How to Apply

Your First Step Toward Joining TIC

Eligible Applicants

The Tennessee Internship Consortium in Psychology (TIC) accepts school psychology doctoral graduate students with required educational and practicum (minimum 500  hours) experience. Preference is given to school psychology students from American Psychological Association (APA) accredited programs. Past interns have come to TIC from programs across North America, and the Consortium believes in recognizing and valuing diversity.  A high value is placed on the dignity and worth of individuals regardless of gender, ethnicity, race, sexual orientation, age, physical and mental abilities, religious beliefs or socioeconomic status.

Application Process

The Consortium Governing Board will review all applicants to ensure that they have completed a university preparation program compatible with the objectives of TIC, as well as appropriate practicum experience in a doctoral program in School Psychology. Governing Board members review all applications and invite selected applicants for in-person interviews. One internship position at TIC is reserved for a doctoral student from the University of Tennessee School Psychology Training Program who is included in the rank order list submitted to the match process. The UT School Psychology program is affiliated with the Consortium.

TIC is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC) and is accredited by the APA.

Applicants need to submit all application materials via AAPI Online which may be accessed at which includes:

  • Cover Letter

  • Curriculum Vitae

  • Application (includes documentation of at least 500 hours of practicum experience)

  • All Graduate Transcripts

  • Three letters of recommendation

  • A completed Psycho-Educational Evaluation as a sample of written reports (Attached as "supplementary materials" via AAPI online).

TIC endorses the APPIC Match Policies and agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant. The Consortium adheres to APPIC guidelines regarding notification of acceptance.


Interviews are conducted on two dates in January. Applicants selected for on-site interviews will spend the day with TIC Governing Board members and current interns. Applicants will attend a brief introduction and presentation about TIC led by the Training Director before individually interviewing representatives from each internship location. Applicants will also be given time to speak with current interns about the operation of TIC in greater detail and answer any questions applicants may have. A light breakfast and lunch will be provided during which applicants can ask questions and talk with current interns and supervisors in an informal, relaxed atmosphere.

Selection Process

Applications are initially screened using a point-based system focusing on various aspects of the AAPI application packet. Following on-site interviews with qualifying applicants, Governing Board members generate a rank-order list of preferred applicants that is submitted for the APPIC match process. Afterwards, applicants placed with TIC by the match process will have the opportunity of expressing a preference for specific internship sites. Expressed preferences will be considered by the TIC Governing Board in making the final internship site placements. 

Preference is given to applicants with the following attributes:

  • Graduate Program in School Psychology

    • APA accredited

    • NASP approved

  • Comprehensive examination passed

  • Awards/recognition in graduate studies

  • Previous experience working in schools (e.g., teacher, school psychologist)

  • Strongly worded statement of goals/essays

  • More than 1,000 hours of practica experience

  • Two or more professional presentations

  • At least one professional publication

  • High-quality recommendation letters

  • Psychoeducational evaluation and report that is:

    • clearly written

    • logically organized

    • well integrated

    • includes summary of information

    • includes recommendations that reflect knowledge of empirical base in psychology and/or education

  • Clearly stated special interests (such as behavior assessment, curriculum evaluation, RTI, CBM, Autism, mental health, etc.)