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Requirements

Chesapeake Public Schools

JOB DESCRIPTION

To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were actually written out in this job description.

INTERNSHIP - SCHOOL PSYCHOLOGIST

Department: Department of Exceptional Learning

Pay Grade: U108

FLSA Status: Exempt

GENERAL PURPOSE

Under supervision, school psychology interns provide in-person professional, educational, and psychological services to students to include classroom interventions, student assessments, placement recommendations, individual and group counseling, consultation services to staff and parents, and crisis intervention. Complex work is performed within specific program objectives and policies; the employee communicates with teachers and other school personnel to plan work and coordinate with others to ensure service effectiveness.

Contacts are made regularly and frequently with instructional and administrative personnel, as well as, with community resource personnel. Professional field supervision of the intern is provided by a credentialed school psychologist who has at least 3 years of full-time experience and is employed by Chesapeake Public Schools. The intern will be expected to attend and participate in professional development activities and training with other school psychology practitioners.

This internship satisfies the requirements set forth by the National Association of School Psychologists.

At least 1,200 hours on a full-time basis over one academic year.

Work hours: 8:00 AM to 4:00 PM, Monday through Friday

ESSENTIAL JOB FUNCTIONS

• Provides academic and behavioral intervention services for students in collaboration with classroom teachers.
• Develops and refines skills in understanding and applying research data and research studies as it relates to interventions and support at the school level.
• Consults and assists teachers to determine and implement appropriate academic and behavioral interventions in classrooms.
• Consults with other psychologists to enhance and broaden the internship experience.
• Consults and collaborates with parents, teachers, students, and school administrators.
• Serves as a liaison between home, school, and community. Coordinates community resources to address student's and family's needs.
• Performs psychological-educational assessments of students, observations, data collection, interpretation, and analyses.
• Follow professional best practice and ethical guidelines in the field of school psychology
• Participates in pre-referral, Child Find, and eligibility meetings of students to identify strengths and weaknesses and to develop interventions. Assists teams in determining the eligibility of students for various programs.
• Provides written evaluations that are reviewed and co-signed by supervisor, as required by state, federal, and local guidelines.
• Works with a Crisis Response team in the schools, including reaction to illness, death, and abuse.
• Provides individual and/or group counseling services.
• Develops and coordinates various psychological services available to students and staff. Provides training to staff and parents.
• Performs other duties as assigned.

MINIMUM QUALIFICATIONS

• Current Resume
• Interns must be enrolled in a graduate level school psychology program.
• Transcripts

For more information, please contact the Office Chairperson for Psychological Services, Department of Exceptional Learning, Chesapeake Public Schools at (757) 494-7600. Please leave a voicemail message.

KNOWLEDGE, SKILLS, AND ABILITIES

• Advanced knowledge of the concepts, principles and methodologies of school psychology including psychological evaluation using intelligence, personality, psycho-motor function, behavioral and personality instruments; of child growth and development, learning organization, measurement, research and statistics and of intervention strategies.
• Advanced knowledge of federal and state regulations and guidelines related to special education and pupil services programs.
• Demonstrated ability in individual and group decision-making, problem analysis, and conflict resolution and to collaborate with other therapeutic and instructional personnel.

WORKING CONDITIONS & PHYSICAL REQUIREMENTS

This is medium work requiring the exertion of 50 pounds of force occasionally, up to 20 pounds of force frequently, and up to 10 pounds of force constantly to move objects; work requires kneeling, reaching, standing, walking, pushing, pulling, lifting, grasping, feeling, and repetitive motions; hearing is required to perceive information at normal spoken word levels; visual acuity is required use of measuring devices, operation of machines, and determining the accuracy and thoroughness of work; the worker is subject to extreme heat, noise, hazards, and atmospheric conditions.