School Psychologist Intern

Central Office; Tazewell (VA); Sur place; USD 35 000 - 52 000; Plein temps

Résumé du poste

Tazewell County Public Schools is seeking a School Psychologist Intern to support students across various schools in Tazewell, Virginia. The role works under the supervision of a School Psychologist and the Director of Special Education to assess needs and develop intervention plans. Candidates must be pursuing an Ed.S.

or doctoral degree in school psychology and have NASP-aligned training. The position emphasizes collaboration with teachers, parents and support staff, and requires adherence to

Qualifications

• Must possess the ability to synthesize and interpret diagnostic and assessment data.
• Knowledge of school psychology theory, child development, crisis management.
• Ability to work cooperatively as an interdisciplinary team member.

Responsabilités

• Complete and interpret measures of cognitive, social, physical, behavioral, emotional and educational functioning.
• Assist in identifying students with disabilities and/or health conditions.
• Prepare comprehensive school psychological reports with practical recommendations.
• Provide consultation to teachers, counselors, administrators and parents.
• Provide individual and/or group counseling as needed.

Connaissances

Interpreting assessment data

Interdisciplinary collaboration

Communication skills

Crisis management

Formation

Educational Specialist (Ed.S) or doctoral in school psychology

Description du poste

School Psychologist Intern

Tazewell County School District Central Office - Tazewell, Virginia Open in Google Maps

This job is also posted in Tazewell County Public Schools

Job Details

Job ID: 5494989
Application Deadline: Posted until filled
Posted: Jan 12, 2026 5:00 AM (UTC)

Starting Date: To Be Determined

Job Description

TAZEWELL COUNTY PUBLIC SCHOOLS POSITION DESCRIPTION

JOB TITLE:

School Psychologist Intern

LOCATION:

Various Schools

JOB CATEGORY:

Non-Support

PAY GRADE:

Teacher

FLSA STATUS:

Exempt

IMMEDIATE SUPERVISOR:

School Psychologist and Supervisor/Director of Special Education

GENERAL DEFINITION AND CONDITIONS OF WORK

Position performs specialized psychological work in an educational setting to enable students to achieve optimal learning. Position collects, interprets, and synthesizes information about a student’s sensory motor/perceptual functioning, academic achievement, intelligence, social/emotional adjustment, and significant crises that influence academic and behavioral functioning. Position works cooperatively as in interdisciplinary team member to provide services and to devise an appropriate service plan for referred students and their families.

ESSENTIAL FUNCTIONS/TYPICAL TASKS

The minimum performance expectations may include, but not limited to, the following functions/tasks:

• Complete and interpret measures of cognitive, social, physical, behavioral, emotional and educational functioning.
• Assist in the identification of students with disabilities and/or physical or mental conditions.
• Prepare clearly written, comprehensive school psychological reports which address referral concerns and provide practical recommendations that can be realistically implemented by school personnel and used in the development of intervention plans and/or the IEP.
• Demonstrate leadership qualities and personal characteristics necessary for collaborating effectively with students, parents, and teachers.
• Provide consultation to teachers, counselors, administrators, other school personnel and parents.
• Provide individual and/or group counseling as needed.
• Serve as a member of school-based review teams, eligibility committees, IEP teams and 504 teams.
• Maintain accurate and careful records of all services provided.
• Complete and maintain documentation in order to bill public insurance for eligible students.
• Adhere to federal, state and local laws, regulations, and policies regarding children's educational welfare.
• Serve as an advocate for students and parents.
• Maintain high professional and ethical standards as defined by Principles for Professional Ethics (National Association of School Psychologists).
• Assist, as needed, with the development and provision of in-service programs.
• Act as consultant concerning assessment approaches and instruments to be utilized in evaluation of students by school personnel.
• Participate in School Crisis and Threat Assessment teams as requested.
• Attend professional workshops and conferences to refine skills and gain new competencies.
• Keep abreast of the professional literature in order to remain alert for ways in which psychological services to students can be improved.
• Performs other related duties as assigned by the Supervisor/Director of Special Education, the building administrator(s) and/or the classroom teacher in accordance with school/division policies and

KNOWLEDGE, SKILLS AND ABILITIES

Candidate must keep up with developments and research in the field of school psychology. Must possess the ability to synthesize and interpret diagnostic and assessment data. Must possess a comprehensive knowledge of school psychology theory, child development, substance abuse education, tests and measurements, and crisis management. Must possess the ability to practically apply assessment, counseling, interviewing and crisis intervention skills. Must possess the ability to work cooperatively as an interdisciplinary team member. Must possess excellent communication and time management skills. Must possess the ability to establish and maintain effective working relationships with community agencies, students, families, team members and others.

EDUCATION AND EXPERIENCE

Must be pursuing an Educational Specialist (Ed.S) or doctoral degree in school psychology, and must have successfully completed all program requirements to be eligible to serve as a School Psychologist Intern through a college or university fully accredited and approved by NASP standards.

SPECIAL REQUIREMENTS

Candidate must possess good moral character.

PHYSICAL DEMANDS/REQUIREMENTS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Frequently required to sit; use hands to touch and hold objects or instruments and to type; and reach with hands and arms. Regularly required to see, talk and hear. Occasionally required to stand, walk, stoop, kneel, crouch or bend, and may be required to lift up to approximately 15 pounds. Itinerant travel may be required, and the individual is frequently required to change locations and adapt to multiple environments across schools, offices and home visits. Ability to drive and navigate to multiple locations occasionally within a single day is required.

EVALUATION

Supervisor/Director of Special Education

Position Type: Full-Time

Job Requirements

• Master degree preferred.
• Citizenship, residency or work visa required

Contact Information

• Glayde Brown
• 506 Jeffersonville Street
• Tazewell, Virginia 24651
• Phone: [phone]
• Email: [e-mail]

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