Job Description


Job Number:2017-2941

School Psychologist Intern
ERAC-Special Services

FTE: 1.000
Hours Per Day: 7.00
Position Type: Non-Continuing

Start Time:
End Time:

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

GROUP: Non-represented

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

organizational practices:

- 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.

MINIMUM QUALIFICATION

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.

PREFERRED QUALIFICATIONS::

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

Therapeutic modalities

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.

CLASSIFICATION HISTORY
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, titleixofficer@highlineschools.org; Civil Rights

Act: Executive Director of Student Support and Family Engagement, 206.631.3100, 206.631.3100,

civilrightscoordinator@highlineschools.org; Section 504 of the Rehabilitation Act- Director of Health and Social

Services, 206.631.3011, 504coordinator@highlineschools.org

Application Instructions

To apply, please click the link below. Another window will open and allow you to apply directly online.

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