School Psychologist Intern

School Psychologist Interns are compensated at 50 percent of the School Psychologist pay rate and are appointed to a one-year assignment.

Primary Purpose:

Provides a range of services on a school campus under the supervision of a qualified licensed professional. Serves as a member of the multi-disciplinary team for the campus/campuses to which they are assigned.  Performs professional psychological services in evaluation, behavior intervention, consultation, and counseling for students with disabilities.  Evaluates the psychological and psycho-educational needs of students referred for special education services or receiving special education services.  Provides consultation to teachers, parents, support personnel, and outside agencies. Acts as a source to ensure district compliance with all legal issues.

Qualifications:

Education and Certification

• Bachelor’s degree and near completion of a master’s degree or specialist degree in school psychology
• Enrolled in a regionally accredited institution of higher learning and a formal course of supervised study that allows for participation in a year-long, 1200 hour internship experience
• Completion of coursework and practicum experience that allows for the provision of psychological services in the school setting with supervision of a licensed professional

Experience

• Practicum experience in the school setting preferred; however, counseling, assessment, and consultation experiences in other settings are acceptable
• Practicum experience with the admission, review, and dismissal process
• Practicum experience in behavioral intervention and consultation preferred; however, completion of coursework in these areas is acceptable
• Practicum experience in the completion of psycho-educational evaluations in the areas of Emotional Disturbance, OHI for ADHD, and Autism

Knowledge and Skills

• Basic knowledge and coursework in the areas of emotional/behavioral conditions and interventions associated with, but not limited to, Emotional Disturbance/Autism Spectrum Disorders/Attention Deficit Disorders
• Basic knowledge and coursework in the areas of assessment and instruments used to complete assessments to determine the needs of students relative to various disabilities
• Basic knowledge and coursework in the areas of intervention, behavior management, and consultation strategies for students within the RTI process or receiving special education services
• Basic knowledge of federal law, state guidelines, and local district policies
• Ability to work collaboratively with a team
• Advanced organizational, interpersonal, verbal, and written communication skills.

Key Responsibilities:

• Under the supervision of a licensed professional, the school psychologist intern:
  • Conduct Comprehensive Individual Psycho-Educational Evaluations for referrals and three-year re-evaluations within timelines as prescribed by law.
  • Participate and collaborate with other professionals in the Pre-Referral Process, ARD Process, Child Find procedures, and Confidentiality of Student Records.
  • Provide consultative services to general education and special education teachers and campus administrators.
  • Gain experience in developing and monitoring individual student behavior improvement plans.
  • Provide direct services to students eligible for psychological services as a related service.
  • Provide parents’ progress reports on the student's identified I.E.P. goals and objectives for each grading period.
  • Demonstrate ethical and professional practices and responsibilities.
  • Provide information to the multi-disciplinary team in the determination of eligibility and placement.
  • Participate in the after-hours counseling center, focusing on family counseling for families of students with disabilities.

Additional Responsibilities:

• Adhere to all district policies, procedures, and expectations as outlined in the employee handbook and administrative regulations.
• Follow district safety protocols and emergency procedures.
• Participate in professional development, faculty/department meetings, and special events as assigned.
• Perform additional duties assigned to support the mission and goals of the district and campus.

Supervisory Responsibilities:

• None

Mental Demands/Physical Demands/Environmental Factors:

Tools and Equipment Used: Standard office equipment including computer and peripherals

Posture: Frequent sitting, kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking, grasping/squeezing, wrist flexion/extension

Lifting: Regular light lifting and carrying (less than 15 pounds), occasional heaving lifting (45 pounds or more) and positioning of students with physical disabilities; controlling behavior through physical restraint; assisting non-ambulatory students

Environment: Exposure to biological hazards, bacteria, and communicable diseases; districtwide and occasional statewide travel

Mental Demands: Work with frequent interruptions; maintain emotional control under pressure

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Appointment:
The Superintendent of Schools will approve the appointment of this position based on the applicant’s training, experience, and expertise.