friday. Location: Vinal Technical High School in Middletown. Salary: VS03, derived from the State Vocational Federation of Teachers. Academic Calendar: CTECS follows a ten-month academic calendar (188 days per year). Benefits and Balance 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. Eligibility for Public Services Loan Forgiveness after 10 years of service. Tuition Reimbursement. Extra Income Opportunities. Professional Development. Career Growth within the system. Key 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 PPT, Section 504, 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 develop and monitor Behavior Intervention Plans (BIPs). Support the development and implementation of 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. Examples of Duties Planning and Preparation Set instructional goals and outcomes. Understand the varied needs of each student. Knowledge of school psychology and child/adolescent development at the secondary level. Gather, review, and analyze data to inform decision making pertaining to student growth, progress, and development. Engage in intentional planning to prepare lesson plans that achieve clear objectives, use appropriate techniques, and serve the needs of all learners in the classroom through differentiation. Develop lesson plans for school‑based counseling sessions (individual and group) for students with documented service hours. Work collaboratively with school/district administration, school/district school counseling personnel, school/district special education personnel, school/district educators, and contracted service providers to assist students with special programming; ensure IEP and 504 accommodations and modifications are implemented. Create and maintain caseload documents (schedule, school‑based counseling, testing, and 504 accommodations for standardized testing) to be shared with school administration and district supervisors. Review required documentation, as documented through the CTECS admissions process, and attend transition 504 meetings. Maintain documentation and submit eligibility for students with 504 plans as outlined by CTECS policies and procedures. Document all incoming students’ current 504 plans within the CTSEDS platform to implement within CTECS programming. Create and submit CREC referrals for required services for students with 504 plans. Maintain standardized testing accommodation data for students with 504s to support standardized testing. Knowledge and use of varied assessment batteries. Effectively design assessments. Document testing material requests through district process in preparation/planning for each school year. Select and requisition appropriate books, aids, and other supplies/equipment. Maintain 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 to access supports. Instruction Demonstrate flexibility and responsiveness. Maintain a positive learning environment that encourages open communication between instructor and student. Consult with instructors to maintain an advantageous and positive learning environment by providing strategies and supports to help with classroom management and student behavior. Collaborate with school/district school counseling personnel, school/district special education personnel, school/district educators, and CREC/contracted service providers 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 on topics related to and including social‑emotional learning, mental health, child and adolescent development. Work collaboratively with all educators to ensure IEP and 504 accommodations and modifications are implemented. Conduct multi‑factored psychological, psycho‑educational, diagnostic assessments of students for the purpose of recommending courses of action or corrective procedures to maximize learning and overcome psychological issues; ensure that materials used are in compliance with current editions. Assessments include evaluation in the areas of intelligence, adaptive behavior, academic achievement, language and communication skills, sensory and perceptual‑motor functioning, social‑emotional adaptation/skills, environmental/cultural influences, and vocational development, aptitude and interest using formal and informal instruments, procedures and techniques. Conduct all evaluations with explicit regard for the ethical standards established for the profession, and maintain regard for principles of non‑biased assessment. Conduct classroom observations and Functional Behavior Assessments (FBAs). Collaborate with all stakeholders to develop and implement behavioral contracts, safety plans, and Behavior Intervention Plans (BIPs). Collect, review, and analyze data from behavioral contracts, safety plans, and BIPs. Prepare and provide analysis of diagnostic reports with parents/guardians and students prior to and at a student’s (504/PPT) meeting. Attend MTSS, PLC, 504, PPT, and lead crisis team meetings as required based on individual student needs and participate in related trainings. Facilitate 504 meetings and perform case management duties for incoming students with 504s, for newly referred students, and for students requiring manifestation determination meetings. Collect and review data to assist and share with school teams at required meetings (MTSS, PLC, departmental meetings, 504/IEP, school crisis team). 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; write goals/objectives, supplementary aids/services, present levels, and service hours for their areas of instruction and service delivery. Design, develop and implement programs to assess and address the social‑emotional development of students and to prevent disorders, promote mental health and learning, and improve the educational system; design programs to enhance cognitive, academic, affective, social and vocational development. 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; develop positive, productive relationships with students. Conduct social‑emotional screeners with students through the MTSS process. Progress monitor student performance within the MTSS & IEP service delivery processes. Professional Responsibilities 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, and the CTECS Executive Director and Superintendent. Complete paperwork as required by CTECS and state agencies; maintain documentation as outlined by CTECS policies and procedures. 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; involve committees and departments to facilitate educating students. Continuously acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops, or professional meetings, or by conducting research, and by maintaining professional relationships. Serve as a resource and consultant on mental health and child/adolescent psychology; conduct in‑service programs as requested. Assist with school and district level data verification processes for identified students at multiple points within each school year. Can host school psychologist practicum and/or internship students from local universities as outlined within the CTECS policies and procedures. Maintain ongoing communication with parents/guardians, educators, and outside service providers; encourage parental/guardian involvement in students’ education and ensure effective communication with students and parents/guardians. Organize and maintain 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. Preferred Qualifications 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. Special Requirements Incumbents in this class must possess, at the time of appointment, a Connecticut Educator Certificate – Endorsement 070, School Psychologist. Equal Employment Opportunity The State of Connecticut is an equal opportunity/affirmative action employer and strongly encourages the applications of women, minorities, and persons with disabilities. #J-18808-Ljbffr State of Connecticut - CT Technical Ed and Career Sys