Teacher- School Psychology Intern

Position Purpose The BCSC School Psychology Intern's main responsibility is to apply their learning in a breadth of school psychology services under the guidance of a supervising mentor, under a system of gradual release for increased independent functioning. BCSC offers a comprehensive training experience that allows interns not only to conduct all parts of psychoeducational evaluations, including functional behavior assessments, but also to lead academic, behavioral, and/or social-emotional interventions and engage in consultative relationships with teachers.

We aspire to the NASP practice model and consider BCSC the choice to learn, work, and play. Internship supervision will be provided to conform with NASP and training program requirements. BCSC School Psychologist Intern Performance Responsibilities Collaboration and Communication Work with general education teachers, special education teachers, related services staff, administrators, and families as part of the special education process.

Provide consultation to teachers and parents regarding the interpretation of evaluation results to assist with determining special eligibility and inform instructional planning. Participate in meetings (e.g., referral, eligibility, IEP meetings) and help explain assessment findings. Encourage parental involvement in students' education and ensure effective communication with students and parents.

Assessment & Evaluation Facilitate initial evaluations of students suspected of meeting special education eligibility criteria and periodic re-evaluations for those already identified. Administer standardized and supplemental tests of cognitive ability, academic achievement, social-emotional / behavioral functioning, and other domains as needed (e.

g., adaptive behavior, memory). Use classroom observations, student work samples, interviews with parents/teachers, and review of records to inform evaluation recommendations. Interpret test results and write evaluation reports that are clear, timely, and in compliance with state and federal regulations. Eligibility Determination Facilitate multidisciplinary case conferences to review evaluation data and determine special education eligibility under Indiana Article 7 / IDEA Recommend related services or accommodations, as applicable.

Documentation & Compliance Ensure that evaluation reports, eligibility documentation, and other required paperwork are maintained, accurate, and submitted within legal timelines. Ensure assessment practices are consistent with state law, district policies, ethical guidelines, and best practices. Keep up to date with changes in special education law, regulations, and policy (Indiana Article?

7, IDEA, state licensure requirements). Follow ethical practices defined by Indiana code and the National Association of School Psychologists Intervention & Support Assist in designing academic intervention plans, behavior intervention plans (BIPs), or functional behavior assessments (FBAs) when behavioral or emotional issues are part of eligibility concerns.

Facilitate evidence-based interventions with individuals or groups of students using Tier 2 and 3 social-emotional interventions aligned with the Together for Tomorrow project. Professional Development & Growth Keep professional credentials and licensure up to date. Engage in continuing education / professional development relevant to assessment practices, psychological tools, and special education legal mandates.

Participate in district-wide or cooperative training/meetings about evaluations, mental health wellness activies, and special education eligibility practices. Serve as a resource and consultant on mental health and child psychology, and conduct in-service programs as requested. Attend one national conference related to the Together for Tomorrow project Additional Duties Performs other related tasks as assigned by the Director of Special Education/Designee.

Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all-inclusive of every task or responsibility. Equipment Use standard office equipment such as personal computers, printers, copy and fax machines, and telephones. District-issued laptop to support communication with project partners, data management, and data analysis Travel Requirements Travels to school district buildings and professional meetings as required.

Knowledge, Skills, and Abilities Knowledge of child psychology principles, assessments, methods, behavior modification, etc., and current developments in school psychology. Knowledge of data information systems, data analysis, and the formulation of action plans. Knowledge of applicable federal and state laws regarding education and students.

Ability to use computer network systems and software applications as needed. Ability to organize and coordinate work to meet legal deadlines. Ability to communicate effectively with students and parents. Ability to engage in self-evaluation concerning performance and professional growth. Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

Physical and Mental Demands, Work Hazards Works in standard office and school building environments.

Qualifications

Motor Vehicle Operator's License or ability to provide own transportation. Must maintain personal malpractice insurance policy with at least $1,000,000 per claim/$3,000,000 aggregate policy.

Education

In a program to obtain an Ed.S., Ph.D., or Psy.D in School Psychology (or equivalent) Reports To Together for Tomorrow Project Lead and Assistant Director of Special Education Contract Length and Compensation 182.5 day contractual year/Temporary Special Contract Position (Federally Grant Funded) First-year teacher salary and benefits Hiring Manager: Heather Rimstidt rimstidth@bcsc.

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