School Psychologist SY 2025-2026

Cotting School; Lexington (MA); On-site; USD 60,000 - 90,000; Full time

Job summary

Cotting School is seeking a dedicated School Psychologist to support students' social-emotional needs within an inclusive educational environment. The role involves providing counseling, developing IEP goals, and collaborating with families and educators to enhance student success. Ideal candidates will have experience with neurodivergent students and a commitment to fostering an equitable learning environment.

Qualifications

• Experience with neurodivergent students and complex learning profiles.
• Knowledge of social-emotional learning frameworks and IEP development.
• Willingness to engage in ongoing professional development.

Responsibilities

• Provide individual and group counseling to students.
• Develop IEP goals based on student data.
• Collaborate with educators and families to support student needs.

Skills

Counseling

Relationship Building

Social-Emotional Learning

Education

Doctoral or Specialist Degree in Psychology

Job description

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School Psychologist

The school psychologist at Cotting School has the primary role of supporting students, families, educators, and members of the community through an ecological framework, a trauma-informed lens, and a collaborative care model of practice. Cotting School strives to provide students with an equitable and inclusive educational environment in which to learn and thrive, supporting self-determination in students ages 3 through 22 years old, with social-emotional learning embedded in its instructional programming.

Responsibilities

The school psychologist is committed to meeting the social-emotional needs of neurodivergent students with complex learning profiles through:

Evidence-based direct service individual and group counseling when social-emotional challenges are preventing a student from fully accessing the programming opportunities in the school environment. Group counseling can be provided independently or in conjunction with another discipline (i.e., SLP) to all classroom levels for whom this is appropriate based on service delivery needs and homogeneity of presenting challenges.

Establishing skill-based goals and objectives that are specific to the needs of each student or classroom and guided by CASEL’s five areas of social-emotional competence, namely self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

For students on your counseling caseload, develop skill and strategy-based IEP goals based on student data; collect data for progress monitoring within counseling and in collaboration with the students’ collaborative care team, and participate in IEP meetings.

Engaging in relationship building with students and families/caregivers paired with ongoing consultation with educators, medical staff, and therapists, as well as outside providers. Collaborates with faculty and staff to share relevant behavioral health information and develop appropriate supports for individual students as related to functioning within the academic, social, and vocational environments.

Identifies cross-classroom/student needs and develops/runs short-term groups to address those needs according to age and developmental needs.

Examples

Social skills groups with students at various academic levels that prevent them from being in the same classroom

Grief groups

Medical trauma-based groups

Specific topic or issue groups (i.e. psychogenic seizures, PWS, etc.,)

Coordinates with the Director of Family Services, Community Outreach Coordinator, and other stakeholders to support families as indicated and appropriate, in line with their scope of competence and educational programming of Cotting School.

Participates in weekly Support Team meetings and covers a percentage of on-call team shifts scheduled under the supervision/direction of SEL Coordinator.

Communicates necessary information about individual student needs and programming to the Educational Leadership Team and the student’s collaborative care team.

Completes Safety Care Training (or other relevant de-escalation training) to maintain full certification.

Completes risk assessment training, conducts risk assessments when clinically indicated, and documents and communicates with families and administration in accordance with results and student needs.

Social-emotional assessment and observation as determined by the TEAM process.

The school psychologist works alongside and in collaboration with Cotting School’s adjustment counselor and guidance counselor within the SEL Department and is directly supervised by the SEL Coordinator.

Knowledge of Responsive Classroom or willingness to be trained in the approach

Knowledge or willingness to be trained in Interoception Curriculum, Zones of Regulation, Circles Curriculum, and Sexuality Education programming for disabled students.

Familiarity with the use of social stories and visuals to support social-emotional learning and skills development.

Seniority level

• Seniority level

  Entry level

Employment type

• Employment type

  Full-time

Job function

• Job function

  Health Care Provider

• Industries

  Primary and Secondary Education

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