School Psychologist Apprenticeship

SUMMARY SPA Practicum Student (1st-year graduate student) – 1‑year commitment, 2‑3 days/week, up to 20 hours as assigned by supervisor. $22 to $25/hour (based on experience) ESSENTIAL DUTIES AND RESPONSIBILITIES Other duties may be assigned. SPA Practicum The School Psychologist Apprentice (SPA) is in the first year of their graduate school psychologist program; they are a skilled staff member who observes and assists the GLPS School Psychologists in the performance of their duties. The work completed by the first‑year apprentice will consist of observing, participating with school psychologists, and subbing for paraprofessionals in GLPS classroom programs such as ECSE and RR. The SPA shall receive instruction from a School Psychologist about the tasks required to perform their duties and responsibilities. There will also be time allotted for coursework responsibilities (e.g., ecological assessments, reading consultation, academic case study, behavior case study, etc.) with support from the school psychologist and special education team. SPA Apprenticeship The School Psychologist Advanced Apprentice (SPAA) is in the second year of their graduate school psychologist program; they are a skilled staff member who provides assistance to the GLPS Psychologists in the performance of their duties. The SPAA receives instruction from a School Psychologist (via practicum experience) regarding tasks required to perform their duties and responsibilities, consistent with their school psychology program requirement. In addition, when needed, the SPAA will assist in special education classroom programs. Requirements for SPA Practicum Students Possess a Bachelor’s Degree (or its equivalent) in education, psychology, or a related discipline. Have a plan to become a School Psychologist and be enrolled in a school psychology program that leads to certification as a School Psychologist in Michigan. Requirements for SPAA Possess a Bachelor’s Degree (or its equivalent) in education or a related discipline. Have a plan to become a School Psychologist and be enrolled in their second year of a school psychology program that leads to certification as a School Psychologist in Michigan. Individuals hired for these positions will be funded through 311ff SMART grant which requires a minimum of three years of service in a public school system. SUPERVISORY RESPONSIBILITIES Supervises individual or small groups of students. QUALIFICATION REQUIREMENTS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others. Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and partners of the District. Has demonstrated experience as a leader for equity and/or has evidence of success in closing opportunity gaps for students of color. Ability to nurture a school environment that celebrates, respects, and values diversity, where teaching and learning are made relevant and meaningful to students. LANGUAGE SKILLS Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public. Bilingual Spanish preferred. MATHEMATICAL SKILLS Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. REASONING ABILITY Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. OTHER SKILLS AND ABILITIES Working knowledge of normal child development as well as the development of exceptional children. Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents, and community; ability to speak clearly and concisely in written or oral communication. PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee regularly will sit, walk and stand. Specific vision abilities required by this job include close vision. WORK ENVIRONMENT The work environment characteristics described here are representative of those employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. The noise level in the work environment is occasionally quiet to moderate. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, and well‑being of students. #J-18808-Ljbffr