Leave Replacement School Psychologist Middle School (Grades 68)

Position Purpose Under the general supervision of the Principal and Special Education Administration, to assist students, teachers and parents in enabling students to derive the fullest potential educational experience from school by promoting positive self esteem and resilience, and providing suggested methods and plans for overcoming psychological or mental health needs. Middle School Position Purpose Under the general supervision of the Principal and Special Education Administration, to assist students, teachers and parents in enabling students to derive the fullest potential educational experience from school by promoting positive self esteem and resilience, and providing suggested methods and plans for overcoming psychological or mental health needs. Essential Performance Responsibilities Conducts comprehensive psychological, behavioral (FBA/BIP), and social-emotional evaluations using a variety of data sources and culturally responsive assessment tools to inform strength-based recommendations that support students' academic, behavioral, and social-emotional growth. Designs and delivers evidence-based interventions and short-term therapeutic supports, including individual and group counseling sessions, to address student needs such as anxiety, trauma, executive functioning, and social skills. Brings formalized training and experience in Dialectical Behavioral Therapy (DBT) and/or Cognitive Behavioral Therapy (CBT), with a demonstrated ability to support fragile students in developing coping strategies, distress tolerance, and interpersonal relationship skills. Plays an integral role in the Multi-Tiered System of Supports (MTSS) and intervention teams by identifying students in need of support, co-developing progress monitoring systems, and guiding data-informed decisions for tiered interventions. Actively engages in progress monitoring, data collection, and the development of individualized education plans (IEPs). Collaborates actively with teachers, administrators, and support staff to promote inclusive practices and ensure classroom environments are developmentally appropriate and responsive to student diversity. Serves as a liaison with outside providers and families to ensure coordinated and comprehensive care. Serves as a key member and, when appropriate, chair of the Committee on Special Education (CSE) and 504 Plan meetings, contributing psychological expertise and helping guide the eligibility and service provision process. Supports crisis prevention, intervention, and recovery efforts by participating in school-wide mental health initiatives and helping students, staff, and families navigate challenges and unexpected events. Applies experience in therapeutically-centered environments by employing research-based interventions that promote emotional wellness and resilience in students. Provides professional development and consultation to faculty, staff, and parents on topics such as student mental wellness, trauma-informed practices, behavior supports, and de-escalation strategies. Contributes to the development of student-centered transition plans, ensuring academic, emotional, and social readiness for grade-level progression, postsecondary education, or workforce entry. Engages in continuous professional learning through ongoing research, training, and participation in relevant workshops or conferences to stay current in the fields of school psychology, neuroscience, and education policy. Maintains accurate and confidential student records in compliance with legal, ethical, and district standards, and contributes meaningful data to guide student success plans and annual school improvement efforts. Promotes a culture of care and belonging by working closely with families to improve school-home connections and supporting parent education on mental health and child development. Additional Duties Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent. Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility. Knowledge, Skills And Abilities Qualifications Profile Deep understanding of child and adolescent development, with expertise in culturally responsive assessment, trauma-informed practices, and strengths-based psychological principles. Comprehensive knowledge of contemporary assessment practices, including the use of both standardized and informal tools to evaluate cognitive, academic, social-emotional, and behavioral functioning within a multi-tiered support framework. Skill in designing and implementing tiered interventions, informed by current research in positive behavior supports, executive functioning, social-emotional learning (SEL), and restorative practices. Advanced knowledge of differentiated instruction strategies and how to collaborate with educators to adapt teaching based on students' cognitive profiles, language development, and learning preferences. Proficiency in the interpretation and use of data systems (e.g., MTSS dashboards, behavior tracking tools, universal screeners) to identify trends, inform intervention, and support continuous improvement at both individual and systems levels. Familiarity with federal and state laws and educational policies including IDEA, Section 504, FERPA, and ESSA, with the ability to apply these laws to support compliance and student advocacy. Technology fluency, including the use of virtual platforms, data visualization tools, and digital mental health resources to enhance service delivery and collaboration. Strong organizational and project management skills, with the ability to balance assessment timelines, intervention plans, and crisis response duties. Exceptional interpersonal and communication skills, with a demonstrated ability to collaborate meaningfully with students, families, educators, and community agencies in both one-on-one and group settings. Self-directed professional growth, including regular engagement in reflective practices, peer consultation, and professional learning aligned with the evolving needs of school communities. Ability to build collaborative relationships, fostering trust, mutual respect, and shared ownership of student success across multidisciplinary teams. Requirements NY State Certification as a School Psychologist Education Bachelor's from an accredited college or university in education discipline applicable to teaching assignment. Master's Degree in Psychology. Ph.D. in Psychology preferred. Experience Successful prior teaching experience for the appropriate grade level preferred. Employment Terms Leave replacement position Salary range in accordance with the Eastchester Teachers' Association (ETA) negotiated salary schedule; $62,620 - $102,000, step placement contingent upon prior related experience. Fingerprint Clearance: SAVE Law: Effective July 1, 2001, Education Law 305(30), 3004-b, 3004-c and 3035, as amended by Chapter 180 of the Laws of 2000, and Part 87 of the Commissioner's Regulations require the Commissioner of Education to request a fingerprint-supported criminal history background check for applicants for certification as well as for prospective employees of school districts, charter schools and boards of cooperative educational services (BOCES). The Commissioner of Education carries out these responsibilities through the New York State Education Department's Office of School Personnel Review and Accountability (OSPRA). The Eastchester Union Free School District is an equal opportunity employer and values diversity in its staff. We welcome candidates of all backgrounds to apply. #J-18808-Ljbffr EASTCHESTER UFSD