Temp PT .50 School Psychologist Middle School Level for 2025-2026 Position Available In Albany, New York
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Job Description
Anticipated Temporary Part-Time School Psychologist – Middle School Level (Grades 5-8) for 2025-2026
School Year Start Date :
September 1, 2025
Salary and Benefits:
According to the SCTA Contract – at least Schedule 2, Step 11 or $81,661.00 depending on experience and transcripts. Competitive benefits.
Qualifications:
Job Duties:
Administering psychological, educational and behavioral assessments. Providing assessment and intervention solutions as part of their role as facilitator of the school-based support team. Facilitating CSE and/or 504 meetings. Working with teachers, staff, and students to develop academic and behavior plans.
General Requirements:
Our ideal candidate should have: Current NYS certification as School Psychologist. A high degree of culturally responsive awareness and practices, knowledge on the educational impacts of trauma and creativity when it comes to addressing the needs of students. Ability to be empathetic by caring, understanding, and cultivating an empowering environment for all students. Strong interpersonal skills to develop and maintain rapport and trust with students, families and school personnel. Strong organizational, oral and written communication skills to support student case and systems management as well as effectively engage students, parents, colleagues and the school community. Ability to observe with skill and listen closely, make impartial and informed recommendations on behalf of students and families. Creativity and insight into supporting multi-tiered systems of supports, inventions, and services. Familiarity with proper academic and behavioral progress monitoring tools and familiarity with the Frontline IEP Management System is preferred. Fully trained in crisis intervention/response such as Therapeutic Crisis Intervention for Schools (TCIS), preferred. Awareness and experience with relative technology mediums with be ideal.
Employ consultative skills to:
work with teachers, parents, and school leaders to develop plans and strategies to improve students’ academic performance and social emotional development. Possess the competencies necessary for serving the psychological and educational needs of children, adolescents and families.
Assessment:
providing assessments and intervention solutions as part of their role as facilitator of the school-based support team. Intervention design and evaluation of programs to intervene both directly and indirectly with children’s academic, behavioral and emotional problems. Demonstrate knowledge of special eduction regulations, processes, and procedures.
