School Psychologist Intern - Various Sites 2025-2026

• Forbes named Mesa Public Schools in their list of 2024 Best Employers in Arizona.
• East Valley Tribune names Mesa Public Schools as Best Place to Work in East Valley for multiple years.

Job Summary:

The School Psychologist Intern will develop skills in providing comprehensive psychoeducational evaluations, behavioral supports and consultation services to students in elementary, junior high, and high schools, while working in-tandem with their supervisor. The supervision model will allow for overlap between school sites, as well as provide a minimum of 2 hours/week of supervision. Most intern candidates will have their own campus, with a reduced caseload.  Meaning, what is typically a partial FTE school, will be the intern's main campus, where they spend 80% of their time or more.  Intern candidates will have consistent access to their supervisor, above the mandatory 2 hours of supervision per week. 

Candidates must complete an on-line application which requires appropriate Arizona certification, valid IVP Arizona fingerprint clearance card, evidence of highly qualified status, three letters of recommendation, and transcript of credits.

Key Responsibilities:
This section outlines the primary duties and key responsibilities required for this role, detailing the essential tasks and functions necessary to perform the job successfully, with or without reasonable accommodations.

Evaluator of Individual Students

• Follow professional best practices and district procedures in identification, evaluation, and placement of potential special education students and re-evaluation of students previously found eligible for special education services
• Interns work under the certification of their supervisor. ALL decisions made regarding evaluation and identification of students will be reviewed and approved by the supervisor.

Consultant Regarding Educational and Mental Health Needs of Students

• Emphasize application of psychological and mental health principles in the school setting
• Assist school staff in understanding and using group measurement data
• Encourage the use of data-based decision making and research-based interventions
• Assist school staff to analyze student behavior and provide positive behavioral supports
• Assist in understanding of student differences and individual student needs
• Encourage and assist in the development of programs to provide special education help needed by students
• Assist teachers in the development of appropriate classroom interventions for instructional, behavioral, and mental health needs of students

Member of School/District Staff Contribute to the objectives of the school

• Suggest desirable organizational systems to administrators
• Serve on district committees, as appropriate
• Assist with research to evaluate and improve learning, as requested

Counselor

• Provide social skills training, counseling, and/or behavioral coaching as indicated in a student’s IEP or 504 plan limited individual and group counseling for students, if time permits

Liaison between the School and Community

• Work with community agencies to coordinate students’ educational needs
• Assist in school/community problem resolution, as requested
• Encourage improved community service for all children and youth
• Communicate effectively with families and involve families in making decisions regarding their children’s educational needs

Member of the Profession

• Continue professional growth
• Share professional knowledge with colleagues
• Follow ethical code of the National Association of School Psychologists
• School psychologists who are licensed by the State Board of Psychologist Examiners are also subject to the ethical codes of that body and of the American Psychological Association 

Required Qualifications:

To be eligible for this position, an applicant must meet the following required qualifications. Verification of these required qualifications is necessary. 

Education:

• Bachelor’s degree in psychology, education, or a related field
• Currently enrolled in an accredited graduate program for School Psychology 

Experience:

• Must have completed one year of practicum 
• Valid Arizona IVP fingerprint clearance card 

Skills & Competencies:

This section outlines the critical skills and competencies required to excel in this role, enabling effective performance, adaptability, and consistent achievement of job responsibilities.

• Models the attributes and skills of the MPS Portrait of a Graduate
• Demonstrates commitment to the MPS Promise that every student is known by name, served by strength and need, and graduates ready for college, career and community
• Expertise in administering and interpreting cognitive, behavioral, emotional, and educational assessments
• Ability to analyze data from assessments and progress monitoring to develop evidence-based recommendations
• Proficiency in creating and implementing individualized education plans (IEPs), behavioral intervention plans (BIPs), and mental health programs
• Skills in managing crises, such as trauma, suicidal ideation, or bullying incidents, with appropriate and timely responses
• Familiarity with software tools for tracking student progress, maintaining records, and conducting virtual consultations
• Ability to understand and address the emotional and psychological needs of students
• Adherence to ethical standards set by organizations like the National Association of School Psychologists (NASP) and the American Psychological Association (APA)
• Understanding and respecting cultural diversity to provide inclusive support for students from varied backgrounds 

Work Environment & Physical Requirements:

This section outlines the work environment and physical conditions associated with this role. It includes information on whether the job involves working in an office, classroom, or other settings, and if there are physical activities like standing, walking, or lifting. 

• May work across multiple schools or campuses within a district
• Offices for confidential consultations, as well as classrooms or common areas for observations and interventions
• Exposure to sensitive or challenging situations, such as trauma, family crises, or student behavioral issues, requiring emotional resilience
• Ability to move between classrooms, offices, and meeting areas throughout the day
• Extended Periods of sitting during assessments, consultations, or report writing
• Frequent use of computers, tablets, and other devices for record-keeping, assessments, and communication
• Occasional lifting or transporting of materials such as test kits, files, or presentation equipment (typically less than 20 lbs)  

Equal Opportunity Employer Statement:  

Mesa Public Schools is an equal opportunity employer and complies with all applicable federal, state, and local laws regarding equal employment opportunity and anti-discrimination. The District strictly prohibits and does not tolerate discrimination against employees, applicants, or any other covered persons because of race, color, religion, creed, national origin or ancestry, ethnicity, sex (including gender, pregnancy, sexual orientation, and gender identity), age, physical or mental disability, citizenship, past, current, or prospective service in the uniformed services, genetic information, or any other characteristic protected under applicable federal, state, or local law.

Applicants and employees may contact Human Resources to request reasonable accommodations needed to perform the essential functions of this position.