SCHOOL PSYCHOLOGIST INTERN

Northampton Public Schools District Wide School Psychologist Interns •Salary: $16,000/Year of Internship •Monday through Friday •August 25, 2025 start date •Official University/College Transcripts required. •Must have acceptable MA CORI and SAFIS National Fingerprint Background Checks prior to employment. Definition: The School Psychologist Intern performs a variety of duties related to supporting students academically, socially, emotionally and behaviorally. The School Psychologist Intern collaborates with educators, families and other professionals to assist in the creation of safe, healthy and supportive school environments for students both on the system and individual student level. On an individual level, the School Psychologist Intern conducts assessments in order to help determine eligibility for services through the team process and appropriate plans to support students. Supervision: Works under the direct supervision of the supervising school psychologist, along with the building principal and special education administrative team. Essential Functions: •The School Psychologist Intern will carry out major professional functions under the appropriate supervision in a sequence of experience designed to enhance professional attitudes, responsibility, communication skills, critical judgment, and technical skills. •The intern will be provided with the opportunities to engage in psychoeducational evaluations, functional behavioral assessments, response to intervention initiatives, intervention design and planning, direct involvement with school-based assistance teams, consultation with teachers, parents, and other school staff, direct services to students, support of early literacy improvement initiatives, and professional development activities. •Responsibilities of NPS School Psychologists are provided below: •Conducts full psychoeducational assessments, including test administration, data collection, scoring and analysis, writes a comprehensive report of the results, and participates in Team meetings in which evaluation results are shared and used to help determine the needs and services for students. •Facilitates, or helps facilitate along with other colleagues, the Student Support Team process, including scheduling meetings with teams of educators, problem-solving student support with these teams, and documenting the process. •In order to support a strong tiered system of interventions and supports, serves on the building-level data team to help facilitate the Response to Intervention screening and intervention process, and assists school personnel and the principal in understanding screening, benchmark and progress monitoring data. •Performs classroom observations of students and provides consultation to colleagues regarding academic, behavioral, social and emotional supports for students. •Conducts Functional Behavior Assessments. •Consults with the schools designated mental health team, which may include the school’s counselor, nurse, tiered support provider, principal, the District’s Outreach Social Worker, and administrators from the Student Services Office. •Provides professional development to colleagues and the community regarding academic, social, behavioral and emotional strategies and tools to support students as well as assessment and screening tools. •Consults with community agencies regarding collaborative supports when needed. •Maintains appropriate records and fulfills appropriate reporting responsibilities. •Maintains professional development and licensure requirements to continuously update professional knowledge. •Provides input on program development and long-term planning. •May assist the building administration in the completion of Section 504 plans. Qualifications: •Appropriate qualifications within an accredited school psychology program Skills and Abilities: •Interpersonal and communication skills when working with families and colleagues. •Knowledge of special education law, policies and procedures (outlined in IDEA) as well as Section 504 •Knowledge and application of special education eligibility assessments. •Data collection and analyses. •Ability to use data to make informed instructional decisions. •Advocacy for student needs and resources. •Modeling for staff and students a process that focuses on student strengths when developing supportive plans. •Recognition of an outside-the-box, problem-solving level of thinking and initiative when working with all students. •Daily flexibility and quick-thinking skills. •Organization and time management skills. •Basic computer skills and knowledge of online scoring programs. •Ability to move about the building efficiently to observe and interact with students and colleagues. Additional Considerations: •Familiarity with early childhood developmental stages, social, language and physical development •May be trained in the Crisis Prevention Institute’s model of nonviolent crisis intervention, and may be a member of the school’s crisis response team. Physical Requirements: Varying degrees of physical activity are necessary for this position. General moderate physical activity is required with occasional lifting of up to 50 pounds. If CPI trained, must be physically able to restrain a student in accordance with procedures. Benefits: There are no benefits with this intern position.

Salary : $16,000