School Psychologist Intern

An opportunity to Inspire, Challenge, and Empower! 

Posting Information: This position will be open until filled. For best consideration, candidates should apply by February 24th, 2025.

Schedule: 190 days per school year, 7 hours per day, M-F; This position is a full-time internship for the 2025-2026 school year (at least 1,200 hours for specialist- level internships).

Location: Multiple locations that may change as student need changes.

Salary: $22.47 per hour

FLSA Status: Non-Exempt

Benefits: 12 sick leave days annually; health insurance benefits through the School Employees Benefits Board (SEBB) including medical, dental, vision, life, and long-term disability insurance; other fringe benefits as allowed under School Board Policies and Procedures.

Overview

The Psychologist Intern provides individualized psychological assessment information, support, and consulting services to staff and the special services cooperative districts which supports the Strategic Plan for Shelton School District. Shelton School District uses a gradual release model, where the school psychologist intern receives intense coaching and supervision at the beginning of their internship and work towards greater independence while taking on more responsibilities. Under the supervision of a licensed school psychologist, this role will be responsible for classroom observations, conferences, participation with teams, individual student testing ,written report, assessment summaries, analysis of testing data in compliance with Washington Administrative Code (WAC) for special education, review of previous data, communication with parents and agencies and assistance in developing an appropriate individualized educational program for students.

Shelton School District is located in the south sound area of Mason County, serving approximately 4,550 students preschool through post-secondary. Shelton has 9 schools, including a robust early learning center with developmental and bilingual preschool programing as well as three different high school options, including ALE options.  Approximately 40% of our families identify as Hispanic/Latino and 24% of our students are English Learners.  The majority of schools have native education programs, in partnership with our local Squaxin and Skokomish tribes.  Approximately 66% of our students are considered low income and 16% of our students have an identified disability.  Each building also has family liaisons, school counselors, and mental health counseling partnerships to serve the diverse needs of Shelton students.   

Requirements

• Must have completed all required course work and practicum experiences in preparation for their field-based internship.
• Ability to engage in self-reflection as part of supervision of school psychology duties. 
• Knowledge in all phases of the special education process, procedures, and disability categories. Some assignments may require special expertise in early learning and/or atypical disabilities. 
• Effective oral and written communication skills. 
• Ability to maintain confidentiality. 
• Ability to participate in conferences, workshops, and training sessions. 
• Ability to use various assessment tools for various ages and diagnostic investigations. 
• Ability to learn to plan, organize and implement all phases of special education identification. 
• Ability to drive and work in different locations daily, and work flexible hours.
• Ability to remain flexible to changes in assignments or situations.
• Ability to work collaboratively with colleagues and staff as a team to accomplish goals.
• Ability to develop and maintain positive, professional relationships with staff, students, and vendors.
• Willingness to maintain an upbeat, positive, and collaborative demeanor.
• Willingness to maintain confidentiality and tact in all aspects of employment.
• Willingness to incorporate lightheartedness and humor into the workplace.
• Willingness to grow in interpersonal and technical skills with the held belief of being a lifelong learner.
• Willingness to admit faults, learn from mistakes, and take calculated risks.
• Willingness to serve as a think-partner and use critical thinking skills to perform tasks and make decisions.
• Ability to apply policies, procedures, statutes, and regulations accurately.
• Ability to perform all the essential functions of the position with or without reasonable accommodations.

Essential Functions

• Provides consultative and advisory services to school personnel within the service area in the diagnosis and remediation of all children. 
• In reference to students referred for special education evaluations, conducts child find screenings and when appropriate evaluation assessment of intellectual, behavioral, social emotional and adaptive areas of functioning, in comparison to normal growth and development. 
• In reference to students referred for special education evaluations, conducts observations in classrooms and other areas of the school building, as well as home visits when appropriate. 
• Develops an assessment summation from the assessment reports submitted by a group of qualified professionals.
• Maintains compliance with state and federal guidelines for establishing Special Services eligibility. 
• Participates as a member of the multi-disciplinary team providing information on WAC regulations, specific student observations, testing and planning for an Individualized Education Program (IEP). 
• Maintains good communication with counselors, staff and building administrators, parents, and agency providers to develop appropriate programs for special education students. 
• Provides consultation services to counselors, administrators, general and special education staff in instructional and/or behavioral program development. 
• Collaborates on individual short-term objectives and long-term goals as indicated by formal and informal assessment. 
• Maintains good communication with individual staff members, parents, administrators, other school personnel, and agencies to provide continued appropriate progress and changes in the student's program. 
• Maintains files and forms for special education compliance in a timely manner. 
• Records and submits timely signed and dated reports for each student assessed. 
• Provides consultative and advisory services to the family, educational staff, health care agencies, and interested community organizations. 
• Works closely with all social agencies having contact with students in the service area. For example, juvenile court, public assistance, mental health, etc. 
• Provides follow-up casework services and on-going communication when using outside resources. For example, Child Study Clinic, Mary Bridge Hospital, and others as appropriate. 
• Maintains written records and submits timely reports for each student. 
• Provides workshop opportunities for staff and community to enhance the general knowledge of psychological, cognitive, adaptive, social, emotional, behavioral development, and learning difficulties in children. 
• Maintains updated knowledge of school policies and procedures that affect this position. 
• Updates their own knowledge and evaluates their own practices and applies it toward the development of a continually evolving and quality school psychology department. 
• Other duties as assigned.