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Cheney

    School Psychologist Intern - Cheney, United States - Cheney Public School District 360

    Cheney Public School District 360
    Cheney Public School District 360 Cheney, United States

    1 week ago

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    Description
    Thank you for your interest in placement with Cheney Public Schools. We are pleased to be offering paid School Psychologist internship positions for the school year. The purpose of our internship program is to build the capacity of competent School Psychologist candidates who serve a wide range of student needs within schools. This includes prevention, intervention, counseling, consultation, assessment, and program evaluation. Internships are based on the guidelines set forth by the National Association for School Psychologists (NASP) and the individual graduate program. Cheney Public Schools provides interns with ability to work with a variety of student populations and perform a wide range of School Psychologist duties in order to meet university requirements and obtain ESA certification.

    POSITION:

    School Psychologist Intern

    SCHEDULE:

    Determined by University program; Monday-Friday

    LOCATION:

    Student Support Services assigns School Building Location(s)

    SUPERVISOR:

    University Supervisor; Department Director(s); Building Principal(s)

    POSITION TYPE:

    School Psychologist Intern

    COMPENSATION:

    Stipend: $20,000; Stipend is paid in equal monthly increments and spread from Sept-June (if hired after start of school year, stipend will be prorated based on start date and spread over remaining months of school year)

    BENEFITS:

    Not benefits eligible

    This internship is designed to fulfill internship requirements to complete graduate-level school psychology programs and to obtain certification as a school psychologist. Applicants must be currently enrolled in a masters of school psychology program and be at the place in that program to complete internship.

    JOB DESCRIPTION
    This position works under the supervision of an ESA-certified school psychologist, providing evaluation, consultation, and intervention services for students suspected of, or students qualified as, needing special education services.

    ESSENTIAL FUNCTIONS
    • Conduct individualized testing, analyze and interpret results, write comprehensive evaluation/re-evaluation reports used for determining eligibility for special education services.
    • Work collaboratively with team for the support of students at risk for failure in schools and those who are eligible for special education.
    • Interpret and share evaluation results/data with parents and others during eligibility meetings, and participate in other meetings, as needed/requested.
    • Organize and prioritize daily, weekly, monthly schedule for timely work completion.
    • Conduct and provide written summary of student observations.
    • Provide specific recommendations in evaluation reports, based on student strengths and needs as determined by assessment, discussion, and observation.
    • Conduct Functional Behavioral Assessment as needed or directed.
    • Assist in developing positive support plans and behaviorial intervention plans.
    • Provide student social skills or other small group instruction if needed.
    • Collaborate with others in developing social, academic, and/or functional interventions and supports for students.
    • Maintain highest degree of confidentiality, per FERPA guidelines.
    • Effectively communicate in writing and verbally with others.
    • Maintain highest degree of confidentiality, per FERPA guidelines.
    • Participate in building level ASIST/CST/SIT meetings.
    • Consult with support agencies, and refer students/families as needed.
    • Participate in building-level intervention and special education meetings.
    • Actively participate in department meetings, staff meetings, and trainings.
    • Other duties and responsibilities as assigned.
    MENTAL DEMANDS

    Required to regularly engage in problem solving and decision making; deal with a wide range of behaviors and needs in a positive and service-oriented manner; may experience shifts in work schedule and/or work site according to student/district needs; sustain mental awareness while also maintaining attention to details and safety requirements; may occasionally support with distraught or difficult adults and children.

    PHYSICAL DEMANDS

    The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

    While performing the duties of this job, the employee is regularly required to:
    • Sit, walk, and/or stand for extended periods of time
    • Amount of sitting, standing and walking may vary depending on projects/tasks. Generally, the job requires 50% sitting, 30% walking, and 20% standing
    • May be exposed to visual display terminal for prolonged periods
    • The usual and customary methods of performing the job's functions require the following physical demands: the employee is regularly required to talk and hear, sit, stand, walk, bend at neck and back, twist body, use hands to push/pull and lift/carry, squat, kneel, stoop, and crouch. The employee is occasionally required to reach with hands and arms, climb or balance, lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
    WORK ENVIRONMENT

    The work environment characteristics described here are representative of those an employee encounters while performing the essential functions, duties, and responsibilities of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

    While performing the duties of this job, the employee often remains indoors, however, may occasionally work in outside weather conditions. The noise level in the work environment is usually moderate. May experience shifts in work schedule and/or work site according to student/district needs.

    CLEARANCES
    • WSP/FBI criminal history background clearance
    CONTINUING EDUCATION/TRAINING
    • Must complete school safety training prior to deadline indicated within system and annually thereafter, if applicable
    • Attend designated trainings as specified by department director(s) and/or supervisor in order to maintain knowledge/skills
    • Submit current/renewed certificates/licenses to Human Resources upon attaining
    Cheney Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, economic status, pregnancy, familial status, marital status, disability, or the use of a trained guide dog or service animal, and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions: Title IX/Chapter 28A.640 Officer/Civil Rights Compliance Coordinator/ADA Coordinator - Tom Arlt, Assistant Superintendent, Cheney School District, 12414 S. Andrus Rd. Cheney, WA 99004 Phone: ; Section 504 Coordinator - Franklin Day, Director of Student Support Services, Cheney School District, 12414 S. Andrus Rd., Cheney, WA 99004 Phone:

    EQUAL OPPORTUNITY EMPLOYER
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