School Psychologist Intern

SUMMARY DESCRIPTION

Washoe County School District is committed to creating an education system where all students achieve academic success, develop personal and civic responsibility, and achieve college and career readiness for the 21st century. We are looking for highly motivated interns to support Washoe County School District in school psychologist internship tasks and activities. If you are ready to kick-start your career and build real-world experience, this internship is for you.

Under general direction, a School Psychologist Intern shall be directly responsible to a licensed school psychologist and the psychological services coordinator for the Washoe County School District. School psychologist intern will, under the license and supervision of a school psychologist, administer psycho-educational services to promote student success, and will act as a resource to students, site administrators, school personnel, parents, and Student Services. 

Incumbent performs related work as required.

DISTINGUISHING CHARACTERISTISTICS

This is a special classification for students currently enrolled in an accredited college or university with a focus on school psychology. The student must have completed a practicum in school psychology prior to starting an internship experience.

ESSENTIAL DUTIES AND RESPONSIBILITIES

School Psychologist interns work directly under a licensed school psychologist. School psychologist interns work to find the best solution for each student and situation and use different strategies to address student needs and to improve school and district-wide support systems. School Psychologists interns provide services accordance with best practices: 

Consultation: collaborate with teachers, parents, and administrators to find effective solutions to learning and behavior problems; help others understand child development and how it affects learning and behavior; strengthen working relationships between educators, parents, and community services; facilitate the collaboration between regular education and special education; and provide support to school staff on procedures and professional topics. 

Prevention: design programs for children at risk of failing in the educational environment; promote tolerance, understanding and appreciation of diversity in the school community; participate in developing programs to make schools safer and more effective learning environments; and develop partnerships with parents and educators to promote healthy school environments. 

Intervention: participate in problem solving teams to develop academic and behavioral strategies to ensure student progress, including home-school collaboration and adjustments to the instructional environment; provide psychological counseling to help resolve interpersonal or family problems that interfere with school performance; work directly with students, families, and educators to help resolve problems in adjustment and learning; provide training and social skills in anger management; and help families and schools deal with crises, such as death, illness, or community trauma. 

Evaluation: support educators and parents in data collection for identifying and verifying problems that require intervention; support educators and parents in collecting data to monitor student progress and the effectiveness of interventions and educational programs; and use a wide variety of techniques at an individual, group, and systems level to evaluate academic skills, learning aptitudes, personality/emotional development, social skills, eligibility for special services, and learning environments and school climates. 

Research, Planning, and Training: evaluate the effectiveness of academic and behavioral management programs; identify and implement programs and strategies to improve schools; use evidence-based research to develop and/or recommend effective interventions; and train educators, students, and parents on topics including: data collection for problem solving purposes, instructional and behavior management strategies, substance abuse, crisis management, and working with students who have disabilities or unique talents. 

MINIMUM QUALIFICATIONS

Education/Experience: Any combination of education and experience that could likely provide the required knowledge and skills is qualifying. A typical way to obtain the knowledge and skills would be:

Education: Enrolled in Master's or Ed.S. program specific to school psychology.

AND

Experience: Completion of a school psychology practicum. A minimum of 2 (two) years working with elementary or secondary students is desirable

OTHER JOB REQUIREMENTS

Understand the overall concept of Washoe County School District, the mission, strategic plan, and assigned department goals. Complete a variety of assignments related to a particular function, applying principles and practices of a professional course of study, to assist with the operations and functions of an assigned area of Washoe County School District. Compile data and analyze findings relating to an assigned project. Operate a variety of office equipment and technical tools related to job assignments. Communicate with members of the general public, officials from other agencies and community groups to gather information necessary to complete assignments and projects. Incumbents may also function as a subject matter expert, providing sensitive and detailed program information to district employees and officials, the general public, and/or public jurisdictions as a significant part of the job. Apply a thorough and detailed knowledge of the appropriate laws, rules and regulations pertaining to the department or program; gives information regarding the special and/or technical program to district personnel, service providers, vendors and/or the general public. The ability to work independently and as part of a team. Maintain confidentiality. Willing to learn and receive hands-on experience. Strong work ethic and attention to detail.

PREFERRED QUALIFICATIONS

None

COMPETENCIES FOR SUCCESSFUL PERFORMANCE OF JOB DUTIES

Knowledge of: Staying in compliance with current best practices based on professional literature, resources and/or professional organizations; current professional standards and ethics; current legal requirements and regulations dealing with the Americans with Disabilities Act and special education law; implement federal, state, and district guidelines, policies and procedures relating to providing psycho-educational services; must have knowledge of child development and psychopathology in order to develop and implement prevention and intervention programs for students with a wide range of needs and disorders; must have knowledge of family influences that affect students' wellness, learning, achievement, and be able to form partnerships between parents, educators, and the community; and must know current literature on various aspects of education and child development in order to translate research into practice, and understand research design and statistics in sufficient depth to conduct investigations relevant to their own work.

Skills at: Must be able to define current problem areas, strengths, and needs (at the individual, group, and systems level) through assessment, and measure the effects of the decisions that result from the problem solving process; must have ability to listen well, participate in discussions, convey information and work together with others at an individual, group and systems level; must be able to develop challenging but achievable cognitive and academic goals for all students; provide information about ways in which students can achieve these goals, and monitor student progress towards these goals; must be aware of, appreciate, and work with individuals and groups with a variety of strengths and needs from a variety of racial, cultural, ethnic, experiential, and linguistic backgrounds; must have the ability to understand the school as a system and work with individuals and groups to facilitate structure and policies that create and maintain schools as safe, caring and inviting places for members of the school community; must take responsibility for developing as professionals and practice in ways that meet all appropriate ethical, professional, and legal standards to enhance the quality of services, and to protect the rights of all parties. 

Licenses/Certificates: None Required

Licenses/Certificates: Possession of or ability to obtain a State of Nevada driver license with a driving record acceptable to the District; ability to drive and maintain mobile unit.

WORK ENVIRONMENT/CONDITIONS

The environment involves everyday risks or discomforts that require normal safety precautions typical of such places as offices, meeting and training rooms, libraries, residences, or commercial vehicles, e.g., use of safe work practices with office equipment, avoidance of trips and falls, observance of fire regulations and traffic signals. The work area is adequately lighted, heated, and ventilated.

PHYSICAL DEMANDS

The work is sedentary. Typically, the employee sits comfortably to do the work. However, there may be some walking; standing; bending; carrying of light items, such as papers, books, or small parts; or driving an automobile. No special physical demands are required to perform the work.

THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THEIR SUPERVISOR.

---