Long-Term Substitute School Psychologist

Job Details

Located in Chelmsford Massachusetts, the Chelmsford Public Schools serves 5100 students and faculty at one pre‑school, four elementary schools, two middle schools, and one high school. Our mission is to cultivate inspired, creative, and well‑rounded lifelong learners who possess the integrity and self‑direction necessary to be contributing community members.

Chelmsford Public Schools – Announcement of Vacancies for the 2025‑2026 School Year. The Chelmsford Public Schools is now accepting applications for the following vacancy. The District reserves the right to change this vacancy or not fill this vacancy based on further staffing changes, enrollment, or budget.

Position:
Long‑Term Substitute School Psychologist

Location:

Harrington Elementary School

Assignment Dates: 02/27/2026 – 06/18/2026 (Dates are subject to change)

Harrington Elementary School is seeking a Long‑Term Substitute School Psychologist to work within the public‑school setting. Responsibilities include individual and group counseling, psychological assessments, crisis evaluations and consultation with staff, families, and community service agencies, and being an integral member of a multidisciplinary team at Harrington Elementary School to support student growth and learning and behavioral health wellness.

• Conduct psychological evaluations and observations for initial and reevaluation of special education services to support school success.
• Provide counseling, instruction, and mentoring for students to improve social and emotional functioning and wellbeing.
• Participate as a member of several school teams including the school crisis team, student support team, Special Education and MTSS team.
• Participate as a member of the multidisciplinary team in the identification, evaluation, and placement of students into special education programs.
• Consult and collaborate with teachers, school staff and community partners to support students’ social‑emotional, academic and behavioral health.
• Promote wellness and resilience by reinforcing communication, social skills, problem solving, anger management, self‑regulation, and self‑determination skills.
• Evaluate eligibility for special education services (within a multidisciplinary team).
• Ability to produce concise psycho‑educational reports to support the Special Education team process.
• Regularly communicate with families and caregivers to promote home‑school partnerships.
• Make referrals and help coordinate community support services.
• Design and implement student progress monitoring systems.
• Create positive classroom environments to motivate and engage students in growth and learning.
• Support school‑wide MTSS to promote a positive school climate and a sense of belonging for all students.
• Promote school policies and practices that ensure the safety of all students by reducing school violence, bullying, and harassment.
• Appropriately assess and report for suspected abuse/neglect as a mandated reporter.
• Member of crisis response team.
• Provide counseling and resources for students in need of mental health support.
• Maintains communication with administrators, teachers, other school personnel, and parents/guardians to enhance cooperative action, which will meet the health and safety needs of students.
• Maintains confidentiality regarding all school and health‑related issues.
• Recommends modifications of the school program for students who require social‑emotional accommodations.
• Other responsibilities and duties as assigned by building administration.

• Massachusetts DESE Certification as a School Psychologist and/or Licensed Clinical Psychologist.
• Commitment to high standards and expectations of equity for all students and families.
• Ability to understand procedures and function in a school system with regard to the special education process in the overall education of the student.
• Masters in school psychology and/or doctorate in psychology.
• Prior experience in public school is desirable.
• Commitment to collaboration and effectiveness in working within a professional learning community.
• Evidence of continuous professional learning and a commitment to participate in professional growth opportunities and self‑reflection on professional practice.

Chelmsford Public Schools