Technical High School Psychologist (070 Endorsement)

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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! 

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
• 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

• Experience with 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.

AN AFFIRMATIVE ACTION/EQUAL OPPORTUNITY EMPLOYER

The State of Connecticut is an equal opportunity/affirmative action employer and strongly encourages the applications of women, minorities, and persons with disabilities.