Part-time School Psychologist-High School

Part-time School Psychologist-High School Hillsboro-Deering High School Hillsboro-Deering High School - Hillsboro, New Hampshire Job Details

Job ID:

5793437

Application Deadline:

Posted until filled

Posted:

Jun 22, 2026 12:00 AM (UTC)

Starting Date:

Immediately Job Description

Title:

School Psychologist

Minimum Qualifications:

• NH Certified School Psychologist or Licensed Clinical Psychologist; or ability to obtain NHED School Psychology Certification.

Desired Attributes:

• Strong knowledge base in NH Special Education Regulations
• Experience in educational setting or work with children and adolescents
• Demonstrate knowledge and skill in assessment & intervention across age/grade span
• Strong balance between ability to work autonomously and as a productive member of related service team.
• Ability to understand systemic and individual approaches to meeting all student's needs.

Reports To:

Director of Student Support or designee

Supervises:

If eligible, may supervise site-based School Psychologist

Job Goal:

To utilize assessment to promote academic success, emotional well being and positive social development among students, fostering a supportive and inclusive learning environment. Provide direct support and interventions to students, consult with teachers, families and other school-employed mental health professionals to improve support strategies, work with school administrators to improve school wide practices and policies and collaborate with community providers to coordinate needed services. The school psychologist functions in accordance with the New Hampshire Department of Education, Code of Ethics for Educators and the school district's policies and procedures. These roles and responsibilities provide necessary support for the Priority Areas outlined in the SAU #34 Strategic Plan.

Student Success:

• SAU 34 is committed to preparing students for success in postsecondary education and the workforce by providing every student with a high-quality education rooted in purpose, self-determination, meaningful relationships, and regular feedback.
• Students will develop critical academic skills and the key competencies outlined in our Portrait of a

Graduate:

adaptive perseverance, responsibility, a learner's mindset, global citizenship, communication, critical thinking, and collaboration.

Culture:

• SAU 34 fosters a responsive and high achieving culture by prioritizing a welcoming, positive environment, grounded in the tenets of the Portrait of a Graduate.
• This environment allows students and staff to feel physically, psychologically, and emotionally safe, supported, connected, and empowered with a strong sense of purpose.

Learning Environments:

• SAU #34's physical environment and resources for learning have a direct impact on student success and culture, reflecting the community's values.
• SAU #34 will provide and maintain future focused facilities that support high quality and diverse educational opportunities for every student.

Performance Responsibilities:

Contribute to Improved Educational Success of Students

• Conduct comprehensive psychological and academic assessments to inform eligibility, instruction, and intervention planning.
• Collect, analyze, and interpret student and classroom data to guide evidence-based decision-making.
• Monitor and document student progress toward goals and adjust interventions accordingly.
• Support the implementation of multi-tiered systems of support (MTSS) to improve learning outcomes.
• Work to reduce inappropriate referrals to special education through participation on early intervention and problem-solving teams.
• Promote student motivation and engagement through research-based strategies and consultation. Promote Positive Behavior and Mental Health
• Assess students' social, emotional, and behavioral functioning using formal and informal measures.
• Provide individual and group counseling to address mental health, behavioral, and social-emotional needs.
• Develop and implement Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs).
• Teach and reinforce skills such as problem solving, anger management, conflict resolution, and resilience.
• Promote positive coping strategies and emotional regulation.
• Support the development of communication skills and positive peer relationships.
• Collaborate with school staff and families to coordinate mental health supports and services.
• Facilitate referrals to community-based providers and assist in coordinating services within the school setting. Support Diverse Learners
• Assess and identify diverse learning needs, including students with disabilities and those from varied cultural and linguistic backgrounds.
• Provide culturally responsive and equitable psychological services to students and families.
• Contribute to the development, implementation, and monitoring of Individualized Education Programs (IEPs).
• Recommend appropriate instructional accommodations, curriculum modifications, and assistive supports.
• Assist in adapting learning environments, routines, and instructional practices to enhance engagement and access.
• Communicate effectively with families regarding student progress, needs, and services. Create Safe, Positive School Climates
• Participate in and support school-wide efforts to prevent bullying, violence, and harassment.
• Promote social-emotional learning and positive school connectedness.
• Collaborate in assessing and improving overall school climate.
• Support and implement positive behavioral interventions and supports (PBIS) and restorative practices.
• Identify at-risk students and contribute to prevention and early intervention strategies, if/when appropriate
• Provide crisis prevention, intervention, and postvention services, including risk assessments as needed.
• Conduct observations across settings (classroom and unstructured environments) to inform interventions. Strengthen Family-School Partnerships
• Help families understand their child's academic, behavioral, and mental health needs.
• Guide families through special education processes, rights, and services.
• Maintain ongoing communication with parents/guardians regarding student progress and interventions.
• Collaborate with families to ensure consistency between home and school supports.
• Connect families with community resources and service providers as appropriate.
• Promote family engagement in educational planning and problem-solving.
• Support transitions between school and external placements (e.g., residential, juvenile justice, or community programs).
• Enhance staff understanding of and responsiveness to diverse cultural and family backgrounds. Improve School-Wide Assessment and Accountability
• Monitor individual and group student outcomes in both academic and behavioral domains.
• Participate on school and district-wide data teams.
• Generate and interpret data reports to support school improvement and accountability efforts.
• Assist buildings on the collection and analyzation of data on risk and protective factors impacting student success.
• Use data to inform service delivery at the individual, classroom, building, and district levels.
• Plan and deliver professional development, parent workshops, and staff training.
• Participate in multidisciplinary teams, including referral, eligibility, and placement meetings.
• Maintain accurate documentation, reports, and compliance with state and federal regulations. Consultation, Collaboration, and Professional Practice
• Consult regularly with teachers, administrators, and support staff to address student needs.
• Collaborate with paraeducators, related service providers, and outside agencies to support student goals.
• Participate in district-level meetings for school psychologists and related service providers.
• Provide in-service training and technical assistance to school staff.
• Engage in ongoing professional development to remain current in the field and apply evidence-based practices.
• Conduct research and integrate best practices in assessment, intervention, and consultation.
• Perform additional duties as assigned bySpecial Education Administrator and consistent with professional standards. Crisis Response and Prevention
• Conduct risk and threat assessments in accordance with district and state guidelines.
• Provide immediate crisis intervention and support services to students and staff in accordance with district procedures and state regulations/law.
• Assist in developing and implementing school crisis prevention and response plans.
• Support recovery and postvention efforts following critical incidents.

Working Environment:

• While performing the duties of this position, the employee is frequently required to stand, walk, and sit.

The employee is regularly required to see, talk, and hear. The employee is regularly required to use hands to manipulate, handle, or feel. The employee is regularly required to reach with hands and arms; stoop, kneel, or crouch. The employee is frequently required to supervise students, requiring the employee to match walk a speed that coordinates with students and may at times require the ability to run to safeguard students. Employee must occasionally move equipment and/or supplies. The employee must occasionally lift, carry, move and/or restrain school age students. Specific vision abilities required by this position include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. The job is performed for the most part in a school setting with occasional outside weather conditions. The noise level is that of a typical school. The employee is required to walk in order to service students throughout the schools. The employee is regularly required to handle stressful situations and resolve conflicts and may be in contact with bodily fluids.

Evaluation:

Annual evaluation to be completed by the Director of Student Support Services or Designee.

Contract:

190 day contract

Position Type:

Part-time