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FRAMINGHAM – Framingham Public Schools began advertising yesterday, July 25, for a school psychologist for Harmony Grove Elementary School.

The position is for the 2022-23 school year.

The position provides “direct support learning by providing a range of psychological order to deliver Framingham Public Schools’ high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.”  

Applicants must have a “valid Massachusetts Teaching license in Psychology is required. Additional content area license is encouraged. Please note that licensure requirements are subjected to change at the discretion of DESE.”

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Applicants needs a “Master’s Degree in school psychology with a supervised internship.”

“Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity and inclusion in all aspects of education. Also, we are interested in candidates who will bring to their professional practice the perspective that comes from a non-traditional educational background or an understanding of the experiences of those underrepresented in the educational field.”

The job posting noted:

“Ability to apply knowledge of current research and theory in the educational field; to communicate clearly and concisely both in oral and written form; to effectively present information and respond to questions from groups including staff, parents and the general public; to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations; to write reports and correspondence, as needed; to use reasoning ability to evaluate information and determine/recommend an appropriate course of action; to define problems, collect data, establish facts and draw valid conclusions; to use professional literature, evidence-based research, and continuing education content to make practice decision; to establish and maintain effective working relationships with students, parents, staff and the community; to work independently, prioritize tasks and manage several projects simultaneously; to perform duties with awareness of all district requirements, state and federal laws, and Framingham Public Schools policies (as long as the policies do not conflict with the Framingham Teachers Association (Unit A) Contract); to work with students of diverse backgrounds with diverse needs in an equitable and inclusive manner that bears to witness to cultural proficiency; to maintain appropriate confidential records; to react professionally and objectively to unpredictable situations (e.g. environmental changes, behavior/aggression, seizure activity, etc.);  to operate and/or acquire skills to operate a computer and related software including but not limited to Google; and ability/willingness to plan, coordinate, conduct and participate in ongoing professional and staff development.”

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“Experience evaluating student skills and writing reports interpreting/summarize findings. Strong collaborative, teaching, coaching, and leadership skills to support student programming and work in a team setting. Strong problem-solving skills to support student success. Strong data-collection skills to help to inform decisions for students. Strong verbal and written communication skills. Strong organizational skills to balance the demands of a multi-tasking position. A proactive and solution-focused approach to meeting student needs. Knowledge of specialized content areas as well as any related laws and procedures,” noted the job posting. “Ability to consistently collaborate with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level; and to regularly provide advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.”

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  • Assessment: Complete comprehensive psycho-educational assessments in accordance with federal and state special education regulations and district policy in the following areas: cognitive, academic, social/emotional, behavioral, adaptive behavior, sensory/motor, and other factors pertinent to the child’s learning capacity.  Interpret assessment findings to students, parents, staff, and others concerned with the welfare of students.
  • Prevention: Assist in the identification of students who are at risk of educational failure. Participate in school-based pre-referral activities. Assist in designing programs for children identified as at risk for failure. Assist in school-wide initiatives to make schools safer and conducive to learning.
  • Intervention/Counseling: Assist in the planning and implementation of behavior management programs and behavioral support plans. Provide crisis counseling and intervention. Provide individual and group counseling to address academic, social, and developmental concerns.
  • Consultation: Participate in a variety of school-based teams to assist in intervention planning and program planning (Crisis Team, School Evaluation Team, SCAN Team, 504 Team, Special Education Team, and Re-Entry Team).
  • Professional Development: Provide in-service opportunities for staff. Participate in district-wide or departmental in-service activities to maintain currency in knowledge and skills.
  • Program Development and Evaluation: Participate in school-based or district-wide initiatives that seek to address student, school, or district needs.

No salary range was posted, but the job salary is based on the Unit A contract.

The psychologist reports to Principal Juliana Beaton-Kessler.

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By editor

Susan Petroni is the former editor for SOURCE. She is the founder of the former news site, which as of May 1, 2023, is now a self-publishing community bulletin board. The website no longer has a journalist but a webmaster.