School Psychologist Intern

School Psychologist Intern Position

The School Psychologist Intern is a vital and supportive member of the PCSD team, working collaboratively with educators, support staff, and administration to achieve the shared goal of ensuring all students receive the education they need to succeed both today and tomorrow. This role is performed within a school environment, overseen by Coordinator of Psychology Services, where teamwork and dedication to student success are paramount.

All staff are expected to fully adhere to the ethical standards set forth by the Georgia Professional Standards Commission, continuously demonstrating a strong understanding of the tasks and responsibilities their roles require. Moreover, they must embody the core belief that every action we take is driven by a commitment to the best interests of our students.

Policy Level: Paulding County Board of Education
- Job Code:

- Salary

Schedule:

Stipend

Descriptor:
School Psychologist Intern
- Effective Date: 7/1/2026

Department:
Student Services
- Job Status:
Full Time

FLSA Status:
Exempt

- Reports To:

Coordinator, Psychological Services

Grade/Level: N/A

- Work Schedule:

1,200 Hours per school year

Working Conditions:

Office Environment

Constant Interruptions

Physical Demands:
Dexterity of hands and fingers to operate a computer keyboard. Ability to exchange information in person and on the telephone. Ability to read a variety of materials. Ability to lift and carry a minimum of 20 pounds. Sitting for extended periods of time. Bending at the waist, kneeling or crouching to file materials.

* Enrolled in a School Psychology training program (NASP approved program is preferred).

* Completion of School Psychology Practicum experience.

* Written and oral communication skills, the ability to plan long term projects and organizational skills essential.

* Knowledge and skills to provide comprehensive services aligned with the National Association of School Psychologists (NASP) Practice Model. Knowledge and skills are expected in all 10 domains outlined in the NASP Practice Model including: (1) Data-Based Decision Making, (2) Consultation and Collaboration, (3) Academic Interventions and Supports, (4) Mental and Behavioral Health Services, (5) School-Wide Practices to Promote Learning, (6) Services to Promote Safe and Supportive Schools, (7) Family, School, and Community Collaboration, (8)
Equitable Practices for Diverse Populations, (9) Research and Evidence-Based Practice, and (10) Legal, Ethical and Professional Practice.

* Skill and expertise in various assessment techniques, data analysis and psycho educational evaluation report writing appropriate to level of experience.

* Knowledge of Federal and State laws and regulations and District procedures regarding Multi-Tiered System of Support, Student Support Team, Positive Behavior Interventions and Supports, and Exceptional Students Education Programs, appropriate to level of experience.

Demonstrates prompt and regular attendance

Assists in the implementation of federal, state, and district regulations, and practices in accordance with professional ethics

Develops a competent understanding of the psychometric characteristics of various assessment instruments

Develops appropriate skills in parent, teacher, and student consultations

Assists with individual comprehensive and partial psycho educational evaluations

Develops cultural awareness and sensitivity in serving various student populations (e.g., selection of assessment tools and interventions, etc).

Develops skills in writing comprehensive psychological reports to assist in educational planning for students

Participates in preparing eligibility reports in accordance with Georgia rules and regulations

Participates in meetings to determine eligibility for Special Education services

Consults with school staff regarding Multi-Tiered Systems of Support

Consults with school staff to assist in meeting the educational needs of individual students

Participates and serves as a consultant on the School Based Intervention Team (SBIT), Positive Behavior Interventions and Supports (PBIS) and Student Support Team (SST) meetings.

Actively participates in IEP meetings and contributes to IEP development

Participates in professional learning activities and trainings to continuously improve knowledge and skills

Conducts presentations/trainings for stakeholders on pertinent topics specific to identified needs.

Conducts observations of students to assist in the planning of interventions

Conducts structured mentoring, group or individual counseling sessions as appropriate

Participates as a member of the system's crisis intervention team

Collaborates with schools, families and community stakeholders to promote student well being

Performs other duties as assigned by Superintendent or designee

Adheres to legal statutes, organizational rules and community standards

Maintains successful working relationships with co-workers

Functions effectively as a team member

Manifests…