LSSP​/School Psychologist Intern

Job Details

Job : 5691413

Final date to receive applications: Posted until filled

Posted: May 05, 2026 5:00 AM (UTC)

Starting Date: Immediately

Min: $55,117

Mid: $66,389

The Licensed Specialist in School Psychology - Intern, under the direction of the Special Education Assessment Coordinator, is responsible for culturally relevant, ethical evidence‑based evaluation and assessment practices that align with and support the district’s 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, inspire, grow, and motivate others, utilize feedback, drive for results, and champion the needs of our students, employees, and district while driving continuous improvement.

• Master’s degree in School Psychology from an accredited college or university
• 1 year of school psychology practicum experience under the supervision of a Licensed Specialist in School Psychology and an accredited university program

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

• Knowledge of psycho educational 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 requests
• 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

• Engage in timely data‑based decision‑making while utilizing assessment methods for identifying strengths and needs; develop effective interventions, services, and programs with supervisory support
• Participate as a member of the Admission, Review, and Dismissal/Individual Educational Plan Committee for special education placement and programming for students
• Assess referred students under IDEA to determine the factors influencing behavior and emotion as it relates to educational performance, cultural relevance, ethics, TEA disability conditions, and legal standards within federal and state timelines
• Assist in gathering, reviewing, distributing, and analyzing psychological data from outside professionals and vice versa
• Collect and interpret data 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 Plans
• Function as an ARD committee member to formulate appropriate educational and behavioral goals for students
• Assist in the transmittal of psychological information to outside professionals and agencies
• Clearly communicate assessment findings and recommendations to students, parents, teachers, and staff
• Provide counseling supports and/or psychological services if recommended by the ARD committee
• Demonstrate skills needed to consult and collaborate with staff, parents, leaders, and students
• Interpret and apply appraisal and assessment data as it relates to students’ performance
• Understand 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 staff development for general and special education staff, administrators, parents, students, and other related staff regarding behavior, social‑emotional, and autism field areas
• Assi…