School Psychologist-Intern (Anticipated Openings for ...

Position Type: Special Education - Professional/Special Education - School Psychologist Date Posted: 3/4/2026 Location: Special Education Admin   Additional Information: Show/Hide Job Title: School Psychology-Intern Wage/Hour Status: Exempt Reports to: Special Education Coordinator Pay Grade: AP 1 - 187 Days Dept./School: Special Services Date Revised: 02/26/2026 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, and support personnel and to outside agencies. Acts as a source to ensure district compliance with all legal issues. Qualifications: Education/Certification: * Bachelor's degree and near completion of a masters 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 Special Knowledge/Skills: * Working 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 * Working knowledge and coursework in the areas of assessment and instruments used to complete assessments to determine needs of students relative to various disabilities * Working knowledge and coursework in the areas of intervention, behavior management, and consultation strategies for students within the RTI process or receiving special education services * Working knowledge of federal law, state guidelines and local district policies * Excellent organizational, communication and interpersonal skills * Ability to work collaboratively with a team * Knowledge of all applicable federal, state, and local laws, guidelines and procedures, including special education. * Knowledge of child development, human behavior, learning theory, family systems theory, crisis intervention theory/skills and consultation. * Knowledge of curriculum and instruction. * Skill in effectively managing a classroom and student behavior. Skill in communicating effectively with others. * Skill in administrating psychological assessments, evaluation and feedback, group process and therapy principles. * Skill in working with computer tools, including but not limited to, email, internet, word processing and spreadsheets. * Skill in working in collaborative team-based environments. * Knowledge and sensitivity to the impact of diversity issues as related to student achievement and mental and behavioral health. Major Responsibilities and Duties: * Receives and reviews available developmental information from school-based and outside resources about student behavior(s) and selects an appropriate psychological intervention; consult with curriculum personnel, administrators, and teachers in order to help adapt curriculum and classroom practices to pupils with any special needs. * Administers, scores, and interprets psychological tests of intelligence, personality, neuropsychological processing, achievement, and development; observes students in the classroom for diagnostic purposes; interview students, parents, school personnel and gathers other sources of information on individual students; interprets and synthesizes information obtained from psychological interventions in order to prepare a written report; uses information obtained from the psychological evaluation to develop written recommendations to improve student engagement and learning. * Consults with students, staff, and parents to assist in developing individual instructional strategies or mental and behavioral health services for students. * Collaborates with other school personnel to create and maintain a multi-tiered continuum of services to support academic, social, emotional, and behavioral goals for students. * Establishes and maintains effective open communication with students, parents, teachers, and administrators; participates in staff professional development activities. * Provides a continuum of mental and behavioral health services, including individual and group counseling, behavioral coaching, positive behavioral supports, and/or parent education * Addresses individual differences, strengths, backgrounds, and needs in the design, implementation, and evaluation of all services. * Uses techniques of data collection to evaluate services at the individual, group, and systems levels. * Remains knowledgeable about ethical and professional standards, and legal regulations. * Participate in professional development activities to improve skills related to job assignments and for maintenance of license * Performs other duties as assigned. Working Conditions: Mental Demands/Physical Demands/Environmental Factors: Tools/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 (under 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; may require district-wide travel Mental Demands: Must be able to maintain a high level of concentration and control emotional stress in current work environment. Ability to communicate effectively (verbal and written); interpret and implement policy, procedures, and data; coordinate district functions; maintain emotional control under stress. Occasional district-wide travel; occasional prolonged and irregular hours. Work with frequent interruptions. Other: Follow district safety protocols and emergency procedures; Other duties as assigned The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. This job description is not an employment agreement or contract. The Administration has the exclusive right to alter this job description at any time without notice. Employee:______________________________________________________________________________________ Signature of Employee:____________________________________________________________________________ Date: __________________________________________________________________________________________ Approved by: Sara Roland Date: 2/26/26 Reviewed by: Dr. Tamy Smalskas Date: 2/26/26

Created: 2026-04-15