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Internship Extended Reality information

What is the difference between Internship Extended Reality vs XR Developer?

AspectInternship Extended RealityXR Developer
Required CredentialsEnrolled in or recent graduate of relevant programs, basic understanding of XR toolsDegree in computer science, design, or related field; experience with XR development platforms
Work EnvironmentInternship setting, learning-focused, often in tech or gaming companiesFull-time, project-based, often in tech, gaming, or entertainment industries
Employer & Industry UsageUsed by companies to train, test, or explore XR tech; entry-level opportunityDevelops XR applications, experiences, or games; requires technical skills

While an Internship Extended Reality provides hands-on learning and exposure to XR technologies, an XR Developer is a professional responsible for creating and implementing XR experiences. Internships are ideal for gaining initial experience, whereas XR Developers are skilled practitioners in the field.

What are the key skills and qualifications needed to thrive as an extended reality intern, and why are they important?

To thrive as an Extended Reality (XR) Intern, you need a foundational understanding of computer graphics, 3D modeling, and programming languages like C# or C++, often supported by coursework or a degree in computer science, design, or a related field. Familiarity with XR development platforms and tools such as Unity, Unreal Engine, and AR/VR SDKs is typically required. Creativity, strong problem-solving abilities, and effective communication help interns collaborate and contribute innovative ideas within multidisciplinary teams. These skills and qualities are crucial for building immersive XR experiences and adapting quickly in a rapidly evolving technology landscape.

What is an internship extended reality?

Internship Extended Reality (XR) positions are temporary roles designed for students or recent graduates to gain hands-on experience in the field of extended reality, which includes virtual reality (VR), augmented reality (AR), and mixed reality (MR). These internships typically involve working on projects related to the development, design, or research of XR technologies and applications. Interns may assist with software development, 3D modeling, user experience design, or testing XR products. The goal is to provide practical skills and industry exposure, often as part of a technology, design, or engineering curriculum.

What types of projects can I expect to work on during an extended reality internship?

As an Extended Reality (XR) intern, you can expect to participate in a variety of hands-on projects, such as developing AR/VR applications, creating 3D assets, or assisting with user experience testing. Interns often collaborate closely with software developers, designers, and product managers to prototype new features or build immersive environments. The work environment is typically fast-paced and highly collaborative, giving you the chance to learn from experienced professionals and contribute to real-world XR solutions. This exposure not only builds technical skills but also provides insight into the end-to-end development process in the XR industry.
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Internship Extended Reality jobs near you

School Psychologist - 2 positions (26/27 SY) - JOB# 4409 - EXTENDED

School Board of Highlands County

Sebring, FL • On-site

Full-time

Re-posted 10 days ago

Job description

Position Type:
Student Support Services/Psychologist
Date Posted:
6/1/2026
Location:
Student Support Services
Closing Date:
08/06/2026
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: School Psychologist
ASSIGNMENT: School Psychologist
MINIMUM QUALIFICATIONS:
  1. Master's degree from an accredited educational institution as determined by the Florida Department of Education
  2. Certified as a School Psychologist and appropriate licensure by the State of Florida
  3. Internship in a school setting preferred
  4. Physical Requirements: Light work, exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects

ADDITIONAL DESIRED JOB QUALIFICATIONS:
None exist at this time
PRIMARY PERFORMANCE RESPONSIBILITIES:
  1. Participates in needs assessment activities, planning and development of intervention programs, and/or service to students
  2. Participates in Child Study/Collaborative Problem Solving, eligibility, and IEP committees, as assigned, to help meet the needs of identified students
  3. Establishes long and short range plans designed specifically to support the district exceptional student education plan
  4. Selects, develops, or modifies psychological assessment materials which identify learning needs of students with diverse cultural and socio-economic background, learning styles, and special needs
  5. Plans and prepares intervention strategies for parents and teachers that are effective and contributes to a climate where students become engaged in meaningful learning experiences.
  6. Assists schools and the district in preparing for changing curriculum and service needs
  7. Maintains and prepares periodic records as required
  8. Implements and coordinates school-wide and district-wide psychological services and activities
  9. Manages time efficiently
  10. Manages materials and equipment effectively
  11. Assists in early identification of students school-related problems
  12. Conducts valid psychological and psycho-educational assessments according to professional standards and prepares reports of these services within time limits established by administrative rule or other controlling regulations
  13. Analyzes and interprets information to make diagnoses and recommendations regarding needs for services
  14. Evaluates school psychological services
  15. Provides follow-up conferences with parents and teachers to interpret and develop alternative instructional strategies for students of special need
  16. Seeks out new data sources which will provide evidence of student growth and/or the identification of developmental needs and share these findings with principals and other instructional leaders
  17. Conducts a comprehensive follow-up with tested students to determine the effectiveness and implementation levels of recommendations
  18. Suggests realistic and effective intervention strategies for teachers to use with students
  19. Works effectively with students, parents, colleagues, community agencies, and staff
  20. Demonstrates knowledge and understanding of a broad curriculum base
  21. Uses a variety of strategies to formulate recommendations appropriate for students from diverse backgrounds with different learning styles and special needs
  22. Specializes in recognizing overt indicators of student distress or abuse and take appropriate intervention, referral, or reporting actions
  23. Provides direct observation and/or crisis intervention services as necessary and/or requested
  24. Consults with parents, other school staff, and teachers about ways to facilitate the learning and adjustment of students
  25. Uses effective consultative behaviors
  26. Interprets educational policies, programs, and procedures related to psychological services
  27. Enlists the cooperation of parents in examining the family situation and together assess the strength and problem areas
  28. Conducts in-service training for faculty and staff
  29. Demonstrates professional growth and continuing improvement of professional knowledge and skills
  30. Assists others in acquiring knowledge and understanding of psychological services
  31. Conducts a personal assessment periodically to determine professional growth needs either reference to the specific instructional assignment and district programs
  32. Participates in district sponsored staff development programs
  33. Acts in a professional and ethical manner and adheres at all times to the Code of Ethics and Principles of Professional Conduct
  34. Performs and fulfills professional responsibilities
  35. Supports district and local school improvement initiatives, services, and programs
  36. Contributes to the overall district and school mission by supporting various school committees and services
  37. Shares experience and new learning by mentoring colleagues
  38. Conducts psychological services program in a manner which ensures that student growth and achievement is continuous and appropriate for age group, subject area and/or student program classification
  39. Performs other incidental tasks consistent with the goals and objectives of this position

ADDITIONAL DUTIES:
Other duties as assigned by supervising administrator
TERM:
Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process
APPRAISAL:
Performance will be appraised annually by school administration in accordance with School Board policies and procedures
PAY GRADE:
According to the School Board of Highlands County Instructional Salary Schedule
NON-DISCRIMINATION STATEMENT
Except as provided by law, The School Board of Highlands County shall not on the basis of race, color, religion, gender, age, marital status, disability, political or religious beliefs, national or ethnic origin, or genetic information, exclude individuals from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity in any employment condition or practice, or be denied equal access to school facilities if the organization is The Boy Scouts of America or other patriotic youth groups.
Board approved October 1998
Modified 9/2005
APA Approved 7/28/2015
Modified 01/2013
Reformatted 10/2015
Modified 8/20/2021
GENERAL QUALIFICATIONS FOR ALL PERSONNEL:
All applicants for positions offered by the School Board of Highlands County will be evaluated for possession of the following personal qualities:
  1. Honesty, dependability, punctuality, accuracy, and diligence on the job
  2. Ability to relate well to fellow workers, parents, students, and the general public
  3. Habits of dress, grooming, and personal conduct suitable to the work site and school environment
  4. Willingness to use professional practices appropriate to public service and school settings
  5. Ability to communicate clearly and accurately, orally and in writing
  6. Ability to understand and follow written and oral directions
  7. Ability to access, organize, and maintain information needed in the performance of specific work tasks
  8. Willingness to become totally familiar with and to comply with school district policies, procedures, rules, and functions
  9. Demonstrate sensitivity to cultural diversity and to district expectations governing equity, non-discrimination, and equal opportunity
  10. Willingness to complete in-service training needed to enhance and update job performance over a period of service

Reasonable accommodations are available for qualified applicants with disabilities during the application and interview process.
To request accommodations, please contact:
Carla Ball, Director of Human Resources
426 School Street
Sebring, FL 33870
863-471-5555
ballc@highlands.k12.fl.us
CLEARINGHOUSE INFORMATION: https://info.flclearinghouse.com/

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