Job Title:            School Psychologist Intern

Location:            Student Services

Pay Grade:         Teacher Salary Scale T97

Work Calendar:   Licensed 200 Days

FLSA Status:       Non-Exempt

 

GENERAL PURPOSE

 

Under the direct, weekly supervision of the Coordinator of School Psychologists and Educational Diagnosticians in alignment with internship guidance by the National Association of School Psychologists, the School Psychology Intern assists school personnel in providing an atmosphere conducive to student learning and emotional well-being. Specific responsibilities include assessment, instructional and behavioral consultation, crisis prevention and intervention, and serving as a source of information regarding psychological services. This internship serves as the culminating field experience required for Specialist-level degree designation as well as state and national certification as a School Psychologist.

 

MAIN JOB TASKS AND RESPONSIBILITIES

 

Serve on school-based teams related to student performance

• Consults with principals, teachers, parents, and other appropriate individuals concerning the educational needs of students.
• Serves as a core participant on the assigned school's Student Education Committee (SEC) to assist in meeting the student’s individual needs.
• Participates cooperatively on Multi-Tiered Systems of Support (MTSS) teams, IEP Eligibility Committees, and IEP teams as necessary to assist in the development and revision of general and special education programs for individual students which may include intervention plans, IEPs, 504 Plans, and other support strategies.
• Provide short-term, individual and/or group counseling when deemed appropriate.
• Work cooperatively and collaboratively with school personnel and outside agencies.

 

Conduct formal and informal evaluations of student functioning

• Assesses the individual strengths and weaknesses of students, which may include observations, interviews, review of records, teacher reports, anecdotal notes, and/or the administration of standardized psychological tests.
• Selects and administers formal and informal assessments to determine student eligibility or continuing eligibility for special education services according to local, state and federal regulations.
• Produces Psychological Assessment Reports in a clear, concise, and user-friendly format reflecting knowledge of the student through team meetings, review of student’s cumulative folder, classroom observation, interpretation of assessment data, and other relevant information.
• Compiles, maintains and files all reports and other documentation according to mandated timelines.
• Assists in providing staff development to assist school personnel with mental health, students with disabilities, and other relevant topics.

 

Support and demonstrate core values of Stafford Schools

• Engage in ongoing professional development relevant to position.
• Respond to written and oral requests for information promptly and thoroughly.
• Maintain a clean, neat appearance, appropriate to position.
• Maintain a record of appropriate attendance and punctuality.
• Serve as a role model for students, colleagues, and the general public.
• Work in close harmony with colleagues, supervisors, and co-workers.
• Comply with all District and School policies and regulations, including but not limited to guidelines for confidentiality.
• Perform other related duties as required/assigned.

 

EDUCATION AND EXPERIENCE

 

• Bachelor’s Degree from an accredited college or university in a field of education or psychology.
• Two (2) years of full-time graduate-level training in School Psychology from an accredited college or university.
• Eligibility for third-year graduate internship per attending college or university program requirements
• Successful completion of all graduate-level practicum field experiences

 

KNOWLEDGE, SKILLS, AND ABILITIES

 

• Knowledge
  • Administration and interpretation of multiple assessment instruments and techniques appropriate for a variety of populations.
  • Psychometrics, diagnostic measures and procedures.
  • Student diversity in development and learning.
  • Current federal and state special education laws and regulations, as well as local district policies in the areas of evaluation, placement and planning for special education services.
  • Understanding of the DSM-5-TR.
• Skills
  • Use of evidence-based psychological theories and techniques.
  • Demonstrate effective interpersonal communication, collaboration and consultation skills with students, staff members, parents, and administrators.
  • Demonstrate appropriate use of oral and written communication skills, including the ability to effectively present information to school administrators, school staff, parents and the general public; thorough knowledge of English grammar and usage.
• Abilities
  • Effective time management and organizational skills.
  • Effective problem-solving, data-based decision making, and accountability.
  • Support the range of school psychological services set forth by the NASP Practice Model.
  • Work cooperatively in a team environment to meet goals
  • Organize and perform work independently
  • Meet deadlines for all work even when working on multiple projects
  • Show sustained effort and enthusiasm in quality and quantity of work

 

WORKING CONDITIONS AND PHYSICAL REQUIREMENTS

• Work environment primarily inside with some outdoor activities, with moderate noise and temperatures that are could be extreme hot or cold when exposed to weather, and no exposure to chemicals or other negative air quality elements.
• The work is light work, requiring exertion of up to 20 pounds of force to move or lift objects.
• The following physical and mental abilities are representative of those expected to complete the essential functions of the job: standing for prolonged periods; sitting for prolonged periods; moving the hands, wrists, or fingers repetitively; moving with force on the back or lower body repetitively; feeling, grasping, or holding objections by hand; identifying colors visually; identifying objects in low light or distant conditions; communicating via spoken language; communicating via written language; perceiving sounds; making decisions using logic and rational thinking.

To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily.  Reasonable accommodation shall be made, as required by law, to enable individuals with disabilities to perform the primary job functions herein described.

Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties, just as though they were actually written out in this job description.