Elementary School Speech Language Pathologist

Singapore American School Limited; Singapore; On-site; SGD 60,000 - 80,000; Full time

Job summary

A prestigious educational institution in Singapore seeks a Speech-Language Pathologist to support students' academic and social success. The role includes providing clinical services for communication disorders, developing effective therapy plans, and collaborating with teachers and families. Ideal candidates will hold a degree in Speech-Language Pathology and have a minimum of three years of clinical experience, preferably in a school-based setting. This position demands strong communication and collaborative skills, as well as a commitment to student well-being.

Benefits

Professional development opportunities

Engagement in extracurricular activities

Qualifications

• Degree in Speech-Language Pathology (Bachelor’s, Masters, Doctorate) required.
• Meets credential/licensure requirement for ASHA or relevant SLP association.
• Minimum of three years of clinical experience preferred.

Responsibilities

• Provide a range of clinical services for communication disorders.
• Develop and implement effective individual and group therapy plans.
• Collaborate with teachers and families to create integrated support plans.

Skills

Collaboration

Communication

Differentiated Instruction

Data Analysis

Technology Integration

Education

Degree in Speech-Language Pathology

Certificate of Clinical Competence - Speech-Language Pathology (CCC-SLP)

Job description

Position Responsibilities

Elementary School Educator Responsibilities

1. Classroom Culture & Student Well-being

• Foster Student Belonging: Cultivate a caring, joyful, and purposeful learning community where all students feel valued, respected, and motivated.

• Promote Social-Emotional Learning: Utilize principles like Responsive Classroom to support the physical, emotional, and intellectual well-being of every student.

• Uphold School Values: Model the school's Core Values of respect, responsibility, honesty, fairness, and compassion in all interactions with students, staff, and the community.

• Implement Culturally Responsive Practices: Create a learning environment that is culturally responsive and affirming of students' identities.

2. Curriculum & Instructional Planning

• Standards-Based Planning: Use a planning framework to identify essential learning based on Common Core State Standards (CCSS), learning targets, and a culturally responsive curriculum.

• Interdisciplinary & Real-World Connections: Design curriculum that demonstrates an understanding of interdisciplinary teaching and connects learning to real-world issues.

• Collaborative Curriculum Development: Work with PLC teams and administration to develop cohesive curriculum materials, establish common goals, and participate in curriculum review and budgeting.

3. Pedagogy & Instructional Delivery

• High-Impact Instruction: Employ current, research-informed pedagogical practices and high-impact instructional strategies to deliver engaging lessons.

• Differentiated Learning Experiences: Design and implement collaborative and differentiated learning experiences that meet the diverse academic and social-emotional needs of all students.

• Flexible Grouping: Use data to flexibly group students based on their individual needs, abilities, and assets.

• Technology Integration: Integrate technology in innovative ways to enhance daily instruction and student learning.

• Responsive Interventions: Respond to learners’ diverse needs, including those related to emerging multilingualism and neurodivergent profiles, by using measurable, research-informed interventions and extensions.

4. Assessment & Data-Driven Practices

• Comprehensive Assessment System: Design and use a variety of quality formative, summative, and self-guided assessments to provide students with frequent feedback.

• Monitor and Adjust: Continuously monitor student learning through standards-based assessments and data analysis to make appropriate modifications to goals and strategies.

• Communicate Progress: Use assessment data to accurately communicate student growth and achievement.

5. Collaboration & Professional Growth

• Engage in Professional Learning Communities (PLCs): Actively collaborate with team members to plan curriculum, give and receive feedback, and engage in professional reflection and learning.

• Practice Co-Teaching: Engage in co‑teaching practices and utilize flexible learning spaces with intention and purpose.

• Commit to Continuous Improvement: Strive for self‑improvement as a lifelong learner by actively engaging in professional development and feedback cycles with coaches and principals.

• Support School-Wide Programs: Cooperate with and participate in the planning and evaluation of the overall school program as needed.

6. Community & Family Engagement

• Extend Learning Beyond the Classroom: Engage students in meaningful extracurricular activities such as coaching, clubs, field trips, or service projects.

• Build Strong Partnerships: Connect with and be available to parents and students during and outside of school hours through in‑person meetings and email communication.

Role-Specific Responsibilities

The Speech‑Language Pathologist (SLP) supports students' academic and social success by providing a full range of clinical services for communication disorders. This role involves close collaboration with teachers, parents, and specialists within a multi-tiered system of support.

Clinical Duties

• Conduct comprehensive assessments to diagnose speech, language, and communication disorders.

• Develop and implement effective individual and group therapy plans based on student intervention plans and IESPs.

• Monitor and document student progress, modifying therapeutic strategies as needed to ensure positive outcomes.

• Employ evidence‑based clinical methods and integrate technology to enhance therapy.

Collaboration & Communication

• Collaborate with teachers, support staff, and families to create integrated support plans for students.

• Communicate student progress, goals, and needs clearly and consistently to all stakeholders (students, parents, and staff).

• Partner with teaching teams to develop curriculum materials and instructional goals.

Professional & Administrative Duties

• Maintain accurate, up-to-date, and confidential student records.

• Participate in departmental planning, Professional Learning Communities (PLCs), and program development.

• Engage in ongoing professional development to stay current with best practices.

Position Requirements & Qualifications

• Degree in Speech‑Language Pathology (Bachelor’s, Masters, Doctorate) as outlined by the American Speech‑Language Hearing Association (ASHA) or other relevant professional association.

• Meets the credential / licensure requirement for ASHA or other relevant SLP professional association.

• Certificate of Clinical Competence - Speech‑Language Pathology (CCC‑SLP) if US trained

• A minimum of three years of clinical experience is required. Preference will be given to candidates with:

• Proven success supporting students (Preschool - Grade 12) within a school-based setting.

• In-depth knowledge of school-based processes, including IEPs and collaborative team models.

Working Requirements

• Sponsoring and/or coaching after school arts, activities or sports are part of the responsibility of the professional educator. Therefore, faculty shall be available to direct, coach and/or sponsor an athletic team or other extra curricular activity or arts. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.

• Mandatory attendance of weekly faculty meetings beyond the school day, new hire orientation and educator professional learning days.

• Chaperone and participate in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night", learning conferences, musical, concerts, and more).

• SAS faculty members are expected to commit to chaperoning learning experiences including those requiring overseas and/or overnight excursions, including but not limited to High School Interim Semester, IASAS Music and other curricular and co‑curricular trips.