THS School Psychologist (070 Endorsement) 35 Hours Weekly | 10 Month School Year Recruitment #260723-9177VS-001 Location Groton, CT Date Opened 7/28/2026 12:00:00 AM Salary $74,152.00 - $119,140.00/year Job Type Open to the Public Close Date 8/11/2026 11:59:00 PM

INTRODUCTION

The State of Connecticut Technical High School System (CTECS) is seeking experienced and qualified individuals for the position of School Psychologist (THS Psychologist) for Ella T Grasso Technical High School in Groton, CT. Those who possess a School Psychologist (#070) CT Endorsement are encouraged to apply directly to this recruitment! Check here to confirm you possess the appropriate license and that it is up-to-date. We invite you to explore our CTECS Instructor Information Resource webpage here.

POSITION HIGHLIGHTS SCHEDULE

first shift, full time (35 hours per week) Monday through Friday.

LOCATION

 Ella T Grasso Technical High School in Groton, CT.

SALARY:

VS003, 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

We take part in a competitive benefits plan which includes: 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; and, Career Growth within our System. Visit the CTECS Employee Benefits page to learn more! 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 aviation 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!

YOUR ROLE

The Connecticut Technical Education and Career System (CTECS) is dedicated to providing a high quality comprehensive academic and advanced technologies curriculum for all students. Students who have been identified in need of specialized instruction are provided services in the least restrictive environment. The District complies with all State and Federal guidelines when making decisions concerning each student's educational programming. Individual student needs are addressed at least annually at a Planning and Placement Team (PPT) meeting where all considerations are reviewed by a team. Special education and general education staff work together to provide students with a learning environment that meets the learner's individual needs for specialized instruction, accommodations and modifications where appropriate to meet district outcome expectations. District staff works closely with families and outside agencies as necessary and welcomes their interest in their student's progress. You may learn more about our Student Support services here. The School Psychologist provides comprehensive psychological services to high school students to support academic achievement, social‑emotional development, mental health, and postsecondary readiness. The School Psychologist works collaboratively with students, families, educators, administrators, and service providers to deliver evaluation, consultation, intervention, and crisis response services in accordance with state and federal regulations. Key responsibilities for this position include: Conduct psychoeducational and psychological evaluations to determine eligibility, inform instructional planning, and support student growth. Interpret, analyze, and communicate assessment results to students, families, and school teams. Participate in and support PPT, Section 504, MTSS, and crisis team meetings as required. Provide individual and group counseling services to address school‑related academic, behavioral, and social‑emotional needs. Consult with educators and administrators to support classroom management, behavior intervention, and inclusive practices. Conduct classroom observations, Functional Behavioral Assessments (FBAs), and participate in the development and monitoring of Behavior Intervention Plans (BIPs). Support the development and implementation of IEPs and Section 504 plans, including progress monitoring and compliance. Maintain accurate, timely documentation in district data systems in accordance with Connecticut regulations. Collaborate with families, outside agencies, and community resources to support student well‑being. Provide crisis intervention, prevention support, and school‑wide mental health consultation. More details can be found under the 'Examples of Duties' section as well as the class specification.

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.

SELECTION PLAN NEW

Check out our Applicant Tips on How to Apply! Need more resources? Visit our Applicant Toolkit for additional support throughout the recruitment process.

IMPORTANT INFORMATION FOR THIS RECRUITMENT

Please include any related endorsements and/or certification and licensure credential details within your application. Be sure to select all locations you are interested in and commutable to.

FOR ASSISTANCE IN APPLYING

Check out our Applicant Tips on How to Apply! Need more resources? Visit our Applicant Reference Library for additional support throughout the recruitment process.

BEFORE YOU APPLY

Meet Minimum Qualifications:

Ensure you meet the Minimum Qualifications listed on the job opening by the job closing date. You must specify your qualifications on your application. The minimum experience and training requirements listed must be met by the close date on the job opening, unless otherwise specified.

Educational Credits:

List your earned credits and degrees from accredited institutions accurately on your application. To receive educational credits towards qualification, the institution must be accredited. If the institution of higher learning is located outside of the U.S., you are responsible for providing documentation from a recognized USA accrediting service which specializes in determining foreign education equivalencies to the contact listed below.

Resume Policy:

Per Public Act 21-69, resumes are not accepted during the initial application process. As the recruitment process progresses, candidates may be required to submit additional documentation to support their qualification(s) for this position.

This documentation may include:

a cover letter, resume, transcripts, diplomas, performance reviews, attendance records, supervisory references, licensure, etc., at the request and discretion of the hiring agency.

Preferred Shift/Location:

Select all location(s) and shift(s) you are willing to work on your application. Failure to do so may result in not being considered for vacancies in that specific location or shift.

Timely Submission:

All application materials must be received by the job posting deadline. You will be unable to make revisions once you officially submit your application to the State. Late submissions are rarely accepted, with exceptions only for documented events that incapacitate individuals during the entire duration of the job posting. Request exceptions by emailing

DAS.SHRM

@ct.gov.

Salary Calculations:

For current state employees, salary calculations are not necessarily comparable from one of the three branches of state government (i.e., Executive, Legislative, Judicial) to the other.

Note:

The only way to apply to this posting is via the 'Apply' or 'Apply Online' buttons on the official State of Connecticut Online Employment Center job posting.

AFTER YOU APPLY

NEW:

Some email providers may experience delays or issues delivering messages. To avoid missing important updates—such as referral questionnaires or interview scheduling links—please check your Personal Status Board regularly. For added convenience, you can also enable text (SMS) notifications. To do this, log in to your Personal Status Board and select "Update My Contact Information."

Referral Questions:

This posting may require completion of additional Referral Questions (RQs), which must be completed by the questionnaire's expiration date. If requested, RQs can be accessed via an email sent to you after the job close date or by visiting your JobAps Personal Status Board (Certification Questionnaires section).

Prepare For An Interview:

Interviews are limited to those whose experience and training are most aligned with the role. To prepare, review this helpful Interview Preparation Guide to make the best impression! Stay connected! Log in daily to your JobAps Personal Status Board to track your status and check email (including spam/junk folders) for updates and tasks. The immediate vacancy is listed above, however, applications to this recruitment may be used for future vacancies in this job class.

Note:

This position will be filled in accordance with contractual language, reemployment, SEBAC, transfer, promotion and merit employment rules. Candidates who are offered and accept a position with the State of Connecticut are bound by the State Code of Ethics for Public Officials and State employees, available at www.ct.gov/ethics.

QUESTIONS?

WE'RE

HERE TO HELP

Due to high volume, we are unable to confirm receipt or provide status updates directly. For recruitment updates, please check your Personal Status Board and review our Frequently Asked Questions. If you have additional questions about the recruitment process, reach out to Samantha Rivera at Samantha.

Rivera@CT.Gov Join the State of Connecticut and take your next career step with confidence!

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

Knowledge of 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