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1 | Timestamp | Email Address | School district/School name | Location (i.e., City and/or Region in Michigan) | District contact person and/or job title | District contact person preferred email address | With what year of Ed.S. training is your positions(s) well-aligned? Please see the guidance document linked in the directions for guidance. | Provide a brief description of anticipated job duties | What is the approximate payment/salary? (e.g., hourly rate of XXX, stipend of XXX)? | Anticipated number of part-time positions for the academic year starting in August | How likely will successful completion of this position lead to future job opportunities in the district (e.g., 2nd year opportunity, internship, future job) | Website link for job posting(s) (if available) | Describe any mileage reimbursement offered | Describe any contributions to tuition offered | Indicate additional benefits offered | Describe any additional benefits (e.g., conference funds) beyond those included in this section. | Please provide the name of the school psychologist(s) who would offer supervision for practicum experiences in the school/district (NOTE: For Year 2 students, this must be a Certified Michigan School Psychologist). If the supervisor hasn't been finalized, note that here. | Please select the activities of school psychologists in this district. | Report the percentage of time (out of 100%) school psychologists in this district spend engaging in ASSESSMENT at the individual or systems level. | Report the percentage of time (out of 100%) school psychologists in this district spend engaging in INTERVENTION at the individual or systems level. | Report the percentage of time (out of 100%) school psychologists in this district spend engaging in CONSULTATION at the individual or systems level. | Report the time (in hours/week OR percentage of time the student is in the district out of 100%) the student could expect to spend with the school psychologist supervisor. | Supervision available (please check all that apply): | How is this position funded? | With which school psychology faculty have you communicated in developing this position? If none, please report that here too. | Please provide any additional information applicants/students might find helpful in considering your position(s). | Application deadline (NOTE: Incoming year 1 students may not be admitted before April 14). | Anticipated interview timeframe | Anticipated position start date | ||||||||
2 | 5/4/2026 12:59:13 | sleek@calhounisd.org | Calhoun Intermediate School District | South Central Michigan | Kathy Slee - Psychologist Professional Team Supervisor sleek@calhounisd.org - 269-719-0002 | sleek@calhounisd.org | Year 1 school psychology graduate students, Year 2 school psychology graduate students | The CISD School Psychology practicum offers students a chance to be a part of transformational school system efforts such as MTSS and using RTI for SLD identification. Our priorities center around getting students the right support early, preventing further discrepancies, and promoting systems that address the whole child. We envision our school psychologists to be an integral part of proactive systems and problem solving. | $25/Hour | 2 | Very likely | https://jobs.redroverk12.com/org/calhounisd/opening/137342 | within job day mileage and PD | Supervisor has not been finalized. Will be a certified school psychologist | Assessment, Direct Academic Intervention, Indirect Academic Intervention, Direct Social-Emotional Intervention, Indirect Social-Emotional Intervention, Consultation, Systems-Level Intervention | 35 | 30 | 35 | 50 | Certified School Psychologist in Michigan, Nationally Certified School Psychologist | Special Education funds | In Calhoun County, there is significant movement in the understanding and implementation of MTSS. We are looking for school psychologist students who have a passion for supporting systems level change. | ongoing | ongoing | ongoing | ||||||||||||
3 | 3/16/2025 21:55:19 | jacksonr.kanneh85@gmail.com | Grand Rapids Public Schools | Grand Rapids | Jean Claus | clausj@grps.org | Year 1 school psychology graduate students | $30.25 | Very likely | Health insurance, Dental insurance, Vision insurance, | Certified School Psychologist in Michigan, Licensed Psychologist, BCBA | Special Education funds, General Education funds | |||||||||||||||||||||||||
4 | 1/22/2025 11:27:19 | ckevern@oakridgeschools.org | Oakridge Public Schools | Muskegon Michigan | Carla Kevern Director of MTSS | ckevern@oakridgeschools.org | Year 2 school psychology graduate students | The school psychologist practicum student will be responsible for integrating the following duties and knowledge, including equitable practices for the diverse student population, into the process of special education evaluations through the completion of REEDs and Eligibility Recommendations under the guidance and supervision of the school psychologist while engaging in legal, ethical, and professional practice. Data-Based Decision Making Systematically collect student data through observation, psychoeducational assessments, and record reviews. Assist the school psychologist in the evaluation of student data within a multitiered system of supports to identify appropriate interventions while considering the context of ecological factors. These interventions may include MTSS interventions and special education services. Consultation and Collaboration Shadow the school psychologist to engage in varied models and strategies of consultation and collaboration with individuals, families, groups, and systems, including teachers, intervention staff, administration, students, and families Academic Interventions and Instructional Supports Apply the knowledge of human learning, cognitive, and developmental processes; etiological, cultural, and social influences on behavior; and evidence-based curricula and instructional strategies to engage in or consult on the following under the guidance of the MTSS coordinator, School Psychologist, and Tier One support personnel; Participate in the implementation of academic interventions Analyze intervention data Implementation and progression of academic supports Differentiation of instruction Universal Design for Learning CHAMPS Mental and Behavioral Health Services and Interventions Apply the knowledge of biological, cultural, developmental, and social influences on mental and behavioral health, behavioral and emotional impacts on learning, and evidence-based strategies to promote social-emotional functioning under the guidance of the General Education Social Worker and School Psychologist to engage in or consult on the following: Participate in the implementation of social-emotional interventions Participate in the Functional Behavior Assessments Create and monitor the implementation of Behavior Intervention Plans Analyze intervention data Implementation and progression of behavioral supports School-Wide Practices to Promote Learning Apply the knowledge of systems structures, organization, general and special education programming, implementation science, and evidence-based school-wide practice to promote learning, positive behavior, and mental health under the guidance of the School Psychologist. Consult on PBIS initiatives Aid in the facilitation of Tier One Social Emotional Learning and Social Achievement lessons Participate in building-level and district-level staff meetings Services to Promote Safe and Supportive Schools Apply the knowledge of principles and research related to social-emotional well-being, resilience, and risk factors to learning, mental and behavioral health, and services in schools and communities to engage in the following under the guidance of the School Psychologist: Participate in the Crisis Incident Stress Management (CISM) team Participate in the Behavior Threat Assessment and Management (BTAM) team Consult with staff using the NASP PrePARE model Family, School, and Community Collaboration Apply the knowledge of family systems, strengths, needs, cultures, and evidence-based strategies to support positive family influences and develop collaboration between families and schools through participation in the MTSS processes. Other Miscellaneous Duties Maintain confidentiality requirements. Demonstrates responsible behaviors towards regular and reliable attendance, punctual arrival to work, work schedule, and appropriate use of time. Reports illnesses and absences to the supervisor through established procedures. Maintains a high level of integrity and honesty. Maintains high standards of customer service and sustains exceptional customer relations with students, staff, parents, and the community. Shows enthusiasm, patience, and understanding when interacting with students, staff, parents, and community. Maintains positive and effective communication/relationships with students, staff, parents, and community. Maintains accurate records. Operates office equipment such as fax machines, copiers, and phone systems including new office technologies and processes as they are established and implemented. Uses computers for spreadsheets, word processing, database management, and other applications. Adheres to established District procedures. Recognizes and portrays a positive image in support of District goals, vision, and policies. Recognizes, supports, and promotes a team effort among staff in the delivery of service. Reflects the philosophy of the Superintendent regarding program operations and management. Treat others in a respectful, compassionate, and fair manner. Communicate issues to the appropriate person promptly. Seeks out and attends approved professional development based on individual assessment of need. Must remain free of any alcohol or non-prescribed controlled substance abuse in the workplace throughout employment in the District. | $30 per hour | 1 | Very likely | https://jobs.redroverk12.com/org/OakridgePublicSchools/opening/114451 | None | None | School Psych CoP, MTSS Summit, Dyslexia Summit, and other PD (see training sequence) | Assessment, Indirect Academic Intervention, Direct Social-Emotional Intervention, Indirect Social-Emotional Intervention, Consultation, Systems-Level Intervention | 30% | 30% | 30% | 25% | Certified School Psychologist in Michigan, Nationally Certified School Psychologist, BCBA, DTLLP | SMART bill (31aa funds), Special Education funds | Dr. Aupperlee MSU, Dr. Drevon CMU, Dr. Schrauben GVSU | Please feel free to contact Dr. Kevern at ckevern@oakridgeschools.org for a copy of the training scope and sequence for the position to better understand the experiences you will have. | 7/3/2025 | 7/10/2025 to 8/1/2025 | 8/18/2025 | ||||||||||
5 | 1/22/2025 11:11:17 | ckevern@oakridgeschools.org | Oakridge Public Schools | Muskegon Michigan | Carla Kevern Director of MTSS | ckevern@oakridgeschools.org | Year 1 school psychology graduate students | The school psychologist assistantship will integrate the following duties and knowledge, including equitable practices for the diverse student population, into special education evaluations through engagement in MTSS tasks and the completion of REEDs under the guidance and supervision of the school psychologist while engaging in legal, ethical, and professional practice. Data-Based Decision Making Systematically collect student data through observation, assessments, and record reviews. Assist the school psychologist in the evaluation of student data within a multitiered system of supports to identify appropriate interventions while considering the context of ecological factors. These interventions may include MTSS interventions and special education services. Consultation and Collaboration Shadow the school psychologist to engage in varied models and strategies of consultation and collaboration with individuals, families, groups, and systems, including: Teachers, intervention staff, administration, students, and families Academic Interventions and Instructional Supports Apply the knowledge of human learning, cognitive, and developmental processes; etiological, cultural, and social influences on behavior; and evidence-based curricula and instructional strategies to engage in or consult on the following under the guidance of the MTSS coordinator, School Psychologist, and Tier One support personnel; Participate in the implementation of academic interventions Analyze intervention data Implementation and progression of academic supports Differentiation of instruction Universal Design for Learning CHAMPS Mental and Behavioral Health Services and Interventions Apply the knowledge of biological, cultural, developmental, and social influences on mental and behavioral health, behavioral and emotional impacts on learning, and evidence-based strategies to promote social-emotional functioning under the guidance of the General Education Social Worker and School Psychologist to engage in or consult on the following: Participate in the implementation of social-emotional interventions Participate in the Functional Behavior Assessments Create and monitor the implementation of Behavior Intervention Plans Analyze intervention data Implementation and progression of behavioral supports School-Wide Practices to Promote Learning Apply the knowledge of systems structures, organization, general and special education programming, implementation science, and evidence-based school-wide practice to promote learning, positive behavior, and mental health under the guidance of the School Psychologist. Consult on PBIS initiatives. Aid in the facilitation of Tier One Social Emotional Learning and Social Achievement lessons Participate in building-level and district-level staff meetings Services to Promote Safe and Supportive Schools Apply the knowledge of principles and research related to social-emotional well-being, resilience, and risk factors to learning, mental and behavioral health, and services in schools and communities to engage in the following under the guidance of the School Psychologist: Participate in the Crisis Incident Stress Management (CISM) team Participate in the Behavior Threat Assessment and Management (BTAM) team Consult with staff using the NASP PrePARE model Family, School, and Community Collaboration Apply the knowledge of family systems, strengths, needs, cultures, and evidence-based strategies to support positive family influences and develop collaboration between families and schools through participation in the MTSS processes. | $25 per hour | 1 | Very likely | https://jobs.redroverk12.com/org/OakridgePublicSchools/opening/114450 | None | None | Carla Kevern | Assessment, Indirect Academic Intervention, Direct Social-Emotional Intervention, Indirect Social-Emotional Intervention, Consultation, Systems-Level Intervention | 30% | 30% | 30% | 25% | Certified School Psychologist in Michigan, Nationally Certified School Psychologist, BCBA, DTLLP | SMART bill (31aa funds), Special Education funds | Dr. Aupperlee MSU, Dr. Drevon CMU, Dr. Schrauben GVSU | Please feel free to contact Dr. Kevern at ckevern@oakridgeschools.org for a copy of the training scope and sequence for the position to better understand the experiences you will have. | 7/3/2025 | 7/10/2025 to 8/1/2025 | 8/18/2025 | ||||||||||
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