Third Psychologist Intern

District Overview

Livonia Public Schools employs approximately 1,900 staff members, serving approximately 14,000 students pre-K to post-secondary. There are 15 elementary schools, 3 middle schools, 3 high schools, 1 career technical center, 1 early childhood center and 1 vocational and transition center in the school district. Within these schools, county-wide Special Education programs are housed, including a work skills program for ages 18‑26 years, a Moderate Cognitive Impairment (MoCI) program for grades pre‑K‑12, an Autism Spectrum Disorder (ASD) program for grades pre‑k through post‑secondary, and a Visual Impairment (VI) outreach program.

We service approximately 1,000 students with IEPs, both in district and in surrounding districts with alternative programs (Michigan School for the Deaf, self‑contained ASD program, Severely Multiply Impaired program, day treatment program, etc.). The annual budget for Livonia Public Schools is $180 million, with state funding of $10,000.00 per pupil.

Livonia Public Schools is currently seeking qualified candidates to fill the positions of Third‑Year Interns for the 2026‑2027 school year. The candidate will be provided with a comprehensive field experience under the supervision of an experienced, certified School Psychologist, which will minimally include the following:

• At least 2 hours of face‑to‑face supervision per week, plus additional experiences observing the supervisor (and/or the other 15 other highly qualified School Psychologists) facilitate Special Education eligibility meetings, FBA/BIPs, problem‑solving meetings, etc.
• Extensive training in psycho‑educational evaluation techniques with diverse populations
• Training in cross‑battery assessment and identification of reading/writing disorders, including dyslexia and dysgraphia.
• Participation in building‑level problem‑solving/MTSS teams
• Training in conducting suicide assessments and threatening behavior assessments
• Opportunity to participate in all district‑ and departmental‑level Professional Development trainings
• Training in digital administration of assessments (i.e., the Pearson Q‑Interactive system)
• Access to a large range of assessment tools
• Participation in biweekly/monthly case consultation groups with other School Psychologists and Social Workers in order to learn from ongoing cases in other buildings
• Opportunity to review the Social Emotional Learning (SEL) curriculum utilized by the district and assist with school‑wide implementation
• Opportunity to contribute to initial “problem identification” or the likely nature of a student, classroom, or school problem in order to help develop intervention efforts as part of a problem‑solving team
• Opportunity to team with colleagues for extended interventions to help with initial implementation, monitoring, modification, and ultimately, evaluation of plans designed to address student needs
• Participation in developing Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs)
• Opportunity to present at staff meetings and/or district/departmental Professional Development trainings
• Opportunity to provide school psychological services to any student or small groups of students in need of such services

• Successful completion of a second‑year practicum
• Preliminary School Psychologist certification preferred
• Demonstrated positive interpersonal relationships
• An understanding of the rationale of testing, measurement, and skills in the administration of tests, including those which measure intelligence, achievement, adaptive skills, and behavior
• Experience in administration and interpretation of the most commonly administered cognitive, academic, adaptive, and behavioral assessments
• Broad understanding of learning and learning impairments
• Superior verbal and written communication skills
• Knowledge of federal and state Special Education laws and other legal aspects of the role of the School Psychologist
• A passionate commitment to improving learning for all students
• Skills in the ability to consult, counsel, and collaborate with pupils, parents, school personnel, and appropriate outside personnel regarding mental health,…