ETS, Psychologist, Special Start, OSS

TrulyHired; Cambridge (MA); On-site; USD 70,000 - 90,000; Full time

Job summary

TrulyHired is seeking an Extended Term Substitute Psychologist to join the Office of Student Services at Cambridge Public Schools. This role will be responsible for conducting psychological assessments, chairing Special Education Team meetings, and developing IEPs for students with disabilities. A Master’s Degree and Massachusetts School Psychologist license are required.

The candidate should have excellent communication skills and experience within an urban, multi-cultural school system.

This position runs from May 2026 to September 2026.

Qualifications

• Master's Degree or higher required.
• Must possess a Massachusetts School Psychologist license.
• Experience with diverse special education service models preferred.

Responsibilities

• Conduct and interpret psychological assessments.
• Chair school-based Special Education Team Meetings.
• Develop and oversee Individualized Education Programs (IEPs).
• Work closely with school staff on student needs.
• Consult with various educational and related service providers.

Skills

Excellent communication and facilitation skills

Knowledge of state and federal special education laws and regulations

Experience in an urban, multi-cultural school system

Education

Master's Degree or higher from an accredited college or university

Massachusetts License: School Psychologist

Job description

Job Description

Position: Extended Term Substitute, Psychologist Special Start

Available May 2026 - September 2026

Office of Student Services

Special Start Program

Cambridge Public Schools Special Start Program provides special education services and programs for children with a wide range of disabilities. The program is designed to partner with caregivers to provide appropriate screening, evaluation, and special education services to young children. Children with disabilities are assigned to classrooms through the special education Team Evaluation Process and have Individualized Education Programs (IEPs). The Special Start program serves children from a range of disability categories.

Key Responsibilities

• Conduct and interpret psychological assessments resulting in comprehensive written reports that meet criteria in accordance with state and federal special education requirements
• Chair school-based Special Education Team Meetings, including Initial Evaluations, Three-Year Reevaluations, and Manifestation Determinations
• Provide leadership to school-based Special Education Teams through technical assistance around implementation of state and federal special education law and regulations, and Office of Special Education procedures
• Develop and oversee the effective implementation of Individualized Education Programs (IEPs) with appropriate documentation
• Work closely with school staff to ensure that the learning, behavioral, and social-emotional needs of students are addressed
• Serve as a staff resource with respect to disability categories, differentiated instruction, progress monitoring, and analysis of assessment results
• Consult with administrators, special educators, and related service providers, RtI Teams, general educators, parents, and outside agencies
• Facilitate inter-agency (DCF, DYS, CBHI, DMH, etc.) collaboration with school-based Special Education Teams
• Provide individual and/or group counseling as directed by the supervisor
• Serve as a liaison for students in Out of District Placements
• Maintain appropriate standards of behavior, mutual respect, and safety
• Carry out other related duties as may be designated

Skill Set

• Master's Degree or higher from an accredited college or university
• Massachusetts License: School Psychologist required
• Excellent communication and facilitation skills
• Knowledge of state and federal special education laws and regulations
• Experience working in an urban, multi-cultural school system with a variety of special education service models preferred

EEO Statement

At the Cambridge Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district.