School Psychologist Intern

CHANDLER UNIFIED SCHOOL DISTRICT

JOB TITLE:

PSYCHOLOGIST INTERN CALENDAR: 1961 (9.5 MONTH) SALARY: PSYCHOLOGIST SALARY SCHEDULE Job Goal

While under the direct supervision of the Director of Student Services and a credentialed school psychologist within CUSD, the school psychologist Intern will provide services that assist parents and professionals in meeting the educational and social/emotional/behavioral and mental health needs of children.

• Bilingual preferred.
• Must have minimal qualifications as a school psychologist who is in their final year of degree program:
  Master's, Ed.s, Psy.
  
  D., or Ph.D. for this position. CUSD will provide the supervision as required by your higher education institution.
• OR an equivalent combination of education and experience that provides the required knowledge and skill, which will lead to the Arizona State Board of Education School Psychologist Certificate.

• Serves as a team member in the screening, evaluation, and diagnosis of students psychologically.
• Conducts parent-staff conferences to interpret findings and recommendations resulting from evaluations.
• Provides professional advice and consultation to students, parents, staff, and faculty on all matters related to psychological needs and services in the schools.
• Collects, compiles, evaluates, and provides data that may become necessary as a matter of information, documentation, reports, or administrative planning requirements.
• Researches and studies the field of child growth and development to recognize the academic, social, and emotional needs of children.
• Develops an understanding of the local community and its educational needs.
• Collaborates with their supervisor weekly to review student cases, protocols, and procedures.
• Performs other duties as assigned.

• Knowledge of psychological testing and assessment techniques and practices.
• Knowledge of principles and practices of educational potential and abilities.
• Knowledge of child growth and development.
• Knowledge of effective communication and negotiation skills.
• Knowledge of federal, state, and district rules and regulations as they apply to psychological services and the implementation of the IDEA.
• Knowledge of leadership practices and techniques.
• Skill in performing psychological tests and assessments.
• Skill in operating office equipment, computer hardware, and software applications.
• Skill in communicating orally and in writing.
• Skill in researching, analyzing, and interpreting data and applying it to implement new programs or policies.
• Skill in compiling reports and other written documents.
• Skill in establishing rapport with students, parents, faculty, and staff.
• Skill in establishing and maintaining effective working relationships with others

• Excellence in all we do. No matter how large or small, we value excellence in all parts of this organization. Excellence is a value, a quality, and our most important product.
• Equity and fairness in all things. Education is the great leveler, and we intend for all our students, staff, and patrons to have the opportunity, tools, and ability to succeed and excel.
• Collaboration is an effective decision-making model as well as an effective morale-enhancing model.
• Integrity is simply non-negotiable. Honesty, integrity, and reliability are the foundations of our organization.
• Efficiency is the essence of being a good steward of public trust. Our community supports us because we continually demonstrate our ability to produce the very best by carefully using the resources available.

• Promote positive interactions with colleagues
• Promote positive interactions with students, parents, and community members
• Be responsible, reliable, and punctual
• Be flexible and adaptable to change
• Positively accept direction
• Direct constructive criticism toward improving the district
• Exercise positive problem-solving behavior and conflict resolution skills
• Adhere to the dress code appropriate to the site and job
• Share sensitive student and staff information on a need-to-know basis
• Be a positive role model for students
• Adhere to district and school rules and procedures
• Work with a large cross-section of people in a professional and non-judgmental manner

• Positions in this classification often require physical activities such as stooping, kneeling, crouching, standing, walking, and sitting.
• The job involves finger or manual dexterity, repetitive finger motion, speaking, hearing, seeing (with correction), and focusing ability.
• Employees may be exposed to travel, odors, dust, poor ventilation, workspace restrictions, and loud noises.
• The work may require lifting or exerting up to 40 pounds of force occasionally and up to 10 pounds of force frequently.
• Reasonable accommodation may be available for individuals with disabilities to perform the essential job functions.
• The physical demands described are representative of those an employee must meet to perform the essential job functions…