Intern School Psychologist

The Tuscarora Intermediate Unit invites applicants for the Intern School Psychologist for Special Education Programs. This is a one year internship position, 187 days.  Salary is 30,000 plus travel.  To apply for this position, please complete an application on our website at http://www.tiu11.org. 

This is a paid internship, grant funded for an out-of-state student defined as:

1. A student with primary residency in a state other than Pennsylvania
2. A student with primary residency in Pennsylvania attending an out-of-state school psychology graduate program.
3. A student with primary residency in a country other than the United States.
4. The student may be enrolled in a Pennsylvania College or University. It is not a requirement to be enrolled in a Pennsylvania program to be eligible for the paid internship.
5. Must be enrolled in an accredited school psychology graduate program and working towards Pennsylvania state certification and/or Nationally Certified School Psychologist credential.
 

The Intern School Psychologist for Special Education Programs shall be directly responsible to the Director for Special Education. 

Fundamental Duties/Essential Functions

Conduct psychological and academic assessments

Assist the Multi-Tiered System of Support (MTSS) Leadership and Advanced Tiers Teams to analyze data and engage in instructional and intervention matching at the building, classroom, and student levels to ensure all students, including students with disabilities, have their academic and behavioral needs met. Support the Advanced Tiers team to problem-solve around individual student data and evaluate student responsiveness to intervention, while adhering to Child Find obligations.

Implement an effective program for psychological and follow-up services:

administer tests to individual students.

participate as a member of MDT and prepare CER reports as required.

Engage in collaboration with school personnel, families, and community agencies to effectively support students 

provide specific recommendations to teacher and administrative staff that will assist them in implementing intervention programs based on the assessment results of each student referral.

Interpret test results to appropriate staff members and parents.

Provide consultation supports to help teachers implement evidence-based academic, social, emotional, and behavioral practices and interventions to improve outcomes for students 

Conduct staff development programs for administrative and teaching staff to increase their understanding of students' educational and psychological needs.

Make classroom or home visits to observe referrals as deemed necessary.

Work with teachers to improve their skills in delivering evidence-based interventions with fidelity, remedial work, re-education, rehabilitation, etc., for students with disabilities

Provide short-term individual and group counseling to students to address barriers to school functioning, adhering to psychological counseling as a related service guidelines, and collaborating with community mental health professionals and families

Consult with school personnel and families in the development of special programs, delivery of evidence-based interventions, and skills for supporting students based upon specific needs. 

Develop a program for the systematic re-evaluation of students with disabilities. 

Assist other staff members in developing ways to facilitate the learning and adjustment of students.

Develop and maintain records (including filing of information) concerning psychological testing, Comprehensive Evaluation Reports (CER), student follow up and monthly reports on services provided to member districts.

Any employee who completes certification and/or licensure requirements shall fulfill School-Based Access Program (SBAP) functions.

Perform other tasks as assigned by the Director for Special Education.

Required Knowledge, Skills and Abilities

Individuals must possess these skills, knowledge and abilities or be able to explain and demonstrate that the individual can perform the essential functions of the job, with or without reasonable accommodation, using some other combination of skills and abilities. Some requirements may exclude individuals who pose a direct threat or significant risk to the health and safety of themselves or other employees.

Must be enrolled in an accredited school psychology graduate program and working towards Pennsylvania state certification and/or Nationally Certified School Psychologist credential.

Knowledge of the Pennsylvania Special Education Regulations and Standards.

Knowledge of the Individuals with Disabilities Education Act (IDEA).

Ability to exert up to 50 pounds of force, occasionally, to lift, carry, push, or otherwise move equipment/supplies including students.

Ability to provide personal, reliable vehicle for own travel requirements and to travel within the workday to a variety of school settings and environments.

Ability to orally communicate effectively in English with others in all levels of group and individual contacts.

Knowledge of the National Association of School Psychologists Practice model.

Ability to communicate effectively in writing, using the English language.

Ability to employ interpersonal skills so as to effectively collaborate with school administrators, staff, parents and agency personnel.

Qualification Standards

Education Possess a Pennsylvania Certificate for Educational Specialist I or II, School Psychologist.

Experience: Prior experience as a school psychologist preferred.

A review of this job description has excluded the marginal functions of the position that are incidental to the performance of fundamental job duties. All duties and requirements are essential job functions.

This job description in no way states or implies that these are the only duties to be performed by the employee. Employees will be required to follow any other job-related instructions and to perform any other job-related duties required by their supervisor.