Durational School Psychologist (THS Psychologist)

JobAps; Milford (CT); On-site; USD 72,000 - 98,000; Full time

Benefits offered by this job

Tuition Reimbursement

Extra Income Opportunities

Professional Development

Career Growth within our System

Job summary

The State of Connecticut Technical High School System (CTECS) seeks an experienced Durational School Psychologist for Platt Technical High School in Milford. This 35-hour per week, first-shift position runs through June 15, 2027 with a salary tier VS03 as determined by the State Vocational Federation of Teachers.

CTECS emphasizes data-driven supports, MTSS/504 planning, and collaboration with district staff to promote student growth and mental health.

Qualifications

• Experienced school psychologist with secondary level focus.
• Knowledge of MTSS, crisis response, and transition planning.
• Familiarity with IEP/504 processes and collaborative planning.

Responsibilities

• Plan and coordinate school psychology services for students.
• Conduct psycho-educational assessments and provide results to families.
• Collaborate with teachers, administrators, and families to implement supports.
• Lead 504 planning, MTSS meetings, and crisis team processes.
• Maintain documentation and adhere to professional ethics.

Skills

School psychology

Data-informed decisions

Collaboration with teams

Multicultural sensitivity

Education

Connecticut Educator Certificate – Endorsement 070 (School Psychologist)

Job description

Introduction

The State of Connecticut Technical High School System (CTECS) is seeking experienced and qualified individuals for the anticipated position of Durational School Psychologist (THS Psychologist) for Platt Technical High School in Milford.

Position Highlights

• Durational Position: 2026-2027 School year with an end date of June 15th, 2027
• SCHEDULE: first shift, full time (35 hours per week) Monday through Friday.
• LOCATION: Platt Technical High School in Milford
• 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 at the State of Connecticut

• 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;
• The State of CT is an eligible Public Services Loan Forgiveness employer, meaning you may be eligible to have qualifying student loans forgiven after 10 years of service.

As a CTECS employee, you may also benefit from:

• Tuition Reimbursement;
• Extra Income Opportunities;
• Professional Development;
• Career Growth within our System.

In addition, the State puts an emphasis on:

• Providing limitless opportunities;
• Hiring for diversity and fresh perspectives;
• Performing meaningful work and;
• Encouraging a healthy work/life balance!

Connecticut Technical High School System

For over 100 years, CTECS has been the leading force in Career Technical Education (CTE) in the State of Connecticut. CTECS operates 17 diploma-granting technical high schools, one technical education center and two airframe mechanics and aircraft maintenance programs. The school system provides a direct employment pipeline for high school students and adult learners.

Our Mission

Through exemplary trade and academic programming, CTECS prepares trade-bound students to meet the skilled workforce needs in Connecticut. Become inspired to join our educational workforce!

Start with us, Stay with us, Grow with us

Possible career pathways for High School Psychologists include: building administration or central office leadership opportunities. CTECS employees may also transfer to other schools to gain a vast skillset working with different student and professional populations.

Purpose of Job Class (Nature of Work)

In the Connecticut Technical Education and Career System this class is accountable for integrating and coordinating educational, psychological, and behavioral health services.

Examples of Duties

Responsibility Area #1: 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/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/Director of Pupil Services & Special Education
• 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
• Selects and requisitions appropriate books, aids, and other 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 to access supports

Responsibility Area #2: Instruction

• Demonstrate flexibility and responsiveness
• Maintain a positive learning environment that encourages open communication between the 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/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 overcoming psychological issues. Ensure that psychological/psycho-educational assessment materials utilized 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 & students prior to and at a student’s (504/Planning and Placement Team) meeting
• Attend MTSS, PLC, 504, PPT, and lead crisis team meetings as required based on individual student needs and participate in related trainings (e.g. Physical and Psychological Management Training- PMT, MTSS, CTSEDS, etc.)
• 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. School psychologists will 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

Responsibility Area #3: 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 (Principal and Assistant Principals), Supervisors of Pupil Services and Special Education 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. This will include working with various committees and departments to facilitate educating students
• Continues to 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, conducts inservice 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 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

Preferred Qualifications

• Experience working with 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 time of appointment a Connecticut Educator Certificate – Endorsement 070, School Psychologist.

Conclusion

The State of Connecticut is an equal opportunity/affirmative action employer and strongly encourages the applications of women, minorities, and persons with disabilities.