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POSITION SUMMARY:

The School Psychology Intern provides direct and indirect services to students under the supervision of certified school psychologists. The focus of the internship is to develop and apply essential professional skills across multiple settings while working with a diverse population of students, families, and staff. Under supervision, School Psychology Interns will become familiar with and apply a variety of prevention, intervention, assessment and consultation methods utilized in education, psychology, and school psychology to create supportive learning and social environments for all students. The School Psychology Intern’s role can include working with students identified through the multi-tiered system of support (MTSS) process. The Intern will adhere to the Georgia Professional Standards Commission’s Code of Ethic for Educators, the National Association of School Psychologist (NASP) Ethical Standards and Standards for Practice, all Board policies and regulations, and all local school procedures. It is required that the School Psychology Intern have prompt, regular attendance and work on-site, in-person during regular business hours. At the conclusion of the internship, the School Psychology Intern will be prepared to practice as an early career School Psychologist. This position reports to the Lead School Psychologist or designee.

 

KEY RESPONSIBILITIES:

Under supervision, conducts comprehensive psychological assessments and adheres to federal, state, and local timelines for compliance.  

 

Under supervision, provides consultative support to parents/guardians, administrators, and school personnel.

 

Prepares written psychoeducational evaluation reports within prescribed timelines.

 

Integrates multiple sources of data to make appropriate recommendations, identify interventions, and select and administer appropriate assessment instruments.

 

Participates in SST, Section 504, and special education eligibility meeting to assist teams in understanding the nature of a student’s challenges and to provide recommendations for support.

 

Communicates results of psychoeducational evaluations and accompanying recommendation to teams in a manner that is easily understood by professionals and lay persons.

 

Under supervision, provides therapeutic support to students, as assigned, through individual counseling, group counseling, and/or crisis intervention.

 

Participates in planning and conducting in-service and professional learning for staff and parents.

 

Participates in department meetings, professional learning opportunities and group supervision meetings as designated by supervisor.

 

All other duties, as assigned and required, in order to perform the above services.

 

KEY JOB REQUIREMENTS:

Bachelor’s degree required.

 

Completion of all coursework within a state-approved or National Association of School Psychologists (NASP)-approved School Psychology program at the Master’s Degree level or higher, with the exception of the internship.

 

Completion of School Psychology Practicum year required. Prior experience working with school-age children, preferably in a K-12 school setting preferred.

 

Under supervision, makes decisions and recommendations which routinely affect the activities of others.

 

Valid driver’s license and availability of reliable, personal transportation required.

 

Ability to read, write, understand, interpret and apply information at a moderately complex level required; the ability to process information quickly is essential.

 

Must select and administer appropriate instruments and make individualized recommendations.

 

Supervisor is available to review assessment selections and recommendations.

 

Requires regular, frequent contact with internal personnel of influence and decision-making responsibility to discuss issues of moderate importance.

Excellent interpersonal skills and ability to collaborate with others are required for working with intra-organizational teams.

 

Requires regular, frequent contact with external personnel of influence and decision-making responsibility to discuss issues of moderate importance; requires continuing contact with community resources and social services agencies. Excellent interpersonal skills are required for working with inter-organizational teams.

 

Ability to compile, compare, and coordinate information and records required.

Requires excellent analytical, written, verbal, and presentation skills.

 

Applies, recommends, and implements technology concepts to improve the efficiency and effectiveness of the District.

 

Constantly (daily) responsible for the welfare of others.

 

Normal office and school settings.

 

Requires travel to multiple on-site locations and school site visits.

 

Light duty - On most occasions sitting at a desk or table; intermittently sitting, standing, or stooping.

 

Light lifting or carrying; twenty (20) lbs. or less.

 

NOTE: This is a Grade 16, 190-day position.