Reports to Director of Support Services and Upper School Division Head
Develops presence with students, faculty, and parents-becomes part of the School community.
Connects well with adolescents and their families.
Collaborates closely with the support services team: learning specialists, school nurse, and
Director of Support to promote the physical, social, emotional, educational, and health needs of students in Upper School.
Meets with students individually and in small groups.
Creates learning plans for students with neuropsychological or psychoeducational testing on file.
Works with teachers, students, administrators, learning specialists, and parents to make these school plans useful for students.
Applies on behalf of students with accommodations to College Board and ACT and helps families and students navigate the process.
Facilitates various support and affinity groups for students, including Banana Splits (students living with one parent for a variety of reasons).
Collaborates with the Director of Diversity and Inclusion and Director of Academic Center, as well as the Director of Health Education on individual students, programming, and teaching of
Health and Wellness curriculum.
Initiates and participates in meetings with parents and/or teachers as needed.
Attends after school faculty meetings, grade level team meetings, case conferences, and school gatherings. Sometimes gives presentations or presents case studies.
Hosts talks about parenting, various mental health issues, and adolescent development.
Collaborates with outside practitioners, including tutors, therapists, evaluators to make referrals and follow up on student care.
Consideration will also be given to strong candidates with an LCSW in School Psychology,
Clinical Psychology, or Counselling and 1-3 years post licensure.
NYS Licensed Psychologist with at least 1-3 years post-licensure and the completion of a post-doctoral fellowship or its equivalent. The doctoral program must have been APA-approved in either clinical, school, health, community or a combination of these. Both Ph.D. and Psy.D. applications are welcomed.
Experience working with students aged 14-18 in a clinical or school setting.
Must understand and be able to interpret psychoeducational evaluations and be able to analyze and communicate test results and recommendations verbally and in writing.
Strong public speaking, organization, and written communication skills.
Training and experience in CBT, DBT, Mindfulness, evidenced-based treatment.
Applicants should email a cover letter articulating their approach to emotional/mental health work in a school setting, a CV or resume, and the contact information for three references.
Interested candidates must submit a completed Friends Seminary Employment Application, your resume, contact information for three references and a cover letter articulating your approach to emotional/mental health work in a school setting to email@example.com
When submitting required documents, kindly reference in the subject line: your first and last name, the position you are applying for and where you heard about the position. You will receive a confirmation email when you submit your application online. Kindly submit your information only once per school year. No phone calls, please.
Friends Seminary actively promotes equity, diversity, and inclusion in all programs and operations, including admissions, financial aid, and hiring. To form a community which strives to reflect the world’s diversity, we do not discriminate on the basis of race or color, religion, nationality, ethnicity, economic background, physical ability, sex, gender identity or expression, or sexual orientation. Friends Seminary is an equal opportunity employer. Candidates of color and members of other underrepresented groups are strongly encouraged to apply. We urge all applicants to identify and express their individuality and the ways in which they might enrich and diversify the school community.
About Friends Seminary
Friends Seminary educates students from kindergarten through twelfth grade, under the care of the New York Quarterly Meeting of the Religious Society of Friends. Through instruction and example, students follow their curiosity and exercise their imaginations as they develop as scholars, artists and athletes. In a community that cultivates the intellect through keen observation, critical thinking and coherent expression, we strive to respond to one another, valuing the single voice as well as the effort to reach consensus. The disciplines of silence, study and service provide the matrix for growth: silence opens us to change; study helps us to know the world; service challenges us to put our values into practice. At Friends Seminary, education occurs within the context of the Quaker belief in the Inner Light – that of God in every person. "Guided by the ideals of integrity, peace, equality and simplicity, and by our commitment to diversity, we do more than prepare students for the world that is: we help them bring about the world that ought to be."*
* This last sentence is adapted from Faith and Practice: The Book of Discipline of the New York Yearly Meeting of the Religious Society of Friends (1974).
Adopted January 2006