School Psychologist, Intern - Burgaw, United States - Public School of North Carolina

Description

POSITION TITLE
Psychologist Intern


WORKING TITLE
Psychologist Intern

SCHOOL/DEPARTMENT

Exceptional Children


LOCATION
Central Office


PAY GRADE
Stipend


FLSA STATUS
Exempt


REPORTS TO
Director of Exceptional Children's Programs


WORK WEEK SCHEDULE
Monday - Friday


WORK HOURS
8:00AM- 4:00 PM

MONTHS/YR

10


POSITION PURPOSE
The Special Education Department provides services for students identified with disabilities defined by the IDEA and ECEA Rules.

The department provides specialized instruction and related services for students to minimize the impact of their disability and to maximize opportunities for the student to participate in the school environment.

Special Education provides a continuum of services for identified students, ranging from in-class supports to fully contained classroom settings. Internship Sites All internship sites are school-based.

To take advantage of the broad range of educational programs available in the Pender County School District, interns work with a number of school psychologists in a variety of settings.

Settings include elementary and secondary schools, preschool centers, alternative education programs, and programs for students with severe emotional difficulties or intellectual delays.

language disorders and may have other disabilities as well.

Candidates for internship should possess entry level knowledge and competencies in:

KNOWLEDGE, SKILLS, AND ABILITIES

• Assessment:

The intern should have graduate level education and experience in the administration, scoring, and interpretation of individual measures of intelligence, academic achievement, cognitive processing, personality (including projective techniques), adaptive behavior, and behavior rating scales.

• The intern should be familiar with the principles and techniques of curriculum-based assessment (CBA), and functional behavior assessment (FBA).
• The intern should be able to conduct informal assessments, observations, clinical interviews, and record reviews.
• Report Writing:

The intern should be able to write integrated diagnostic reports, including recommendations for parents, teachers, and other allied professionals.

• Intervention Planning and Consultation:

The intern should have the knowledge base and communication skills necessary for conducting consultations with school personnel and parents, as well as the basic problem analysis skills needed for participation in the development of classroom interventions

• The intern should be familiar with the principles associated with effective operation of collaborative problem-solving (CPS) teams.
• Professional Standards and Ethical Principles
• The intern should be familiar with the 5 NASP Standards for the Provision of School Psychological Services and the NASP Principles of Professional Ethics

Awareness of School Organization:

The intern should possess a basic understanding of the organizational structure of schools and the roles of key school personnel.

• Knowledge of at-risk subpopulations: The intern should have knowledge of common learning and school adjustment problems presented by preschool and school-age students, and of special education services available.
• This knowledge should include a basic understanding of the Individuals with Disabilities Education Improvement Act (IDEIA) and Section 504 of the Rehabilitation Act of 1973.

Knowledge of Cultural, Ethnic, and Socioeconomic Factors:

The intern should have knowledge of the impact cultural, ethnic, socioeconomic factors and alternate lifestyles have on interactions between students and the school environment.

• Further, the intern should be sensitive to the possible impact of these factors on the accuracy of data obtained via typical psycho-educational assessment techniques and instruments. Requirements of the Internship Program All interns are required to serve an internship of one academic year.

EDUCATION, TRAINING, AND EXPERIENCE

• The intern should have an undergraduate Bachelor's degree and two years of Graduate level study in a School Psychology program. The intern should have completed a school-based Practicum supervised by a licensed School Psychologist.

CERTIFICATION AND LICENSE REQUIREMENTS

• The intern should be enrolled in a graduate program working towards a degree in School Psychology and DPI licensure as a School Psychologist.

SPECIAL REQUIREMENTS

• The intern needs to be able to work full-time within school hours.
• The intern needs to be able to travel within Pender County Schools.
• The intern will work under a DPI licensed School Psychologist and will participate in regular supervision sessions.
• Maintain obligations in the contractual agreement between the University and Pender County Schools.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Conduct psychoeducational assessments with written reports as assigned by the supervising School Psychologist.
• Complete Exceptional Children's paperwork in compliance with state educational requirements and under supervision of the School Psychologist.
• Participate in meetings, counseling, consultation, and other psychological services as designated by the supervising School Psychologist.

WORKING CONDITIONS

PHYSICAL DEMANDS

• Essential duties require, but are not limited to, the following physical abilities:
• Sit at a desk, table, on low chairs, on the floor or on mats, or in classrooms of various configurations for extended periods of time.
• See, read and distinguish colors, a computer screen, educational materials, books and other printed matter, with or without vision aids.
• Manual dexterity to enter data into a computer, and to perform assigned classroom tasks using both hands.

WORK ENVIRONMENT

• Must be able to work in office and public school environments, and come into direct contact with staff and students

DISCLAIMER:
The above statements are intended to describe the general purpose and responsibilities assigned to this position.

They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position.

This description may be revised by the supervisor, with HR review and approval, at any time.

VERSION DATE(S)

04/11/2023


WORKING CONDITIONS

PHYSICAL DEMANDS

• Essential duties require, but are not limited to, the following physical abilities:
• Sit at a desk, table, on low chairs, on the floor or on mats, or in classrooms of various configurations for extended periods of time.
• See, read and distinguish colors, a computer screen, educational materials, books and other printed matter, with or without vision aids.
• Manual dexterity to enter data into a computer, and to perform assigned classroom tasks using both hands.

WORK ENVIRONMENT

• Must be able to work in office and public school environments, and come into direct contact with staff and students

DISCLAIMER:
The above statements are intended to describe the general purpose and responsibilities assigned to this position.

They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position.

This description may be revised by the supervisor, with HR review and approval, at any time.

VERSION DATE(S)

04/11/2023