School Psychology Intern
Our Vision
Metro Nashville Public Schools will be established as the premier large school district in Tennessee and beyond by ensuring that every student is known.
Our Mission
We deliver a great public education to every student, every day.
Job Summary | |
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Qualifications |
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Regular and reliable attendance is an expectation of the job. |
EducationEducation LevelEducation DetailsRequired/
| Completion of school psychology graduate-level course requirements before beginning internship |
| Passing a background check |
Work ExperienceExperienceExperience DetailsRequired/
| Successful completion of practica and recommendation from the university, indicating the intern's readiness for a school-based internship |
Essential FunctionsEssential Function
| Adhering to NASP's professional standards and ethics at all times during the internship |
| Maintaining a daily log documenting dates/times worked and activities identified. These are shared with the intern supervisor weekly and other appropriate stakeholders. |
| Participation in supervisory sessions and college-based internship meetings |
| Participation/facilitation of IEP team meetings supporting team members that result in meeting the needs of students while also following state/federal and local guidelines. |
| Student Support Team and data meeting participation. Demonstration of data-based decision making and using the data to support stakeholder's decision-making. |
| Consultation with parents, school staff, and colleagues to meet the needs of students and the school. |
| Provision of school-based interventions such as group and individual counseling |
| Attend school psychology division in-services, training and staff meetings |
| Understanding and participation across all MTSS tiers to support both academic and behavior. |
| Competency with a variety of assessment tools that span domains of cognition, achievement, observation, social, emotional, and behavior regarding TN DOE standards for Educational Disabilities. |
| The verbal and written expression of academic, psychological, social, behavioral, and psychometric data in a manner that a variety of persons (e.g., parents, administrators, teachers, school psychologists, and other stakeholders) can understand to make decisions in the best interest of students. |
| Graduate level preparation in the areas of current assessment, evaluation, consultation, MTSS, and report writing based on NASP's standard for the preparation of school psychologists. |
| • | Punctuality and consistent presence are essential to maintaining a productive and collaborative work environment. Regular in-person attendance is a fundamental expectation of this position. | |
| • | Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. | |
| • | Complies with all laws, regulations, policies and standards. |
Physical Demands/Working Conditions |
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. The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. |
Physical DemandsPhysical DemandN/ARarelyOccasionallyFrequentlyConstantlyWeight
| Stationary Position | X | ||||||
| Move/Traverse | X | ||||||
| Stationary Position/Seated | X | ||||||
| Transport/Lifting | X | ||||||
| Transport/Carrying | X | ||||||
| Exerting Force/Pushing | X | ||||||
| Exerting Force/Pulling | X | ||||||
| Ascend/Descend | X | ||||||
| Balancing | X | ||||||
| Position Self/Stooping | X | ||||||
| Position Self/Kneeling | X | ||||||
| Position Self/Crouching | X | ||||||
| Position Self/Crawling | X | ||||||
| Reaching | X | ||||||
| Handling | X | ||||||
| Grasping | X | ||||||
| Feeling | X | ||||||
| Communicate/Talking | X | ||||||
| Communicate/Hearing | X | ||||||
| Repetitive Motions | X | ||||||
| Coordination | X |
| Notes: N/A - Not Applicable. Rarely - The physical demand or working condition is required on an occasional basis and the intensity is light. Occasionally - The physical demand or working condition is required sometimes, and the intensity is moderate. Frequently - The physical demand or working condition is required often, and the intensity is moderate to heavy. Constantly - The physical demand or working condition is required continuously, and the intensity is heavy. Weight - The weight refers to the amount of force required to lift, carry, push, pull, or hold objects. |
Working EnvironmentWorking ConditionN/ARarelyOccasionallyFrequentlyConstantly
| Extreme cold | ||||||
| Extreme heat | ||||||
| Humidity | ||||||
| Wet | ||||||
| Noise | ||||||
| Hazards | ||||||
| Temperature Change | ||||||
| Atmospheric Conditions | ||||||
| Vibration | ||||||
| Mechanical Parts | X |
| Job Title: | School Psychology Intern |
| Job Code: | 1003010 |
| Job Family: | 10 – Other Support Services |
| Sub-Family: | Other Support |
| Job Family SOC Code: | 25-9000 |
| Sub-Family SOC Code: | 25-9099 |
| FLSA Classification: | Nonexempt |
| Grade Ladder: | MNPS Support Hourly |
| Pay Grade: | MNPS.SCH009-H |
| Duration (Days): | 201 |
| Locations Type: | School-Based |
| Approved Date: | 1/1/1900 12:00:00 AM |
| Date Last Edited: | 2/13/2026 7:45:22 AM |
| Is Approved: | ☒ |
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