Supervisor, Speech, Language and Communication

Hamilton-Wentworth District School Board (HWDSB); Hamilton; On-site; CAD 106,000 - 119,000; Full time

Job summary

The Hamilton-Wentworth District School Board (HWDSB) is seeking a Supervisor, Speech, Language and Communications to provide professional leadership for Speech, Language and Communication Services district-wide. You will mentor SLPs and CDAs and drive MTSS and AAC initiatives to improve student communication outcomes.

Reporting to the Manager of Psychological Services, you will lead service delivery, promote evidence-based practices, and collaborate with schools to foster inclusive, barrier-free

Qualifications

• Master's Degree in Speech Language Pathology and CASLPO in good standing.
• Minimum five years as a Speech-Language Pathologist in an educational setting is an asset.
• Demonstrated leadership in mentorship, supervision, coaching, and service coordination.
• Knowledge of MTSS, AAC, and inclusive education.
• Strong interpersonal, communication and organizational skills.

Responsibilities

• Provide professional, clinical, and consultative leadership to SLPs and CDAs.
• Ensure CASLPO standards and ethical practice.
• Promote evidence-based practice and continuous professional learning.
• Coordinate staff assignments and service delivery across schools and programs.
• Lead MTSS implementation for Speech and Language Services.
• Advise on AAC and communication access initiatives.

Skills

Leadership

Mentorship

Coaching

Data analysis

Communication

Collaboration

Education

Master's in SLP

CASLPO in good standing

Job description

Supervisor, Speech, Language and Communications

PASS Grade 6 $106,125 to $119,446

Position Start Date: October 5, 2026

Vacancy Status: Current Vacancy

About The Board

Hamilton-Wentworth District School Board (HWDSB) is committed to decolonizing education, equity, engagement and innovation. We are guided by our vision, Growing Together, the mission that every student experiences a sense of belonging and engages in dynamic learning to reach their potential and build their own future. Our values of Compassion, Dignity, Trust, and Joy guide our daily work and ensure that we honour the unique and distinct identities as well as individualized needs of every student and every staff member at HWDSB. Proudly serving a community of approximately 50,000 students in the City of Hamilton and surrounding area, HWDSB operates across 80 elementary schools, 13 secondary schools and 2 Adult Learning Centres, in addition to providing support and service to approximately 8,800 staff members.

Staff Wellness

At HWDSB, staff wellness is a priority. We are committed to co‑creating and fostering an environment where staff feel safe, valued, and supported. We are continuously striving to support the needs of our diverse community and actively work to foster and maintain a culture of human rights. Our holistic Staff Wellness program has been designed to support employee's well‑being in all dimensions of health. As one part of this comprehensive program, all staff as well as their dependents have access to free and confidential supports through our Employee and Family Assistance Provider (EFAP), in addition to many other program components.

About The Role

Reporting to the Manager, Psychological Services and Speech, Language and Communication Services, the Supervisor, Speech, Language and Communication will provide professional, clinical, operational, and system leadership for Speech, Language and Communication Services at the Hamilton-Wentworth District School Board. As a member of the Special Education, Inclusion and Equity Department and the HWDSB System Leadership Team, this role will support the implementation of equitable, inclusive, and evidence‑informed speech and language services that promote student achievement, well‑being, communication, participation, and belonging. The role will provide leadership to Speech‑Language Pathologists (SLPs) and Communicative Disorders Assistants (CDAs), as well as support Multi‑Tiered Systems of Supports (MTSS), and advance communication access, including Augmentative and Alternative Communication (AAC).

Key Responsibilities Include But Are Not Limited To

Professional and Clinical Leadership

• Provides professional, clinical, and consultative leadership to Speech‑Language Pathologists (SLPs) and Communicative Disorders Assistants (CDAs).


• Supports clinical oversight in accordance with CASLPO standards and professional practice requirements.


• Promotes evidence‑informed practice, ethical decision‑making, professional accountability, and continuous professional learning.


• Supports consistency in assessment, intervention, consultation, documentation, and service delivery practices.

Operational Leadership and Service Coordination

• Coordinates staff assignments, workload distribution, and service delivery to ensure equitable and responsive support across schools and programs.


• Supports departmental planning, implementation, and continuous improvement initiatives.


• Leads department meetings and supports onboarding, mentoring, and professional growth of staff.


• Monitors service delivery and student outcomes to inform planning and resource allocation.

System Leadership and Multi‑Tiered Systems of Supports (MTSS)

• Leads the implementation of Speech, Language and Communication Services within Tier 1, Tier 2, and Tier 3 supports.


• Promotes communication‑rich and inclusive learning environments that enhance student achievement, well‑being, participation, and belonging.


• Collaborates with school and system teams to implement and monitor evidence‑informed interventions and supports.


• Supports the implementation and continuous improvement of Speech and Language Classes and related programming.

Communication Access and AAC Leadership

• Provides system leadership related to communication access and participation for students.


• Supports assessment, implementation, and capacity building related to Augmentative and Alternative Communication (AAC).


• Collaborates with school teams and families to support students with complex communication needs.


• Promotes communication‑accessible learning environments across schools and programs.

Collaboration, Capacity Building, Equity and Inclusion

• Facilitates interdisciplinary collaboration among educators, administrators, specialized staff, students, families, community agencies, and external service providers.


• Provides consultation, coaching, mentoring, and professional learning to build system capacity.


• Applies anti‑racist, anti‑oppressive, culturally responsive, and human‑rights‑based approaches to leadership and service delivery.


• Advances Indigenous Educational Wellness and Reconciliation through respectful and responsive practice.


• Performs other related duties as assigned by the Manager of Psychological Services and Speech, Language and Communication Services.

Qualifications

• Master's Degree in Speech Language Pathology and registration in good standing with the College of Audiologists and Speech‑Language Pathologists of Ontario (CASLPO).


• Minimum five years of successful experience as a Speech‑Language Pathologist, in an educational setting is an asset.


• Demonstrated leadership experience in mentorship, supervision, coaching, professional learning and service coordination.


• Knowledge of speech and language assessment, intervention, consultation, AAC, and service delivery models.


• Knowledge of CASLPO standards, ethical responsibilities, and evidence‑informed practice.


• Strong understanding of Multi‑Tiered Systems of Supports (MTSS).


• Knowledge of inclusive education, special education programs and services, and school based practice.


• Demonstrate exceptional interpersonal, communication and organizational skills related to problem‑solving and relationship‑building.


• Ability to lead through influence, collaboration and shared accountability.


• Strong data analysis and planning skills illustrating continuous improvement.


• Demonstrated commitment to equity, inclusion, accessibility, human rights, anti‑oppressive practice, and Indigenous Educational Wellness.


• The successful applicant may be required to work after hours for evening meetings or events.


• Valid driver's license and reliable transportation required.

Deadline for submission is 4pm on Thursday, August 20, 2026.

In‑person interviews at the Education Centre will take place on Monday August 31, 2026.

We thank all applicants for their interest in the Hamilton‑Wentworth District School Board. Only applicants selected for an interview will be contacted.

Accommodations

HWDSB is committed to providing accommodation throughout the recruitment and selection process, based on any human rights protected grounds. If you require accommodation, please email and we will work with you to meet your needs.

Employment Equity, Inclusion, and Indigeneity Statement

Hamilton‑Wentworth District School Board (HWDSB) is committed to building inclusive learning and working environments where students see themselves reflected in the curriculum, staff population, physical surroundings and the broader community.

HWDSB's mission is to empower students to learn and grow to their full potential in a diverse world. Guided by this mission, HWDSB strives to build a workforce that embodies the values of human rights, equity, diversity and inclusion, while reflecting and welcoming the diverse and distinct identities, experiences and needs of our students and our communities.

HWDSB Seeks Qualified Candidates Who Share Our Commitment To Equity And Inclusion, And Who Will Contribute To The Vision Of Creating Inclusive And Equitable Outcomes. HWDSB Especially Invites And Welcomes Applications From

• Indigenous Peoples (e.g., First Nations, Métis and Inuit peoples).


• Members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin (e.g., Black and racialized communities, immigrant communities, etc.).


• Persons with visible and/or invisible (physical and/or mental) disabilities.


• Persons who identify as women.


• Persons of marginalized sexual orientations, gender identities, and gender expressions. (i.e., Two‑spirit and LGBTQIA+).

As part of HWDSB's commitment to employment equity and removing barriers to groups that have faced and continue to face barriers in employment, we invite all applicants to complete a voluntary questionnaire that collects identity‑based information. The voluntary questionnaire is on the Apply to Education application page for this position.

Land Acknowledgement

HWDSB is located on ancestral Anishinaabe and Haudenosaunee Confederacy land as determined by the Dish with One Spoon treaty. The Dish with One Spoon wampum belt represents the treaty relationship between the Haudenosaunee Confederacy and Anishinaabe with respect to sharing the land and resources thereon.

The intent of this agreement is for all nations sharing this territory to do so responsibly, respectfully and sustainably in perpetuity.

We respect the longstanding relationships with the local Indigenous communities, the Mississaugas of the Credit First Nation and the Six Nations of the Grand River.

Applicant Self‑Identification Form

The information collected on this form is used to monitor HWDSB's progress toward our equity goals including our commitment to diversity in HWDSB recruitment and hiring practices. We are committed to the security and confidentiality of information under our control, and to the protection of privacy with respect to personal and confidential information that is collected, used, disclosed and retained in the system. Information on this form is collected pursuant to (Ministry of Education) and in accordance with the Municipal Freedom of Information and Protection of Privacy Act. Access to this form is restricted to specific individuals in Human Resources. The Research and Analytics Department will use aggregate data from all the forms (not individual data) for internal reporting. Their access and use of the data is governed by MFIPPA and. Applicant Self‑Identification Forms will be maintained in the Human Resources job competition file and securely destroyed 3 years after the job posting for candidates not selected for an interview and 3 years after the job posting for candidates interviewed, in accordance with general records retention principles. If you prefer not to answer any of the questions, you can select "prefer not to answer". This in no way affects your application or the applicant selection process. If you have questions or concerns about this form please contact.