(Subject To Funding Availability)
Position:
Transition Itinerant School Psychologist
(For Internal Candidates Only)
Location:
Division of Inclusive and Accessible Learning (DIAL) – Special Education Office (SEO) - Office of Supervisors of School Psychologists (OSSP)
Citywide 40 positions
Eligibility Requirements:
New York State Certification in School Psychology
Selection Criteria:
Current NYCDOE employees must have a satisfactory rating in the most recent three years of service
Experience evaluating the emotional, behavioral, social, cognitive and educational performance of students
Knowledge of early childhood assessment strategies and tools
Experience conducting preschool evaluations and working with early childhood populations
Ability to communicate effectively with families, agencies, and school personnel
Knowledge of the continuum of services and the special education process, including preschool-to-kindergarten transition requirements
Knowledge of regulations of the NYSED Commissioner and regulations of the NYCDOE Chancellor
Knowledge of due process rights
Ability to collaborate and coordinate with several stakeholders including preschool providers and kindergarten teams
After interviewing applicants that meet the selection criteria above, the following applicants will be considered:
Regularly appointed and tenured
Regularly appointed and not tenured
New applicants to the New York City Department of Education
Minimum
NYS Certification as a monolingual or bilingual school psychologist
Preferred:
Current NYCDOE tenured school psychologist
Doctoral level school psychologist
Neuropsychology certification or the equivalent training
5+ years of service as a school psychologist or privately conducting assessments of K-12th grade students.
5+ years of consecutive satisfactory service
Experience with cross battery assessment programs such as the X-BASS
Duties/Responsibilities:
Transition Itinerant School Psychologists will work on teams that support an assigned caseload within a borough across all grade levels within New York City Public Schools. While primary assignments will be within the designated borough as a priority, they will support citywide as needed.
Evaluation, Educational Planning, and Student Support Services
- Support transition of preschool students into kindergarten, particularly preschool students currently attending being considered for specialized programs.
- Provide comprehensive psychological evaluations, develop clinically sound and educationally relevant recommendations, and promote evidence-based instructional practices and supports for students with disabilities.
- Prioritize late-year preschool evaluations and the preschool-to-kindergarten transition process to ensure timely, high-quality assessments that inform educational planning, service recommendations, and placement decisions, while also supporting evaluation, consultation, and programming needs across a range of grades and settings
- Conduct comprehensive evaluations, review existing preschool data, and collaborate with families, preschool providers, and school-based teams to develop Kindergarten Individualized Education Programs (IEPs) and Equitable Services (IESP) that support students in the most inclusive educational settings possible.
- Enhance family engagement, strengthen transition planning, and support schools in preparing for incoming students with disabilities.
- Support caseload and relevant programs. Citywide travel may be required when necessary to provide support to assigned schools or students.
- Performs other related responsibilities and initiatives as assigned by the executive director or designee in accordance with their title and license.
Evaluation, Transition Planning, and Student Support Services
- Provide consultation, assessment, and participation in IEP meetings for students in all grades receiving or being considered for programs serving students with significant cognitive disabilities, including those aligned with the New York State Alternate Assessment (NYSAA).
- Support evaluations, consultation, and planning in advance of key transitional grades to ensure that program recommendations are aligned with students’ learning needs and that appropriate services and supports are in place, promoting continuity of services and stability in students’ educational programming.
- Participate in review, observation, assessment and consultative meetings with school-based teams, supervisors, and other relevant stakeholders to support decisions regarding the consideration of students to more restrictive settings, including D75 placements.
- Collaborate with school-based team and families to effectively communicate the continuum of services and school supports available with school-based teams and families when considering placement options to ensure students are supported in the least restrictive and most inclusive settings whenever possible.
- Support inclusive educational recommendations through review of student data including careful review of reports used in consideration of more restrictive settings to ensure recommendations are appropriately supported and aligned with student needs. Conduct school visits and classroom observations, and provide recommendations for interventions and supports within community schools and specialized educational programs.
- Review of students currently recommended for NYSAA participation and new recommendations for NYSAA with a primary focus on (but not limited to) supporting transition grades to ensure that new assessments are conducted and supporting documentation are included in the review. Ensure updated evaluations and assessments are completed in accordance with supervisor guidance, recommend standard assessment pathways when appropriate, and support consideration of more inclusive educational settings and services
- Provide explicit recommendations to inform the instructional approach that best supports specific students based on results of diagnostic testing.
- Support due process proceedings related to recommendations, including participation in impartial hearings, preparation of documentation, and testimony consistent with evaluation findings, educational records, and applicable special education regulations.
- Support caseload and relevant programs. Citywide travel may be required when necessary to provide support to assigned schools or students.
- Performs other related responsibilities and initiatives as assigned by the executive director or designee in accordance with their title and license.
Hours:
As per UFT Collective Bargaining Agreement
Salary:
As per UFT Collective Bargaining Agreement
Application:
Send cover letter, resume and copy of license(s) by June 26, 2026:
[email protected]
attention to Arwina Vallejo, Executive Director of School Based Evaluations and Family Engagement and Vilmaris Cevallos, Director of School Based Evaluations, Compliance, and School Support
