26-27 School Psychologist Intern

Qualifications

• Applicants must be enrolled in an organized program of study that is officially titled “School Psychology” that consists of at least 60 graduate semester/90 quarter hours.
• Applicants must have completed at least 54 graduate semester/81 quarter hours.
• Training should include psychological and academic assessment of children, behavioral and academic interventions, in addition to consultation with teachers and parents.
• Applicants must provide evidence of meeting coursework requirements through official transcripts.
• Appropriate state teacher certification as a school psychologist.
• Experience in the public school setting preferred.

Essential Job Functions

• Administer I.Q. tests, achievement tests, and other tests required to determine eligibility for special services.
• Provide written reports of assessment for student evaluations.
• Collaborate with building and support staff throughout the district to meet the needs of students.
• Make recommendations to the Director of Special Services concerning the need to obtain additional medical, psychological and/or psychiatric information on an evaluation.
• Participate as an IEP team member with functional behavioral assessments, behavior intervention plans and/or in the manifestation determination process.
• Collaborate with outside agencies, parents and teachers to meet the need of students.
• Review student records for the screening and evaluation process of students.
• Provide group and individual lessons on social skills development.

Other Job Functions

• Be a member of the building level diagnostic team on assessments of all students who are suspected to have disabilities.
• This could include gathering historical data on the student, administering IQ tests, administering projective testing, observations, clinical interviews, and adaptive assessments.
• Be a member of the screening team or Student Support Team in a building when requested.
• Plan and implement in-service sessions on behavioral strategies and interventions.
• Plan and implement staff development with district and building staff on new and revised testing instruments.
• Research new intervention strategies and new assessments in the areas of instructional strategies, behavior management, behavioral intervention plans and emotional disabilities.
• Other duties as assigned by the administration.