School Psychologist Intern
School Psychologist Intern
Hours Per Day: 7.00
Position Type: Non-Continuing
Salary: $7,500.00 - $7,500.00
Closing Date: 02/28/2018 - To be considered for this position, please submit a completed
online application and upload required documents on or before this date.
Additional Information: Psychologist intern opportunity with a $7500 stipend.
JOB TITLE: SCHOOL PSYCHOLOGIST INTERN
WORK DAYS PER FISCAL YEAR: 100-180 (varies) FLSA Status: Exempt
SUMMARY: This position provides internship opportunities for third year School Psychology graduate students
to observe and progressively support consultation with instructional staff, counselors, and district personnel, on
behavior management techniques, and instructional strategies; serves as liaison between school personnel,
parents, administrators, and outside support systems; an intern will be progressively responsible for supervising
the maintenance of case records and reports on students involved with special education; and will support the
site School Psychologist with monitoring current psychological service programs and their effectiveness and
makes changes and recommendations for improvements. The intern will participate in and progressively be
responsible for possessing and maintaining competency in assessment and evaluation techniques; planning for
continuing evaluation and reassessment of students’ progress in special education; facilitating communication
between all professional staff; and performing other duties and responsibilities as assigned by the School
Psychology ESA Supervisor and/or the Director of Special Education.
CONTEXT AND MISSION: Highline Public Schools serves approximately 19,000 students in the communities of
Burien, Des Moines, Normandy Park, SeaTac, Boulevard Park and White Center Heights in Washington State.
Starting in the fall of 2012, the Highline community came together to develop a four-year strategic plan outlining
the community’s bold goals and big dreams for its children. The plan’s promise is that every student in Highline
Public Schools is known by name, strength, and need, and graduates prepared for college, career, and citizenship.
The collective commitment embodied in the plan is grounded in the community’s deep belief that Highline
students are capable of reaching the plan’s ambitious goals and is driven by students’ aspirations for their future.
The instructional vision articulated in the plan is organized around Four Pillars that guide professional and
- Equitable access to rigorous, standards-based instruction. High-quality instruction for all students.
- Results-focused professional learning and collaboration. Investing in our people so they continuously fine-
tune their craft and grow in their profession.
- Strong partnerships with families and community. Schools can’t do it alone. We are better when students,
families, community and educators work hand-in-hand.
- A culturally responsive organization. Our diversity is a strength and an asset. We are committed to equity,
excellent service for all, and continuous improvement.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not
exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also
be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the
essential functions. The intern will progressively support the ESA School Psychologist supervisor and potentially
other District Psychologists with the following:
- Serves as a liaison between school personnel, parents, administrators, and outside support systems.
- Provides consultation with instructional staff, counselors, and district personnel, specifically to behavior
management techniques, curriculum and instruction.
- Supervises the maintenance of case records and reports on students involved with special education.
- Monitors current psychological service programs and their effectiveness and makes changes and
recommendations for improvements.
JOB DESCRIPTION: SCHOOL PSYCHOLOGIST INTERN
- Maintains competency in assessment and evaluation techniques in light of psychometric procedures.
Considers abilities, interest and present performance levels of students in planning.
EDUCATION AND EXPERIENCE:
Active enrollment in an accredited School Psychology graduate program and completion of all other course
requirements (usually third year students). The internship year requires a minimum of 1200 hours of supervised
work in the field and provides a capstone for meeting ESA certificate standards for Washington State ESA
certificate in School Psychology or EdS Masters Degrees.
Training/experience in curriculum adaptations and instructional interventions
CONDITION OF EMPLOYMENT:
Criminal background clearance
Signed internship agreement by the University and Highline Public Schools
PROGRESSIVE DEMONSTRATED KNOWLEDGE OF:
Principles and practices of Psychology
Crisis situations and substance abuse problems
Principles and practices of intervention and prevention
Stress, Anxiety, Depression, Family, School Relationships
Symptomatic, Addictive or Compulsive behaviors
School board policies and procedures
ABILITY TO PROGRESSIVELY:
Communicate effectively verbally and in writing
Maintain effective working relationships with individuals and groups in a multicultural and diverse community
Operate a variety of modern office equipment including microcomputers and related software
Work independently with minimal supervision
Comply with school board policies and follow administrative procedures
REPORTING RELATIONSHIP: School Psychologist Intern Supervisor and Director of Special Education
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. The employee frequently is
required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee is
occasionally required to stand and walk. The employee must regularly lift and/or move up to 10 pounds and
occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision,
and ability to adjust focus.
JOB DESCRIPTION: SCHOOL PSYCHOLOGIST INTERN
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an
employee encounters while performing 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 regularly works in indoor conditions and regularly works
near video display. The noise level in the work environment is usually moderate.
Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot
include, and are not intended to include, every possible activity and task performed by every specific employee.
Updated by Human Resources as outlined by Exec Dir Inclusive Ed, 2017.01.20
Updated Superintendent’s statement, 2014.10.22
Created by Human Resources in cooperation with Special Services, 2014.05.06
Highline Public Schools, District #401, complies with all federal rules and regulations and does not discriminate in
admission, access, treatment, or employment in education programs or hiring practices on the basis of race,
creed, religion, color, national origin, age, sex, sexual orientation including gender expression or identity, marital
status, honorably-discharged veteran or military status, the presence of any sensory, mental, or physical disability,
or the use of a trained dog guide or service animal by a person with a disability. This holds true for all students
who are interested in participating in educational programs and/or extracurricular activities. Any person having
inquiries should contact: Age Discrimination Act, Americans with Disabilities Act, Affirmative Action, Civil Rights
Act (employees), and Title IX: Chief Talent Officer, 206.631.3121, firstname.lastname@example.org; Civil Rights
Act: Executive Director of Student Support and Family Engagement, 206.631.3100, 206.631.3100,
email@example.com; Section 504 of the Rehabilitation Act- Director of Health and Social
Services, 206.631.3011, firstname.lastname@example.org