Long-Term Substitute School Psychologist

Greenwich Public Schools; Greenwich (CT); On-site; USD 70,000 - 110,000; Full time

Job summary

Greenwich Public Schools seeks a long-term substitute school psychologist from approximately December 7, 2026, through approximately March 19, 2027; the position carries full salary and benefits for the duration of the assignment.

School psychologists support the social, emotional and academic learning goals of all students, and provide services to students with disabilities as described in their IEPs and Section 504 plans.

Qualifications

• CT Certification, or certifiability as a school psychologist (#070) required.
• Experience with evaluations and IEP/504 plans is preferred.
• Familiarity with triennial evaluations, BIP/FBA, and PPT processes.

Responsibilities

• Complete triennial evaluations for individual students using a variety of assessment methods
• Create and implement BIP/FBA
• Participate as a member of the Planning and Placement Team (PPT) in developing the Present Levels of Educational Performance, counseling related service goals and objectives, and service descriptions
• Participate as a member of the 504 Multidisciplinary teams in developing 504 plans
• Assess educational outcomes and design interventions based on data
• Provide individual and group counseling to support students' social, emotional, and academic development

Skills

Assessment planning

Student counseling

Collaboration with PPT

Data collection

Education

CT Certification, or certifiability as a school psychologist (#070)

Job description

Long-Term Substitute School Psychologist JobID: 3289

• Date Posted:
  10/23/2026


• Location:
  Julian Curtiss School


• Date Available:
  12/07/2026

Greenwich Public Schools seeks a long-term substitute school psychologistfrom approximately December 7, 2026, through approximately March 19, 2027; the position carries full salary and benefits for the duration of the assignment.

School psychologists support the social, emotional and academic learning goals of all students, and provide services to students with disabilities as described in their IEPs and Section 504 plans.They collaborate with teachers, administrators, other school specialists, and other health professionals to ensure that every child learns in a safe, healthy and supportive environment.

Responsibilities

IDEA and Section 504

• Complete triennial evaluations for individual students using a variety of assessment methods


• Create and implementBIP/FBA


• Participate as a member of the Planning and Placement Team (PPT) in developing the Present Levels of Educational Performance, counseling related service goals and objectives, and service descriptions


• Participate as a member of the 504 Multidisciplinary teams in developing 504 plans

Data-Based Decision Making and Accountability

• Assess educational outcomes and their instructional implications for individuals or groups using achievement or mastery tests, student portfolios, performance-based assessment, and curriculum-based measures


• Collect data on individual students, classrooms, and programs to design effective interventions using research-based strategies to enhance service delivery and to evaluate the effectiveness of these interventions


• Assess aspects of the classroom and school environments that contribute to or detract from the social, emotional and academic development of students

Socialization and Development of Life Competencies

• Design and implement individual, classroom, and school-wide programs in social skills, social problem solving, conflict resolution, decision making, mindfulness, growth mindset, and life skills


• Design and implement approaches to classroom management and student discipline, positive behavior interventions and supports (PBIS), ecological intervention, and enhancement of classroom climate


• Provide individual and group counseling to help students whose behavior impacts them socially, emotionally, and/or academically

School Structure, Organization and Climate

• Help design and participate in student support teams, coordinated school-based PBIS teams, Safe School Climate committees, SEL committees, and other efforts dedicated to improving school climate and service to students

Prevention, Wellness Promotion, and Crisis Intervention

• Help design and implement prevention programs including schools'comprehensive social/ emotional learning programs


• Design programs to prevent and intervene in situations involving serious academic, behavioral or emotional difficulties


• Design and implement procedures to support students, school staff members, and families in times of crisis

Home/School/Community Collaboration

• Design and conduct a variety of activities for supporting parents and families and enhancing the home-school connection


• Work with parent and community organizations to promote parent-school collaboration and act as a resource for educational or psychological knowledge including contact with private psychologists and psychiatrists

Qualifications

• CT Certification, or certifiability, as a school psychologist (#070) required

Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.

The Greenwich Public School District is committed to a policy of equal opportunity/affirmative action for all qualified persons. The District does not discriminate in any employment practice, education program, or educational activity on the basis ofrace, color, religious creed, sex, age, national origin, ancestry, marital status, sexual orientation, gender identity or expression, disability, genetic information, or any other basis prohibited by Connecticut state and/or federal nondiscrimination laws.