Intern - School Psychologist 25/26 School Year

These positions will be for the 2025/26 school year.

Internships are for current graduate students in the field of Psychology.
Interns would be completing aspects of the work outlined in the job description below.
Specific duties would be determined by the interns, their district field supervisor, and their university supervisor.

POSITION SUMMARY School Psychologists provide case consultation on educational issues for all children. They function as facilitators for special education evaluations of students who, for various reasons, are not succeeding in the school environment and have a suspected disability. As part of evaluation team, psychologists assess students in areas for which they are exclusively trained: cognitive, adjustment, and adaptive. Psychologist Interns lead the assessment team in drawing conclusions and providing recommendations based on all data engendered from the team evaluation.
This position requires working with children of various ages and a variety of disabilities (preschool to 12^th grade). The position requires being an itinerant and traveling to different school sites within the district.

The Federal Way Public Schools hosts a robust internship program for school psychologists that includes participating in assessment, consultation, and intervention activities in alignment with the National Association of School Psychologists (NASP) practice model. 
Internships are for current graduate students in the field of School Psychology during their internship year. Interns will complete aspects of the work outlined in the job description below, in alignment with the internship requirements of their specific graduate program. Interns may obtain internships experiences through our Pre-K to 21 special education programs, through our emergent MTSS systems, as well as through participation in monthly school psychologist staff meetings, clinical staffing teams, and professional learning communities.
Specific duties and internship experiences are determined through collaboration between the intern and their district internship supervisor and university supervisor, in order to provide a well-rounded internship experience tailored to the unique interests and abilities of the intern school psychologist.
 
 
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.

• Psychological evaluation, in which Psychologists employ those instruments for which they are exclusively trained.
• Primary facilitator of special education evaluations and reevaluations.
• Facilitation of decisions around program needs for special services students transferring into the district.
• Consultation with district staff, patrons and other professionals around psycho­ educational issues impacting all students.
• Consultation regarding placement decisions for special needs students.
• Compilation of supporting evaluation paperwork, as related to evaluation data by the School Psychologist.
• Facilitation of transportation arrangements as appropriate for students transferring into the district with previous special education concerns.
• Share District Representative role with other professionals.

OTHER RESPONSIBLITIES:

As time allows school psychologists may choose to pursue various interests beyond their primary responsibilities. Examples include but are not limited to developing a reading program, leading seminars on child development, teaching a psychology class, running psycho-educational groups, providing psycho-educational counseling or consultation or developing a discipline program for a building.
 
REQUIRED QUALIFICATIONS:
Education and Experience
Current graduate student enrolled in a psychology program.
 
CONDITION OF EMPLOYMENT:
Washington State Driver’s License
Criminal background check
Work scheduled hours on a consistent basis
 
KNOWLEDGE OF:
School board policies and procedures
 
ABILITY TO:
Demonstrate basic knowledge of modern technology and willingness and ability to increase knowledge to proficiency
Work independently and work collaboratively with others fostering a team approach whenever appropriate.
Maintain a good work attendance record, be punctual, and follow District procedures for reporting all absences.
Demonstrate enthusiasm, flexibility and a commitment to students.
Practice effective safety and security within individual work routines.
Develop and maintain positive relations with staff and service providers
Follow written and verbal directions with minimal supervision
Speak, read and follow written communications in English
Perform basic spelling, math and grammar skills
Demonstrate the desire, skill and patience to work with students with special emotional, academic and social needs, which may include violent behavior
Demonstrate a caring attitude and establish an environment that encourages appropriate behavior and successful learning
Exercise judgment as to when to act independently and when to refer to higher authority
Practice ethical and professional standards of conduct including the requirements of confidentiality
Communicate effectively with staff, students, parents/guardians, and the public in a multicultural and multiracial community
Interact positively with students, parents, and staff in a professional manner and demonstrate a commitment for students and their success
Continue professional growth
Perform the essential functions of the job with or without reasonable accommodations
 
REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:
Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools’ commitment to “Each Scholar: A Voice. A Dream. A Bright Future.” 
Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.
 
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 will regularly stand and walk, bend neck and back, use hands for repetitive grasping and pushing/pulling.  The employee will constantly be required to sit for extended periods of time and use a computer screen and keyboard.  The employee may occasionally be required to squat, kneel, and use hands for fine manipulation, climb stairs/ladder, lift and reach overhead, and lift/carry. The employee must constantly lift/carry up to 5 pounds and must frequently lift /carry up to 15 pounds.  The employee will occasionally lift/carry a maximum of 25 lbs.  The employee is occasionally required to push/pull a maximum weight of 200 pounds.
 
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. The employee is required to travel to various locations.  Nights and Weekends may be required occasionally to meet job demands.
 
WORK SCHEDULE
This position typically works, 7.5 hours per day
 
REPORTING RELATIONSHIP
Interns will receive supervision through their assigned field supervisor in conjunction with their university supervisor. Adjustments to internship activities, including schedule, will be made as needed through collaboration between field and university supervisors and the intern.
 
REPRESENTATION
Temporary employees
 
LEVEL OF COMPENSATION
Stipend
 
CLASSIFICATION HISTORY
Created July 2018
Updated November 2019
 
Disclaimer
The preceding list is not exhaustive and may be supplemented as necessary.  The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required but should not be considered an all-inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed. 
 
All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.
 
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.