School psychologist jobs in High Point, NC - 20 jobs

Reports to: Superintendent, Level II or Level III School Psychologist, Director, or Associate or Assistant Superintendent. Supervises: May supervise professional, paraprofessional, and clerical staff. Purposes: To facilitate learning and to promote the cognitive, social, and personal development of all students. Major Functions: Assessment and Interpretation : Identifies and assesses the learning, development, and adjustment characteristics and needs of individuals and groups, as well as the environmental factors that affect learning and adjustment. Uses assessment data about the student and his/her environment in developing appropriate interventions and programs Direct Intervention for Students : Provides interventions to students to support the teaching process and to maximize learning and adjustment. Consultation and Training : Provides consultation to parents, teachers, other school personnel, and community agencies to enhance the learning and adjustment of students. Program Development : Assists in the planning, development, and evaluation of programs to meet identified learning and adjustment needs. School Psychology Program Implement : Delivers a planned and coordinated program of psychological services. Professional Practice and Development : Applies ethics and standards of professional practice in the delivery of school psychological services and observes relevant laws and policies that govern practice. Participates organizations and continually seeks to improve professional knowledge and skill. Communication and Relationship Skills : Communicates effectively with students, parents, and school staff.

is for 32 hours per week. We are currently seeking dedicated School Psychologist to join our team in a local traveling role. This position offers a dynamic work environment and requires a flexible, adaptable approach to meet the evolving needs of students and schools. As a traveling School Psychologist, you'll have the opportunity to make a meaningful impact while helping students reach their full potential. You will provide services at the following school locations: Summit Creek Academy- Browns Summit, NC Gate City Charter Academy- Greensboro, NC What We Offer: Flexible scheduling options Competitive salary Affordable, comprehensive benefits package 401(k) plan with employer match A meaningful, mission-driven work environment COMPANY INFORMATION: National Heritage Academies (NHA) partners with communities to build and operate public charter schools. Founded in 1995, today NHA serves over 100 schools in nine states, with more than 65,000 students in kindergarten through 12th grade. Our schools are designed to eliminate the achievement gap and provide school choice to families so their children are prepared for success in college, career, and life. A majority of our schools consistently outperform their local district on the state test. According to the Center for Research on Education Outcomes at Stanford University, NHA is a leading performer among charter schools and management organizations, outperforming both conventional district schools and other charter school operators. In addition, according to our employee survey, over 90% of respondents agree that the work they do is meaningful to them. Join our team. DUTIES AND RESPONSIBILITIES: Administer and interpret a wide range of standardized assessment instruments to evaluate cognitive, academic, social-emotional, and behavioral functioning. Guide and support staff in administering achievement tests as needed. Conduct comprehensive psychological and psycho-educational evaluations to inform eligibility determinations and intervention planning. Develop and implement evidence-based interventions and instructional supports to assist in developing students' academic, behavioral, and social-emotional skills. Assist in the development, writing, and implementation of Individualized Education Programs (IEPs), collaborating with school staff to ensure goals are meaningful and achievable. Provide direct counseling services to students and consult with families, offering guidance and connecting them with additional resources when necessary. Participate in the IEP and Section 504 processes, providing input on assessment results, intervention strategies, and student progress. Support the implementation of systematic intervention by assisting with data collection, progress monitoring, and intervention planning. Conduct risk assessments for students experiencing emotional or behavioral crises and collaborate with school teams to ensure appropriate interventions and supports. Provide training and professional development to school staff on topics such as behavior management, trauma-informed practices, and mental health awareness. Support school-wide initiatives that promote a positive school climate. Maintain an accurate record of student caseload requirements and update the Administrator over Special Education on any changes. Maintain a detailed schedule and service logs, and track student progress toward intervention goals. Demonstrate professionalism in handling confidential matters and materials. Pursue ongoing professional development to stay informed about current practices and research in school psychology. Participate in school initiatives such as crisis response planning and student wellness programs. Attend parent-teacher meetings and IAT meetings as needed to discuss student progress and support plans. Perform additional duties as assigned by the building principal. QUALIFICATIONS: Valid state certification or licensure as a School Psychologist Strong communication and interpersonal skills Ability to collaborate effectively with educators, parents, and other professionals Please click here to learn more about our core values. National Heritage Academies is an equal opportunity employer.

08/18/2025 Additional Information: NATURE OF WORK To provide support to the teacher in the instruction of students. A wide variety of technical and clerical tasks are performed to support the teacher in the teaching-learning process for students. The second aspect of this job is bus driving in which under general supervision, it is expected that an employee operate a school bus on assigned route(s) and schedule to provide safe and efficient transportation to students of the school system. MINIMUM TRAINING AND EXPERIENCE A High School diploma and one of the following is required: 48 Semester Hours, or an Associates Degree, or Workkeys Completed + (2 College Courses, or 96 Contact Hours). Employee should also have some experience in driving large vehicles with some experience transporting humans preferred; or any equivalent combination of training and experience which provides the required skills, knowledge and abilities. PERFORMANCE RESPONSIBILITIES * Assists teacher with executing instruction and evaluating its effectiveness. * Monitors student behavior and helps maintain discipline in the classroom; records time out and in-class suspension; assists with crisis prevention; restrains students as needed. * Monitors the safety and well-being of students; monitors student attitudes and encourages self-esteem; assists students with becoming increasingly independent. * Assists students with learning; reinforces and clarifies instructions; conducts short sessions on improving study skills; provides one-on-one assistance as needed. * Operates the assigned school bus on the route(s) and schedule. * Obeys all traffic laws and school bus regulations while operating the school bus. * Performs required post-trip inspection, to detect students who may still be on board the school bus asleep or incapacitated and to detect any other irregularities or vandalism to the bus interior. * Observes all safety regulations and standards for school buses. This includes cleaning the school bus and evacuating students quickly in the event of an emergency. * Maintains discipline of students assigned to ride the school bus. Establishes a discipline plan that is consistent with school disciplinary objectives, as stated by the principal, and which provides a clear, progressive plan of consequences for students who cause disciplinary problems and rewards for those who maintain proper school bus safety standards. * Secures the assigned bus before leaving the vehicle at the conclusion of a run or route. This includes parking the vehicle properly, making a visual inspection of the bus to check for damage and the possibility of remaining passengers, and securing all windows and doors to protect the interior of the vehicle. * Maintains acceptable relationships with parents/guardians of students transported and with school personnel. * Performs other related tasks as required. MINIMUM STANDARDS REQUIRED TO PERFORM RESPONSIBILITIES Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work. Must be physically able to operate a school bus. Must be able to quickly decelerate the bus and firmly apply the brake in an emergency situation. Must be able to turn the steering wheel of the vehicle rapidly in an emergency situation. Must be able to begin in a seated position with seat belt fastened, parking brake released, and engine running, secure the bus (parking brake set, key removed), rise from the seat, exit through the rearmost emergency exit, and be in position to assist passengers in exiting the bus within 20 seconds. Must be able to exert up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. Physical demand requirements are for Medium Work. Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things. Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors, and communicating information and instructions to students and other persons. Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format. Requires the ability to speak to people with poise, voice control and confidence. Intelligence: Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in written, oral, diagrammatic, or schedule form. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English. Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; and to utilize decimals and percentages. Requires the ability to utilize mathematical formulas; to add and subtract totals. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment. Requires the ability to coordinate hands and eyes rapidly and accurately in operating a school bus. Manual Dexterity: Requires the ability to handle a variety of office machines, etc. Requires the ability to handle a variety of items, school bus equipment, control knobs, switches, etc. Must have minimal levels of eye/hand/foot coordination. Color Discrimination: Requires the ability to differentiate between colors and shades of color. Requires the ability to recognize the colors of traffic signals and devices showing standard red, green, and amber. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress. Physical Communication: Requires the ability to talk and/or hear: (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear). Requires sufficient hearing ability to distinguish warning sounds made by horns, screeching tires, sirens, grade-crossing alarms or train whistles. Hearing a forced whispered voice in the better ear at a distance of five feet is considered adequate hearing. Must be able to communicate via telephone. KNOWLEDGE, SKILLS, AND ABILITIES * General knowledge of activities performed by lead teacher * General knowledge of daily routines of the classroom * General knowledge of student handbook rules * General knowledge of procedures to follow in the event of an emergency * General knowledge of the principles of organization and administration * Some knowledge of the curriculum for the grade * Ability to motivate students * Ability to perform general clerical duties. * Ability to maintain order and discipline in a classroom * Ability to maintain a clean and orderly environment * Ability to understand and follow oral and written instructions * Considerable knowledge of safe and efficient practices and procedures used in the operation of a school bus * Considerable knowledge of traffic laws and school bus regulations * Considerable knowledge of safety regulations and standards for school buses * General knowledge of Transportation Department Operating Instructions * Ability to physically inspect the bus according to Transportation Department Operating Instructions TERMS OF EMPLOYMENT Full-time for ten months Salary: Grade 56 (Certified TAs move up 8 steps) DISCLAIMER The preceding job description was designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees to this job.

School Psychologist Term of Employment: Full-Time; 10 months Reports To: Director of Exceptional Children Pay Information: State Salary Scale and Local Supplement General Statement of Job To enable students to derive the fullest possible educational experience from school by promoting their sense of self and by treating any psychological or mental health problems Essential Job Functions Engage in consultation, counseling, and crisis response. Assist with addressing mental health needs. Hold conferences with parents. Conduct psychoeducational evaluations when students are suspected of having disabilities. Offer various training to staff. Participate on multi-disciplinary district-level teams. Work with teachers, school staff, and families as part of a collaborative team within the school setting. Other duties assigned by supervisor Knowledge, Skills and Abilities Knowledge of computers, various operating systems, as well as word processing software, spreadsheets, and databases. Knowledge of school procedures and conducting educational assessments for the purpose of disability identification. Knowledge of interventions and best practices in mental health. Knowledge of the MTSS process. Excellent oral and written communication skills. Ability to conduct professional development. Ability to work effectively in a deadline-driven, rapidly changing team environment. Ability to establish and maintain an effective working relationship with district staff. Minimum Training and Experience School psychology degree (M.A., Ed.S. or Ph.D.) from an approved NASP, APA or NCATE program Must hold a valid North Carolina license in school psychology. Minimum Qualifications or Standards Required to Perform Essential Job Functions Physical Requirements: The work regularly requires standing and walking around the classroom and school. It requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work often requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights and rarely, the lifting of weights above 30 pounds. The work occasionally handles/works with biohazards and/or risks for potential job-related injury, such as those found in a laboratory or shop environment. The work requires activities occasionally involving driving automotive equipment. Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things. Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments or directions to subordinates or assistants. Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, contracts, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, contracts, policies, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence. Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to give oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including educational and legal terminology. Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment. Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone. Disclaimer The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

is for 32 hours per week. We are currently seeking dedicated School Psychologist to join our team in a local traveling role. This position offers a dynamic work environment and requires a flexible, adaptable approach to meet the evolving needs of students and schools. As a traveling School Psychologist, you'll have the opportunity to make a meaningful impact while helping students reach their full potential. You will provide services at the following school locations: Summit Creek Academy- Browns Summit, NC Gate City Charter Academy- Greensboro, NC What We Offer: Flexible scheduling options Competitive salary Affordable, comprehensive benefits package 401(k) plan with employer match A meaningful, mission-driven work environment COMPANY INFORMATION: National Heritage Academies (NHA) partners with communities to build and operate public charter schools. Founded in 1995, today NHA serves over 100 schools in nine states, with more than 65,000 students in kindergarten through 12th grade. Our schools are designed to eliminate the achievement gap and provide school choice to families so their children are prepared for success in college, career, and life. A majority of our schools consistently outperform their local district on the state test. According to the Center for Research on Education Outcomes at Stanford University, NHA is a leading performer among charter schools and management organizations, outperforming both conventional district schools and other charter school operators. In addition, according to our employee survey, over 90% of respondents agree that the work they do is meaningful to them. Join our team. DUTIES AND RESPONSIBILITIES: Administer and interpret a wide range of standardized assessment instruments to evaluate cognitive, academic, social-emotional, and behavioral functioning. Guide and support staff in administering achievement tests as needed. Conduct comprehensive psychological and psycho-educational evaluations to inform eligibility determinations and intervention planning. Develop and implement evidence-based interventions and instructional supports to assist in developing students' academic, behavioral, and social-emotional skills. Assist in the development, writing, and implementation of Individualized Education Programs (IEPs), collaborating with school staff to ensure goals are meaningful and achievable. Provide direct counseling services to students and consult with families, offering guidance and connecting them with additional resources when necessary. Participate in the IEP and Section 504 processes, providing input on assessment results, intervention strategies, and student progress. Support the implementation of systematic intervention by assisting with data collection, progress monitoring, and intervention planning. Conduct risk assessments for students experiencing emotional or behavioral crises and collaborate with school teams to ensure appropriate interventions and supports. Provide training and professional development to school staff on topics such as behavior management, trauma-informed practices, and mental health awareness. Support school-wide initiatives that promote a positive school climate. Maintain an accurate record of student caseload requirements and update the Administrator over Special Education on any changes. Maintain a detailed schedule and service logs, and track student progress toward intervention goals. Demonstrate professionalism in handling confidential matters and materials. Pursue ongoing professional development to stay informed about current practices and research in school psychology. Participate in school initiatives such as crisis response planning and student wellness programs. Attend parent-teacher meetings and IAT meetings as needed to discuss student progress and support plans. Perform additional duties as assigned by the building principal. QUALIFICATIONS: Valid state certification or licensure as a School Psychologist Strong communication and interpersonal skills Ability to collaborate effectively with educators, parents, and other professionals Please click here to learn more about our core values. National Heritage Academies is an equal opportunity employer.

Job Description We are seeking a licensed Clinical Psychologist or School Psychologist to provide essential psychological services, with a strong emphasis on diagnostic testing and evaluation, to level II Residential youth in North Carolina. This role focuses on conducting comprehensive diagnostic assessments, psychological interventions, and diagnosing residents with intellectual and developmental disabilities (IDD), including autism spectrum disorder (ASD), in a residential setting that offers 24-hour care to promote independence, skill development, and community integration. Diagnostic testing will include intellectual functioning assessments evaluating cognitive abilities such as verbal and nonverbal reasoning, memory, and processing speed; personality assessments examining traits, emotional functioning, and behavioral patterns; behavioral assessments observing and evaluating behavior in various settings, including natural environments; and norm-referenced measures using standardized tests to compare an individual's performance against a larger group. Services must align with evidence-based practices, North Carolina General Statutes (including Chapter 122C for Mental Health, Developmental Disabilities, and Substance Abuse Services; G.S. 90-270 for the Psychology Practice Act; and G.S. 58-3-192 for ASD coverage), and North Carolina Medicaid Clinical Coverage Policies, particularly Policy 8C (Outpatient Behavioral Health Services Provided by Direct-Enrolled Providers) and Policy 8F (Research-Based Behavioral Health Treatment for Autism Spectrum Disorder). The position emphasizes culturally competent, age-appropriate care in natural environments, with a focus on comprehensive diagnostic assessments, individualized treatment plans, and collaboration with interdisciplinary teams. As a direct-enrolled Medicaid provider, the psychologist will ensure all services are medically necessary, supported by DSM-5 diagnoses, and compliant with ethical standards from the North Carolina Psychology Board and the American Psychological Association. For beneficiaries under 21, services may qualify under Early and Periodic Screening, Diagnostic, and Treatment (EPSDT) provisions if they ameliorate defects or conditions. Recent updates to behavioral health policies effective January 1, 2025, have removed certain utilization management requirements for parity compliance, but core service delivery standards remain. Essential Duties and Responsibilities - Child Treatment & Development: Conduct comprehensive diagnostic assessments and diagnostic testing using standardized, culturally appropriate tools (e.g., CPT codes 96130-96133 for psychological evaluation, 96136-96139 for test administration and scoring) to assess cognitive, psychological, and functional impairments, informing treatment plans and ASD/IDD diagnoses per Policy 8C and 8F requirements. This includes: Intellectual functioning assessments to evaluate cognitive abilities, including verbal and nonverbal reasoning, memory, and processing speed. Personality assessments to examine personality traits, emotional functioning, and behavioral patterns. Behavioral assessments involving observation and evaluation of a person's behavior in various settings, including natural environments within the group home. Utilization of norm-referenced measures, such as standardized tests, to compare an individual's performance against a larger normative group for accurate diagnosis and intervention planning. Provide psychological interventions such as individual, group, and family psychotherapy (e.g., CPT codes for psychotherapy services), crisis intervention (e.g., psychotherapy for crisis under Policy 8C), and behavioral strategies to reduce symptoms, improve functioning in social, educational, and occupational domains, and support habilitation goals in the group home setting. Perform diagnosing for ASD and other IDD conditions, ensuring diagnoses are based on DSM-5 criteria, scientifically validated tools, and documented evidence of functional impairment; collaborate with physicians or other licensed professionals as needed. Develop and oversee individualized treatment or habilitation plans, incorporating diagnostic findings, environmental adaptations, and skill-building techniques (e.g., social skills instruction, video modeling) while ensuring generalization across residential routines like meals, recreation, and daily living. Collect and analyze data on resident outcomes using objective measures, maintain accurate records compliant with 10A NCAC 27G standards, HIPAA, and Medicaid documentation requirements (e.g., service notes supporting medical necessity and billed CPT/HCPCS codes). Participate in crisis response, commitment examinations (as an eligible psychologist under Chapter 122C), and interdisciplinary team meetings with physicians, ABA therapists, occupational therapists, and social workers to ensure cohesive, least-restrictive care. Adhere to client rights under Chapter 122C, including dignity, privacy, informed consent for treatment (or advance instructions if incapable), and freedom from abuse; obtain necessary permissions for interventions in shared spaces and promote client self-determination. Ensure services are provided in the group home or other natural settings (e.g., community access sites with approval), Engage in ongoing professional development, cultural competency training, and quality assurance activities to maintain compliance with state and federal regulations, including recent parity updates removing quantitative and non-quantitative treatment limitations. Other duties as assigned. 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. Education/Experience Doctoral degree (Ph.D., Psy.D., or Ed.D.) in clinical psychology, school psychology, or a related field from an accredited program. At least two years of post-licensure clinical experience working with individuals with IDD or ASD in residential or outpatient settings, including extensive diagnostic testing; familiarity with Level II group home operations (licensed by the North Carolina Division of Health Service Regulation) preferred. Experience in commitment examinations, capacity determinations, and substance abuse assessments under Chapter 122C is a plus. Direct enrollment as a Medicaid provider with a National Provider Identifier (NPI) and Medicaid Provider Number (MPN) Required Skills/Abilities Must have the ability to respond effectively within and cope with an environment that can be extremely stressful on the mind and body. All potential job candidates must pass a drug screening test, TB, and an extensive background check. Proficiency in DSM-5 diagnosing, psychological testing (e.g., intellectual, personality, behavioral, and norm-referenced assessments), evidence-based interventions (e.g., CBT, behavioral therapy), and ethical guidelines. Strong understanding of North Carolina statutes (e.g., Chapter 122C for facility operations, client rights, and involuntary commitments; G.S. 90-270 for scope of practice), Clinical Coverage Policies 8C (for outpatient therapy and testing) and 8F (for RB-BHT diagnosis and supervision), and Medicaid enrollment standards. Expertise in cultural humility, crisis de-escalation, and promoting independence for residents with moderate to severe needs. Certificates, Licenses, Registrations A valid NC driver's license, at least three years of driving with a driver's license and clean driving record are required. Must hold a current license as a Psychologist (LP) or Licensed Psychological Associate (LPA) from the North Carolina Psychology Board; school psychologists must have credentials allowing clinical practice in non-school settings (e.g., NC Department of Public Instruction licensure with eligibility for health services provider certification). For ASD/IDD services, must qualify as a Licensed Qualified Autism Service Provider (LQASP) under Policy 8F. Note: Supervision for LPAs follows current requirements under G.S. 90-270.139, with amendments for independent practice after specified experience effective October 1, 2025, per Session Law 2025-37. Work Environment: 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 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 the essential functions. Will frequently perform a wide variety of physical tasks such as standing, walking, running, stooping, bending, climbing stairs, and lifting of individuals, which requires strength, coordination, endurance, and agility. In addition, there may be occasional contact with hostile individuals, and incumbents may be subjected to physical and verbal abuse while restraining children and adolescents.

PURPOSE The School Social Worker promotes and enhances the overall academic mission by providing services that strengthen home, school, and community partnerships and address barriers to learning and achievement. The School Social Worker significantly contributes to the development of a healthy, safe, and caring environment. Such an environment is achieved by advancing the understanding of the emotional and social development of children and the influences of family, community, and cultural differences on student success along with the implementation of effective intervention strategies. The major functions of the school social worker job description incorporate the North Carolina State Board of Education guiding mission that every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the twenty-first century. DUTIES AND RESPONSIBILITIES The School Social Worker's principle task is to empower students, families, and school personnel to access available opportunities and resources that develop each student's potential. Integrated into all major functions are home, school, community assimilation; diversity and cultural competence; dropout prevention; graduation awareness; and adherence to federal and state statutes, professional development and practices, School Social Work Standards and the National Association of Social Workers Code of Ethics. MAJOR FUNCTION: Assessment of Student, Family, and School Needs Effectively and appropriately assesses and addresses the needs, characteristics, and interactions of students, families, LEA personnel, and community. Conducts assessments and evaluations in accordance with family and student rights. Uses student, family, and school assessment results to identify needs that affect student learning. Uses assessment and evaluation results to develop appropriate interventions for students, families, schools, and communities. Develops long-term and short-term intervention plans consistent with curriculum; students' needs, strengths, diversity and life experiences; and social and emotional factors. Uses a variety of appropriate formal and informal tools and techniques including observations and interviews to evaluate the progress and performance of students and families. Addresses the needs of the school, student, families, and community by collaborating with the Student Support Services Team to design a holistic approach to any barriers or problems with the educational process. MAJOR FUNCTION: Direct Services/Service Delivery Uses knowledge and understanding of the reciprocal influences of home, school, and community to intervene for student success via such practices as assessment, crisis intervention and response, home visits, conflict resolution, individual and group counseling, consultation, program development, dropout prevention, graduation awareness, and coordination of school and community services. Promotes family support of students' learning experience within the context of multicultural understanding and competencies. Provides services to students in ways that build upon individual strengths and offers students maximum opportunities to participate in the planning and direction of their own learning experience. Develops and provides training and educational programs that address the goals and mission of the educational institution. MAJOR FUNCTION: Advocacy Advocates for appropriate services for students and their families. Advocates and facilitates change that effectively responds to the needs of students, families, and school systems using appropriate statutes, case law, policies, and procedures. Promotes services to students and their families within the context of multicultural understanding and competence that enhances families' support of students learning experiences. Assists students and their families in gaining access to formal and informal community resources. Utilizes research and technologies to assist students, families, schools, and communities. MAJOR FUNCTION: Consultation and Collaboration Consults and collaborates with stakeholders on behalf of students and their families. Consults with stakeholders to facilitate an understanding of factors in the home, local education agency, and community that affect students' educational experiences. Consults on such issues as attendance, diversity, mental health, behavior management, delinquency, crisis intervention, homelessness, child abuse, neglect, and the importance of confidentiality. Initiates and supports activities to overcome institutional barriers and gaps in services as leaders and members of interdisciplinary teams with the unique contribution of bringing the home, school, and community perspective to the interdisciplinary process. Works with internal and external individuals, groups, and organizations to develop programs or systems of care that support and enhance the health, social and emotional well-being, and safety of students. Promotes collaboration among community health and mental health service providers and facilitates student access to these services. Uses extensive knowledge of community resources, enabling the school social worker to playa critical role in facilitating the provision of community services in the local education agency. Helps to build effective school-community teams and orients community providers to school climate, culture, structure, and to the laws and regulations governing practice in educational settings. MAJOR FUNCTION: Program Planning, Implementation, and Evaluation Effectively plans, implements, and evaluates programs that promote student and family success. Applies knowledge of environmental factors in planning programs. Conducts individual and/or system-wide surveys to assess the school and/or community needs. Plans school and/or system-wide programs to promote a safe, healthy, caring school climate that fosters academic success. Assists the school and community in planning programs that alleviate situations that may interfere with the learning process of students. Assists in the evaluation of effective departmental, school-based, system, community, and statewide programs. MAJOR FUNCTION: Accountability Advocates, facilitates, and contributes to School Social Worker accountability for outcomes aligned with local, state, and federal policies and guidelines. Conforms to the National Association of Social Work (NASW) Code of Ethics and Standards for School Social Work practice. Maintains accurate case records and documentation. Maintains current knowledge of federal and state laws and regulations and abides by said laws and regulations with emphasis on persons with disabilities, child welfare, mental health, confidentiality, and student and parent rights. Organizes time, resources, energy, and workload in order to meet responsibilities. Evaluates own practice and disseminates the findings to consumers, school districts, the community, and the profession in order to maximize the effectiveness of services and resources provided to students. By reflecting upon and evaluating one's practice, more effective services, and resources will be provided. Participates in appropriate professional development activities to improve knowledge and skills. Bachelor's in Social Work, Master's of Social Work preferred, and must be willing to obtain a valid NC License in School Social Work from the Department of Public Instruction. Valuable assets include the ability to speak Spanish and work experience providing a variety of social work settings. Licensed Clinical Social Worker or LCSWA preferred. Certified Teacher Pay Schedule | Full-Time | 10 Month When applying, please make sure to include all prior experience in your application. Please provide at least two references. One must be the current or most recent supervisor and the other a previous supervisor.

JOB TITLE: Substitute School Nutrition Worker IMMEDIATE SUPERVISOR: School Nutrition Manager GENERAL DESCRIPTION: The position is responsible for the preparation and service of school meals and sanitation of the meal preparation and service areas. The position is on an "as needed" basis, usually for 5 hours per day. PHYSICAL DESCRIPTION: This is medium work requiring the exertion of 50 pounds of force occasionally, up to 20 pounds of force frequently, and up to 10 pounds of force constantly to move objects; work requires kneeling, reaching, standing, walking, pushing, pulling, lifting, grasping, feeling, and repetitive motions; hearing is required to perceive information at normal spoken word levels; visual acuity is required use of measuring devices, operation of machines, and determining the accuracy and thoroughness of work; the worker is subject to extreme heat, noise, hazards, and atmospheric conditions. ESSENTIAL FUNCTIONS: * Preparing, cooking and serving meats, breads, vegetables and other food in accordance with the menu. Prepares and serves fruits, desserts, salads, soups and other foods * May be assigned to one specific food preparation area or rotated through the full range of food services * Washes pots, pans, kettles and other cooking utensils * Operates dishwasher, mixer, chopper, slicer, steamers, ovens and other food service and mechanical equipment; cleans work surfaces, food preparation and service areas * Sweeps and mops and performs other clean-up duties as assigned * Receives and stocks food supplies; Maintains sanitary conditions; may serve as cashier, * Performs related tasks as required. EDUCATION AND EXPERIENCE: * Some customer service experience HENRY COUNTY PUBLIC SCHOOLS IS AN EQUAL OPPORTUNITY EMPLOYER

Role description: This internship is a great opportunity for students who participate in Project Lead The Way (PLTW) programs and are interested in manufacturing and engineering. You'll gain hands-on experience working in our plant, learning about production and how we improve the way we work. You'll be part of the Continuous Improvement (CI) team, helping with projects that make our processes faster, safer, and more efficient. You'll gain real-world skills like how to solve problems, work with teams, and use tools and systems that professionals use in manufacturing. The program will consist of project assignments that will lay a strong foundation for future careers in manufacturing, helping members become an expert in the metal manufacturing operations. By the end of the summer, you'll have a better understanding of how metal packaging is made and how to make production better through teamwork, safety, and analytical thinking. Job Responsibilities: Help the CI Lead with improvement projects across the plant. Prioitizing training early on tools and techniques used in manufacturing. Support events focused on improving processes, like Kaizen, SMED (quick changeovers), and 6S (Sort, Set in order, Shine, Standardize, Sustain, Safety) activities. Contribute to planning the AMPS Month celebrations and training sessions in August. Collaborate with cross-functional teams to identify and implement process improvements. Learn how to read and understand production data. Become assimilated into the Ardagh Metal Packaging organization by participating in a comprehensive orientation program Be assigned to a mentor within Ardagh Metal Packaging Be exposed to and work on special projects (50%~ of the workload) to help the plants meet goals and leverage learning from work experiences Present an end-of-internship summary to the Ardagh Metal Packaging executive leadership team Minimum Qualifications: High school diploma Ability to complete a 10-week internship from June-August 2026 Cumulative GPA of a 2.6 Completion of PLTW coursework, preferably Ambition to pursue a career in the manufacturing industry, preferably Work Environment: Required to wear Personal Protective Equipment (PPE) such as hearing and eye protection, steel toe boots, and other PPE Must be willing to travel to the corporate office (Chicago, IL) for final week Compliance with FDA regulations established by OSHA and the company Ardagh Metal Packaging is a leading global supplier of sustainable, infinitely recyclable metal beverage cans to brand owners. A subsidiary of sustainable packaging business Ardagh Group and a leading industry metal packaging company, Ardagh Metal Packaging employs more than 6,300 people across Europe, North America and Brazil, with sales of approximately $4.7 billion. Ardagh Metal Packaging believes that the success of our business depends on the success of our people. We strive to create working environments where our employees feel valued and can work to their full potential. We offer exciting and rewarding opportunities for talented and creative people. If you have ambition and want to make an impact with your career, come and join our team - you'll enjoy the journey! Ardagh Metal Packaging - North America has been and will continue to be an equal opportunity employer. All employment decisions are made without regard to sex, gender (including pregnancy, childbirth, breast feeding, and related conditions), sexual orientation, gender identity, gender expression, race, creed, religion (including religious dress and grooming), color, national origin, ancestry (including association, affiliation, or participation with persons or activities related to national origin, English-proficiency or accent, or immigration status), physical or mental disability, medical condition, genetic information, marital or domestic partner status, age, veteran or military status or any other basis prohibited by federal, state, or local law. Discrimination against any employee or applicant based on any of these factors is prohibited.

REPORTS TO: Director of Exceptional Children and Academically/Intellectually Gifted Programs or Designee (i.e. Lead School Psychologist) PURPOSE: School psychologists help students succeed academically, socially, and emotionally. They collaborate with educators, administrators, families, and other mental health professionals to create safe, healthy, and supportive learning environments for all students and strengthen connections between home and school. DUTIES AND RESPONSIBILITIES 1. FOUNDATIONS OF SCHOOL PSYCHOLOGY: Professional Legal, Ethical, and Professional Practice * Practice in ways that meet all appropriate ethical, professional, and legal standards. Understand and apply federal, state, and local policies and regulations in the delivery of school psychological services. * Maintain confidentiality of student records and information. * Use technology in ways that are consistent with ethical and responsible professional practice. Student Diversity in Development and Learning * Recognize issues of diversity that affect routine interactions with other people and organizations. * Modify or adapt routine practice to effectively meet these diverse needs. * Demonstrate sensitivity and skills needed to work with families,students, and staff from diverse cultures and backgrounds. Information Technology * Establish and maintain expertise in using technology such as data management, report writing, web pages, literature reviews, and data analysis. * Use spreadsheets or other software programs to organize and graphically display data and monitor progress when appropriate for use at the system, building, and individual student level. Research and Program Evaluation * Evaluate and synthesize a cumulative body of research findings as a foundation for effective service delivery. * Collect, analyze, and interpret program evaluation data in applied settings. * Evaluate the effectiveness of school-based intervention plans. School Systems Organizational Change, Policy Development, and School Climate * Understand the organization of schools and systems change to provide leadership in developing and implementing early intervention and prevention programs. * Demonstrate knowledge and leadership when assisting in the development of school policy that impacts student learning and safety. * Demonstrate knowledge of school and classroom climates and use such knowledge to assist in developing school improvement plans and classroom interventions. II. PROFESSIONAL PRACTICE COMPETENCIES School Psychologist: Home/School/Community Collaboration * Use empirically supported strategies to design, implement, and evaluate effective policies. * Employ practices that promote home, school, and community partnerships and enhance learning and mental health goals for students. * Identify diverse cultural issues, situations, and other factors that influence family, school, and community interactions and address such issues when developing and providing services. Enhancement of Student Wellness, Social Skills, and Life Competencies * Demonstrate knowledge regarding the social, affective, and adaptive domains of child development. * Identify and apply sound principles of behavior change within these domains to assist in designing and implementing prevention and intervention programs. Enhancement of Student Cognitive and Academic Skills * Help schools develop challenging, but achievable, cognitive and academic goals for all students. * Collaborate with others to develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, needs, and develop interventions to achieve these goals. * Implement appropriate and alternative ways to monitor and assess the effectiveness of interventions and individual student progress toward goals. * Assess students' cognitive abilities using a variety of instruments and techniques that are appropriate for the individual student. Systems-Based Service Delivery * Provide leadership in developing a safe, caring, and inviting school with a sense of community where contributions of all persons are valued, where there are high expectations of excellence for all students, and where home-school-agency partnerships are valued. Data-Based Decision Making and Accountability * Demonstrate expertise in collecting, managing, and interpreting various types of individual and group data. * Apply sound principles of data-based decision making to all aspects of practice (e.g., designing interventions, monitoring student progress, consulting with school administrators, and disseminating intervention research findings within the school setting). Consultation and Collaboration * Demonstrate strong interpersonal skills and the ability to work, communicate, and collaborate effectively with teachers, other school staff, and families as part of a team within the school setting. * Ensure that students and families know about community services and programs and assist them in accessing these, as appropriate. Prevention, Early Intervention, and Crisis Management * Participate in planning and implementing prevention programs to address the social and affective needs of students (e.g., programs to address bullying,school violence, and school safety). * Have knowledge of universal screening, as well as early reading and math literacy. * Participate in designing prevention and intervention methods to address programs that influence student learning. Group and Individual Counseling Techniques * Provide direct services to individuals or groups of students (e.g., counseling, crisis interventions, mentoring, and individual safety plans, when appropriate). * Consult and confer with teachers, staff, and families about strategies to facilitate the social and affective adjustment of students. Promoting Safe and Effective Learning Environments * Participate in planning and/or implementation of school or system-level crisis response. * Identify resources and coordinate services with other professionals and/or agencies to address students' behavioral, affective, or social needs. ADDITIONAL JOB FUNCTIONS: Performs other duties as assigned. MINIMUM TRAINING AND EXPERIENCE 60 hour Master's degree in school psychology from an approved school psychology training program plus a one year internship providing psychological services; or any equivalent combination of training and experience which provides the required knowledge, skills and abilities. SPECIAL REQUIREMENTS Must be certified as a school psychologist by the State of North Carolina. Must possess a valid North Carolina driver's license. MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 80 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree. Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to assistants or subordinates. Language Ability: Requires the ability to read a variety of correspondences, reports, forms, manuals, etc. Requires the ability to prepare correspondence, reports, forms, records, proposals, appraisals, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak to people with poise, voice control and confidence. Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including psychological terminology. Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the theories of descriptive statistics and statistical theory. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment. Color Discrimination: Requires the ability to differentiate between colors and shades of color. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.). Must be able to communicate via telephone. KNOWLEDGE, SKILLS AND ABILITIES Considerable knowledge of federal, state and local policies and procedures regarding psychological services. Considerable knowledge of psychological services appropriate for school age children. Considerable knowledge of appropriate actions to be taken in emergency situations. Considerable knowledge of the current literature, trends, methods and developments in the area of school psychological services. General knowledge of the ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state and local laws, rules and regulations. General knowledge of the principles of supervision, organization and administration. Ability to interpret student behavior, system policies and state procedures. Ability to coordinate large programs. Ability to develop, counsel and support staff. Ability to evaluate the effectiveness of programs and make recommendations for improvements. Ability to use common office machines and popular computer-driven word processing, spreadsheet and file maintenance programs. Ability to maintain complete and accurate records and to develop meaningful reports from them. Ability to effectively express ideas orally and in writing. Ability to establish and maintain effective working relationships as necessitated by work assignments. DISCLAIMER The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

is for 32 hours per week. We are currently seeking dedicated School Psychologist to join our team in a local traveling role. This position offers a dynamic work environment and requires a flexible, adaptable approach to meet the evolving needs of students and schools. As a traveling School Psychologist, you'll have the opportunity to make a meaningful impact while helping students reach their full potential. You will provide services at the following school locations: Summit Creek Academy- Browns Summit, NC Gate City Charter Academy- Greensboro, NC What We Offer: Flexible scheduling options Competitive salary Affordable, comprehensive benefits package 401(k) plan with employer match A meaningful, mission-driven work environment COMPANY INFORMATION: National Heritage Academies (NHA) partners with communities to build and operate public charter schools. Founded in 1995, today NHA serves over 100 schools in nine states, with more than 65,000 students in kindergarten through 12th grade. Our schools are designed to eliminate the achievement gap and provide school choice to families so their children are prepared for success in college, career, and life. A majority of our schools consistently outperform their local district on the state test. According to the Center for Research on Education Outcomes at Stanford University, NHA is a leading performer among charter schools and management organizations, outperforming both conventional district schools and other charter school operators. In addition, according to our employee survey, over 90% of respondents agree that the work they do is meaningful to them. Join our team. DUTIES AND RESPONSIBILITIES: Administer and interpret a wide range of standardized assessment instruments to evaluate cognitive, academic, social-emotional, and behavioral functioning. Guide and support staff in administering achievement tests as needed. Conduct comprehensive psychological and psycho-educational evaluations to inform eligibility determinations and intervention planning. Develop and implement evidence-based interventions and instructional supports to assist in developing students' academic, behavioral, and social-emotional skills. Assist in the development, writing, and implementation of Individualized Education Programs (IEPs), collaborating with school staff to ensure goals are meaningful and achievable. Provide direct counseling services to students and consult with families, offering guidance and connecting them with additional resources when necessary. Participate in the IEP and Section 504 processes, providing input on assessment results, intervention strategies, and student progress. Support the implementation of systematic intervention by assisting with data collection, progress monitoring, and intervention planning. Conduct risk assessments for students experiencing emotional or behavioral crises and collaborate with school teams to ensure appropriate interventions and supports. Provide training and professional development to school staff on topics such as behavior management, trauma-informed practices, and mental health awareness. Support school-wide initiatives that promote a positive school climate. Maintain an accurate record of student caseload requirements and update the Administrator over Special Education on any changes. Maintain a detailed schedule and service logs, and track student progress toward intervention goals. Demonstrate professionalism in handling confidential matters and materials. Pursue ongoing professional development to stay informed about current practices and research in school psychology. Participate in school initiatives such as crisis response planning and student wellness programs. Attend parent-teacher meetings and IAT meetings as needed to discuss student progress and support plans. Perform additional duties as assigned by the building principal. QUALIFICATIONS: Valid state certification or licensure as a School Psychologist Strong communication and interpersonal skills Ability to collaborate effectively with educators, parents, and other professionals Please click here to learn more about our core values. National Heritage Academies is an equal opportunity employer.

Trauma Informed School Social Worker Term of Employment: Full-Time: 10 months Reports To: Executive Director of Student Services Pay Information: State Salary Scale This position is grant funded by Project Fast through December 2027. General Responsibilities Responsible for establishing comprehensive school-based mental health services at separate school sites and integrated throughout the school day within a blended therapeutic and educational environment. Services include individual, group and family therapy; community meetings, school wide behavior management systems, therapeutic recreation and skills building activities. Adjunct services include case management, crisis management, consultation and collaboration with IEP team members. Services provided by qualified mental health clinicians and rehabilitation specialists. Essential Job Functions Develop an intake and referral process to services that expands the safety net and assures that no student falls through the cracks. Coordinate training for all school personnel, focusing on intake and referral process to mental health specialists. Assist schools in adopting the most successful prevention and intervention strategies that address student needs. Provide staff development on mental health and co-occurring disorders among student populations. Provide training to students, parents, and partners as requested and needed. Provide Tier 2 and 3 students individualized, intensive counseling services within the school setting. Provide clinical psychotherapy services to students with trauma related symptoms. Provide Screening, Brief Intervention, and Referral to Treatment (SBIRT) school based treatment. Provide training to teachers to facilitate identification of student needs for intensive counseling services. Coordinate prevention activities with staff and partners for student engagement and empowerment. Provide technical support to schools and communities on mental health services, programming, and concerns. Perform other duties as requested. Knowledge, Skills and Abilities Comprehensive knowledge of school administration principles, practices and procedures. Comprehensive knowledge of student service principles and practices and administrative hearing techniques. Ability to develop and present ideas effectively both orally and in written form. Ability to establish and maintain effective relationships with school officials, school administrators, parents, associates and the general public Ability to work independently and problem solve challenging situations Effective oral and written communication skills. Demonstrated ability to work well with people. Minimum Training and Experience Master's Degree in Social Work or related mental health field. Licensed with two or more years of experience working with youth. Licensed school social worker preferred. State certification. Minimum Qualifications or Standards Required to Perform Essential Job Functions ? Physical Requirements: The work regularly requires standing and walking around the classroom and school. It requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work often requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights and rarely, the lifting of weights above 30 pounds. The work occasionally handles/works with biohazards and/or risks for potential job-related injury, such as those found in a laboratory or shop environment. The work requires activities occasionally involving driving automotive equipment. ? Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things. ? Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments or directions to subordinates or assistants. ? Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, contracts, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, contracts, policies, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence. ? Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables. ? Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to give oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including educational and legal terminology. ? Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory. ? Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape. ? Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment. ? Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination. ? Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. ? Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone. Disclaimer The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

is for the 2025-2026 school year.* IMMEDIATE SUPERVISOR: School Psychologist GENERAL DESCRIPTION: Under the direct supervision of a Licensed School Psychologist, the School Psychologist Intern participates in and provides a full range of psychological services within the schools. ESSENTIAL FUNCTIONS: * Complete and interpret measures of cognitive, social, physical, behavioral, emotional and educational functioning. * Assist in the identification of students with disabilities and/or physical or mental conditions. * Prepare clearly written, comprehensive school psychological reports which address referral concerns and provide practical recommendations that can be realistically implemented by school personnel and used in the development of intervention plans and/or the IEP. * Demonstrate leadership qualities and personal characteristics necessary for collaborating effectively with students, parents, and teachers. * Provide consultation to teachers, counselors, administrators, other school personnel and parents. * Provide individual and/or group counseling as needed. * Serve as a member of school-based review teams, eligibility committees, IEP teams and 504 teams. * Maintain accurate and careful records of all services provided. * Complete and maintain documentation in order to bill public insurance for eligible students. * Adhere to federal, state and local laws, regulations, and policies regarding children's educational welfare. * Serve as an advocate for students and parents. * Maintain high professional and ethical standards as defined by Principles for Professional Ethics (National Association of School Psychologists). * Assist, as needed, with the development and provision of in-service programs. * Act as consultant concerning assessment approaches and instruments to be utilized in evaluation of students by school personnel. * Participate in School Crisis and Threat Assessment teams as requested. * Attend professional workshops and conferences to refine skills and gain new competencies. * Keep abreast of the professional literature in order to remain alert for ways in which psychological services to students can be improved. * Perform other duties as assigned. PHYSICAL REQUIREMENTS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Frequently required to sit; use hands to touch and hold objects or instruments and to type; and reach with hands and arms. Regularly required to see, talk and hear. Occasionally required to stand, walk, stoop, kneel, crouch or bend, and may be required to lift up to approximately 15 pounds. Itinerant travel may be required, and the individual is frequently required to change locations and adapt to multiple environments across schools, offices and home visits. Ability to drive and navigate to multiple locations occasionally within a single day is required. EDUCATION AND EXPERIENCE: Must be pursuing an Educational Specialist (Ed.S) or doctoral degree in school psychology, and must have successfully completed all program requirements to be eligible to serve as a School Psychologist Intern through a college or university fully accredited and approved by NASP standards. Position will be posted until filled. HENRY COUNTY PUBLIC SCHOOLS IS AN EQUAL OPPORTUNITY EMPLOYER. Due to limited funds, Henry County Public Schools is unable to sponsor Visas.

Role description: This internship is a great opportunity for students who participate in Project Lead The Way (PLTW) programs and are interested in manufacturing and engineering. You'll gain hands-on experience working in our plant, learning about production and how we improve the way we work. You'll be part of the Continuous Improvement (CI) team, helping with projects that make our processes faster, safer, and more efficient. You'll gain real-world skills like how to solve problems, work with teams, and use tools and systems that professionals use in manufacturing. The program will consist of project assignments that will lay a strong foundation for future careers in manufacturing, helping members become an expert in the metal manufacturing operations. By the end of the summer, you'll have a better understanding of how metal packaging is made and how to make production better through teamwork, safety, and analytical thinking. Job Responsibilities: * Help the CI Lead with improvement projects across the plant. * Prioitizing training early on tools and techniques used in manufacturing. * Support events focused on improving processes, like Kaizen, SMED (quick changeovers), and 6S (Sort, Set in order, Shine, Standardize, Sustain, Safety) activities. * Contribute to planning the AMPS Month celebrations and training sessions in August. * Collaborate with cross-functional teams to identify and implement process improvements. * Learn how to read and understand production data. * Become assimilated into the Ardagh Metal Packaging organization by participating in a comprehensive orientation program * Be assigned to a mentor within Ardagh Metal Packaging * Be exposed to and work on special projects (50%~ of the workload) to help the plants meet goals and leverage learning from work experiences * Present an end-of-internship summary to the Ardagh Metal Packaging executive leadership team Minimum Qualifications: * High school diploma * Ability to complete a 10-week internship from June-August 2026 * Cumulative GPA of a 2.6 * Completion of PLTW coursework, preferably * Ambition to pursue a career in the manufacturing industry, preferably Work Environment: * Required to wear Personal Protective Equipment (PPE) such as hearing and eye protection, steel toe boots, and other PPE * Must be willing to travel to the corporate office (Chicago, IL) for final week * Compliance with FDA regulations established by OSHA and the company Ardagh Metal Packaging is a leading global supplier of sustainable, infinitely recyclable metal beverage cans to brand owners. A subsidiary of sustainable packaging business Ardagh Group and a leading industry metal packaging company, Ardagh Metal Packaging employs more than 6,300 people across Europe, North America and Brazil, with sales of approximately $4.7 billion. Ardagh Metal Packaging believes that the success of our business depends on the success of our people. We strive to create working environments where our employees feel valued and can work to their full potential. We offer exciting and rewarding opportunities for talented and creative people. If you have ambition and want to make an impact with your career, come and join our team - you'll enjoy the journey! Ardagh Metal Packaging - North America has been and will continue to be an equal opportunity employer. All employment decisions are made without regard to sex, gender (including pregnancy, childbirth, breast feeding, and related conditions), sexual orientation, gender identity, gender expression, race, creed, religion (including religious dress and grooming), color, national origin, ancestry (including association, affiliation, or participation with persons or activities related to national origin, English-proficiency or accent, or immigration status), physical or mental disability, medical condition, genetic information, marital or domestic partner status, age, veteran or military status or any other basis prohibited by federal, state, or local law. Discrimination against any employee or applicant based on any of these factors is prohibited. Nearest Major Market: Salem Nearest Secondary Market: Winston

EC Virtual School Psychologist Reports to: Exceptional Children's Program Director Purpose: Liaison for the Exceptional Children's Program Director, by providing supportive services to teachers, parents, students, and other community agencies when needed as well as handling public relations and compliance issues. Qualifications * Master's Degree in Psychology Key Duties and Responsibilities: Major Function: Assessment and Interpretation * Identify and assess the learning, development, and adjustment characteristic and needs of individuals and groups, as well as the environmental factors that affect learning and adjustment. * Uses assessment date about the student and his/her environment(s) in developing appropriate interventions and programs. * Gather data and provides assessment to determine student needs and assure the implementation of appropriate services for exceptional children. Major Function: Direct Interventions for Students * Provides intervention to students to support the teaching process and to maximize learning and adjustment. * Facilitates use of resources for meeting educational, behavioral and social-economic needs of students. Major Function: Consultation and Training * Provides consultation and training to parents, teachers, other school personnel, and community agencies to enhance the learning and services as a liaison for the exceptional children's director. Major Function: Program Development * Assists in the planning, development, and evaluation of programs to meet identified learning and adjustment needs. * Assist in the development and evaluation of plans and programs that prevent, reduce or alleviate situations which may interfere with the learning process of students. * Assures that EC folders are in compliance for the December and April headcounts. Major Function: School Psychology Program Implementation * Delivers a planned and coordinated program of psychological services. * Organizes time and resources to meet responsibilities and maintain appropriate documentation. Major Function: Coordination/Liaison * Coordinates services between home, school and community agencies in addressing student needs for the exceptional children's director. * Communicates effectively with students, parents, and school staff. Major Function: Professional Practice and Development * Adheres to standards of professional practice in delivery of services as well as in conversation and mannerisms. * Seeks to improve professional knowledge and skills. * Maintains confidentiality and provides support to exceptional children's program and director, at all time. Term of Employment: 10 months

is for the 2025-2026 school year* JOB TITLE: School Counselor Intern IMMEDIATE SUPERVISORS: Principal and School Counselor Supervisor GENERAL DESCRIPTION: The School Counseling Intern assists the school counselors in planning and providing appropriate counseling services for students and creating an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of all students. Communicates and interacts with students, parents, staff and community members. Monitors and evaluates student outcomes. Work is performed under the direct supervision of a credentialed school counselor and the general supervision of the building principal. The School Counseling Intern is a one-year position for candidates nearing completion of an approved school counselor master's degree program. Candidates for the position should complete their master's program and be eligible for Virginia licensure with an endorsement in School Counselor Prek-12 by the start of the following school year. The position will be based in a secondary school (middle or high school) and may serve placements at the secondary and elementary levels, both under the direct supervision of a credentialed school counselor. This is a 10-month, 200-day position. ESSENTIAL FUNCTIONS: All work is performed under the direct supervision of a credentialed school counselor. * Assists school counselors in the development and maintenance of an effective school counseling program consistent with the school's mission and goals as mandated by the VDOE, school board policy, and the office of student support services. * Provides services to students in the areas of academic, personal/social and career development. * Counsels students individually and in small groups. * Conducts classroom guidance activities. * Exposes students to career exploration and interest inventories. * Reviews school data for evidence the school counseling program is meeting the academic, career, and personal/social development of all students. * Prepares reports, records, lists and all other required information and data. * Encourages teacher/parent communication and community involvement. * Assists students in conflict resolution. * Manages crises. * Assists in the identification of students with special needs. * Interprets student records, and initiates student programs. * Refers students to intervention/remediation programs, as well as academic and alternative programs, to ensure academic success and personal well-being. * Refers students to appropriate school personnel and community agencies. * Participates in SST, Child Study and 504 meetings. * Participates in parent/teacher conferences. * Serves as a resource for school personnel and parents. * Maintains a variety of files/records and departmental library of supplementary and reference materials. * Follows required procedures and practices. * Submits monthly time and task reports electronically. * Keeps the guidance department chair apprised of any problems encountered. * Attends division-wide counselor meetings. * Participates in professional development activities. * Performs related work as required. EDUCATION AND EXPERIENCE: Demonstrated progress towards completion of a master's degree from an approved counselor education program. Strong communication and computer skills are essential. PHYSICAL REQUIREMENTS: This is sedentary work requiring the exertion of up to 10 pounds of force occasionally and a negligible amount of force frequently or constantly to move objects, and some light work requiring the exertion of up to 20 pounds of force occasionally, up to 10 pounds of force frequently, and a negligible amount of force constantly to move objects; work requires reaching with hands and arm, use hands to finger, handle or feel; grasping, and repetitive motions; vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data, operation of office equipment, determining the accuracy and thoroughness of work, and observing general surroundings and activities; the worker is not subject to adverse environmental conditions. Reasonable accommodations may be made to enable individuals with disabilities to perform essential tasks. SALARY: $35,000/year FLSA CLASSIFICATION: Non-Exempt DISCLAIMER: The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required to employees to this job. Position will be posted until filled. Henry County Public Schools is an Equal Opportunity Employer. Due to limited funds, Henry County Public Schools is unable to sponsor Visas.

Reports to: Exceptional Children's Program Director Purpose: Liaison for the Exceptional Children's Program Director, by providing supportive services to teachers, parents, students, and other community agencies when needed as well as handling public relations and compliance issues. Qualifications * Master's Degree in Psychology Key Duties and Responsibilities: Major Function: Assessment and Interpretation * Identify and assess the learning, development, and adjustment characteristic and needs of individuals and groups, as well as the environmental factors that affect learning and adjustment. * Uses assessment date about the student and his/her environment(s) in developing appropriate interventions and programs. * Gather data and provides assessment to determine student needs and assure the implementation of appropriate services for exceptional children. Major Function: Direct Interventions for Students * Provides intervention to students to support the teaching process and to maximize learning and adjustment. * Facilitates use of resources for meeting educational, behavioral and social-economic needs of students. Major Function: Consultation and Training * Provides consultation and training to parents, teachers, other school personnel, and community agencies to enhance the learning and services as a liaison for the exceptional children's director. Major Function: Program Development * Assists in the planning, development, and evaluation of programs to meet identified learning and adjustment needs. * Assist in the development and evaluation of plans and programs that prevent, reduce or alleviate situations which may interfere with the learning process of students. * Assures that EC folders are in compliance for the December and April headcounts. Major Function: School Psychology Program Implementation * Delivers a planned and coordinated program of psychological services. * Organizes time and resources to meet responsibilities and maintain appropriate documentation. Major Function: Coordination/Liaison * Coordinates services between home, school and community agencies in addressing student needs for the exceptional children's director. * Communicates effectively with students, parents, and school staff. Major Function: Professional Practice and Development * Adheres to standards of professional practice in delivery of services as well as in conversation and mannerisms. * Seeks to improve professional knowledge and skills. * Maintains confidentiality and provides support to exceptional children's program and director, at all time. Term of Employment: 10 months

PURPOSE The School Social Worker promotes and enhances the overall academic mission by providing services that strengthen home, school, and community partnerships and address barriers to learning and achievement. The School Social Worker significantly contributes to the development of a healthy, safe, and caring environment. Such an environment is achieved by advancing the understanding of the emotional and social development of children and the influences of family, community, and cultural differences on student success along with the implementation of effective intervention strategies. The major functions of the school social worker job description incorporate the North Carolina State Board of Education guiding mission that every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the twenty-first century. DUTIES AND RESPONSIBILITIES The School Social Worker's principle task is to empower students, families, and school personnel to access available opportunities and resources that develop each student's potential. Integrated into all major functions are home, school, community assimilation; diversity and cultural competence; dropout prevention; graduation awareness; and adherence to federal and state statutes, professional development and practices, School Social Work Standards and the National Association of Social Workers Code of Ethics. MAJOR FUNCTION: Assessment of Student, Family, and School Needs Effectively and appropriately assesses and addresses the needs, characteristics, and interactions of students, families, LEA personnel, and community. Conducts assessments and evaluations in accordance with family and student rights. Uses student, family, and school assessment results to identify needs that affect student learning. Uses assessment and evaluation results to develop appropriate interventions for students, families, schools, and communities. Develops long-term and short-term intervention plans consistent with curriculum; students' needs, strengths, diversity and life experiences; and social and emotional factors. Uses a variety of appropriate formal and informal tools and techniques including observations and interviews to evaluate the progress and performance of students and families. Addresses the needs of the school, student, families, and community by collaborating with the Student Support Services Team to design a holistic approach to any barriers or problems with the educational process. MAJOR FUNCTION: Direct Services/Service Delivery Uses knowledge and understanding of the reciprocal influences of home, school, and community to intervene for student success via such practices as assessment, crisis intervention and response, home visits, conflict resolution, individual and group counseling, consultation, program development, dropout prevention, graduation awareness, and coordination of school and community services. Promotes family support of students' learning experience within the context of multicultural understanding and competencies. Provides services to students in ways that build upon individual strengths and offers students maximum opportunities to participate in the planning and direction of their own learning experience. Develops and provides training and educational programs that address the goals and mission of the educational institution. MAJOR FUNCTION: Advocacy Advocates for appropriate services for students and their families. Advocates and facilitates change that effectively responds to the needs of students, families, and school systems using appropriate statutes, case law, policies, and procedures. Promotes services to students and their families within the context of multicultural understanding and competence that enhances families' support of students learning experiences. Assists students and their families in gaining access to formal and informal community resources. Utilizes research and technologies to assist students, families, schools, and communities. MAJOR FUNCTION: Consultation and Collaboration Consults and collaborates with stakeholders on behalf of students and their families. Consults with stakeholders to facilitate an understanding of factors in the home, local education agency, and community that affect students' educational experiences. Consults on such issues as attendance, diversity, mental health, behavior management, delinquency, crisis intervention, homelessness, child abuse, neglect, and the importance of confidentiality. Initiates and supports activities to overcome institutional barriers and gaps in services as leaders and members of interdisciplinary teams with the unique contribution of bringing the home, school, and community perspective to the interdisciplinary process. Works with internal and external individuals, groups, and organizations to develop programs or systems of care that support and enhance the health, social and emotional well-being, and safety of students. Promotes collaboration among community health and mental health service providers and facilitates student access to these services. Uses extensive knowledge of community resources, enabling the school social worker to playa critical role in facilitating the provision of community services in the local education agency. Helps to build effective school-community teams and orients community providers to school climate, culture, structure, and to the laws and regulations governing practice in educational settings. MAJOR FUNCTION: Program Planning, Implementation, and Evaluation Effectively plans, implements, and evaluates programs that promote student and family success. Applies knowledge of environmental factors in planning programs. Conducts individual and/or system-wide surveys to assess the school and/or community needs. Plans school and/or system-wide programs to promote a safe, healthy, caring school climate that fosters academic success. Assists the school and community in planning programs that alleviate situations that may interfere with the learning process of students. Assists in the evaluation of effective departmental, school-based, system, community, and statewide programs. MAJOR FUNCTION: Accountability Advocates, facilitates, and contributes to School Social Worker accountability for outcomes aligned with local, state, and federal policies and guidelines. Conforms to the National Association of Social Work (NASW) Code of Ethics and Standards for School Social Work practice. Maintains accurate case records and documentation. Maintains current knowledge of federal and state laws and regulations and abides by said laws and regulations with emphasis on persons with disabilities, child welfare, mental health, confidentiality, and student and parent rights. Organizes time, resources, energy, and workload in order to meet responsibilities. Evaluates own practice and disseminates the findings to consumers, school districts, the community, and the profession in order to maximize the effectiveness of services and resources provided to students. By reflecting upon and evaluating one's practice, more effective services, and resources will be provided. Participates in appropriate professional development activities to improve knowledge and skills. Bachelor's in Social Work, Master's of Social Work preferred, and must be willing to obtain a valid NC License in School Social Work from the Department of Public Instruction. Valuable assets include the ability to speak Spanish and work experience providing a variety of social work settings. Licensed Clinical Social Worker or LCSWA preferred. Certified Teacher Pay Schedule | Full-Time | 10 Month When applying, please make sure to include all prior experience in your application. Please provide at least two references. One must be the current or most recent supervisor and the other a previous supervisor.

BY INVITATION ONLY PLEASE COMPLETE THIS APPLICATION ONLY IF YOU RECEIVED AN EMAIL FROM SCHOOL PSYCHOLOGY OR HUMAN RESOURCES REQUESTING THAT YOU COMPLETE THIS APPLICATION OR YOU WERE DIRECTED BY YOUR UNIVERSITY REPRESENTATIVE TO COMPLETE THIS APPLICATION ALL OTHER APPLICATIONS WILL NOT BE CONSIDERED. TO BE CONSIDERED, PLEASE SPEAK TO YOUR UNIVERSITY REPRESENTATIVE.