Days per Year:197

Min: $52859

Mid: $63670

JOB TITLE: School Psychologist Intern(2025/2026

REPORTS TO: CoordinatorAssessment

WAGE: Exempt

PAY GRADE: AI 1

PRIMARY PURPOSE:

The School Psychology Intern under the direction of the Special Education Assessment Coordinator is responsible for culturallyrelevant ethical evidencebased evaluation and assessment practices that align and support the district maintenance of compliance with the statutory requirements of IDEA and the state accountability systems for student identification under Child Find and student progress.

All employees of Spring ISD are expected to act with integrity support organizational goals communicate in a clear and respectful manner demonstrate the ability to inspire grow and motivate others utilize feedback drive for results and champion the needs of our students employees and district while driving continuous improvement.

QUALIFICATIONS:

Required:

• Masters in School Psychology from an accredited college or university
• 1 years school psychology practicum experience under the supervision of a Licensed Specialist in School Psychology and accredited University program

Preferred:

• Academic training from a NASP accredited program
• Field experience in evaluations for Emotional Disturbance Autism and Other Health Impairment
• Evaluation skills in the areas of cognitive academic and adaptive behavior assessment
• Field experience with functional behavioral assessments
• Field experience with counseling practices
• Teaching experience
• Fluent in Spanish

SPECIAL KNOWLEDGE/SKILLS:

• Knowledge of psychoeducational evaluation
• Knowledge of psychological evaluation
• Ability to work with diverse populations
• Skill in consultation with teachers and parents
• Ability to work well under pressure
• Knowledge of special needs of students specific to behavior
• Knowledge of special needs of students exhibiting an Emotional Disturbance
• Willingness to learn receive professional feedback and respond to request

• General knowledge of curriculum and instruction and appropriate accommodations and modifications for students with disabilities in the general education curriculum
• Strong organizational communication and interpersonal skills

MAJOR RESPONSIBILITIES:

• Must engage in timely databased decisionmaking while utilizing assessment methods for identifying strengths and needs; developing effective interventions services and programs with supervision support;
• Participates as a member of the Admission Review and Dismissal/Individual Educational Plan Committee for special education placement of and programming for students.
• Assesses referred students under IDEA to determine the factors influencing behavior and emotion as it relates to educational performance cultural relevance ethics TEA disability conditions legal standards within federal and state timelines.
• Assists in gathering review distribution and analysis of psychological data from outside professionals and vice versa.
• Collects and interprets data in order to make recommendations to support student academic progress.
• Conduct and/or assist with Functional Behavior Assessment.
• Conduct and/or assist with development of student Behavior Intervention Plan.
• Functions as ARD committee member to formulate appropriate educational and behavioral goals for students.
• Assists in the transmittal of psychological information to outside professional individuals and agencies.
• Clearly communicate assessment findings and recommendations to students parents teachers and staff.
• Provides counseling supports and/or psychological services if recommended by the ARD committee
• Must effectively demonstrate the skills needed to consult and collaborate with staff parents leaders and students.
• Interprets and applies appraisal and assessment data as it relates to the students performance.
• Must understand the biological cultural and social influences that impact the academic skills learning and developmental processes of students and the need for evidence based curricula and instructional strategies.
• Assist and support the staff development for general and special education staff administrators parents students and other related staff regarding related field areas behavior socialemotional autism.
• Assist to Promote Safe and Supportive Schools via best practices for crisis management resilience socialization and adaptive skills to enhance mental and behavioral health.
• Assist in schoolwide supports that promote learning
• Conduct formal and informal observations of students for consultation and evaluation
• Family School and Community Collaboration and the promotion of Equitable Practices for Diverse Student Populations
• Participate in child referral teams and community learning activities promoting culture and learning.
• Use of culturallyrelevant assessment practices and tools recommendations utilizing a culturally responsive approach.
• Other duties as assigned

WORKING CONDITIONS:

The usual and customary methods of performing the jobs functions require the following physical demands: physical mobility standing prolonged sitting some lifting carrying pushing and/or pulling reaching/repetitive hand motions and the ability to work with frequent interruptions. May be required to lift or position students with physical disabilities; support behavior through physical restraint; and assist nonambulatory students. Exposure to biological hazards. Mental demands: Ability to maintain emotional control under stress; ability to solve problems and deal with a variety of situations; ability to interpret a variety of data ability to be effective in both oral and written communication. Travel within the district as required.

Required Experience:

Intern