2026-2027 Speech-Language Pathologist - SIGN ON BONUS!!

Fairfield County Educational Service Center; Lancaster (OH); On-site; USD 50,000 - 70,000; Full time

Benefits offered by this job

Sign-on bonus of $10,000

Job summary

Fairfield County Educational Service Center is looking for a Speech/Language Therapist for the 2026-2027 school year. This role offers a $10,000 sign-on bonus paid over three years for fully licensed candidates and entails working with students across all education levels. Responsibilities include providing speech-language services, conducting assessments for communication disorders, and working collaboratively with other professionals to ensure effective student support. An integral member of the educational team, the SLP contributes to literacy and assists with a range of communication disorders.

Qualifications

• Fully licensed Speech-Language Pathologist, School Psychologist, or Intervention Specialist required.
• Ability to provide culturally competent services.

Responsibilities

• Provide appropriate speech-language services across various school levels.
• Conduct assessments to identify communication disorders.
• Collaborate with other school professionals for optimal student outcomes.

Job description

Fairfield County ESC Speech/Language Therapist

2026-2027 Sign-On Bonus for fully licensed Speech‑Language Pathologists, School Psychologists, and Intervention Specialists who are not currently employed in Fairfield County. A sign‑on bonus of $10,000 will be paid in three (3) installments on the first pay of each contract year as follows: FY27: $5,000; FY28: $2,500; FY29: $2,500. Failure to return each contract year will result in forfeiture of the remaining bonus payments.

Reports to: Director of Student Services

Service Locations: Various districts in Fairfield County

Critical Roles

SLPs have integral roles in education and are essential members of school faculties.

• Working Across All Levels: SLPs provide appropriate speech‑language services in Pre‑K, elementary, middle, junior high, and high schools with no school level underserved.
• Serving a Range of Disorders: SLPs work with students exhibiting the full range of communication disorders, including those involving language, articulation, fluency, voice/resonance, and swallowing.
• Ensuring Educational Relevance: SLPs address personal, social/emotional, academic, and vocational needs that impact attainment of educational goals.
• Providing Unique Contributions to Curriculum: SLPs provide a distinct set of roles based on their focused expertise in language and assist in addressing linguistic foundations and other learners at risk.
• Highlighting Language/Literacy: SLPs contribute significantly to the literacy achievement of students with communication disorders and other learners at risk.
• Providing Culturally Competent Services: SLPs ensure that all students receive quality, culturally competent services and accurately identify language disorder versus cultural or linguistic differences.

Range of Responsibilities

• Prevention: SLPs use evidence‑based practice in prevention initiatives such as RTI.
• Assessment: SLPs conduct assessments collaboratively to identify students with communication disorders and inform instruction.
• Intervention: SLPs provide age‑appropriate intervention selected through evidence‑based decision making.
• Program Design: SLPs configure school‑wide programs employing a continuum of service delivery models.
• Data Collection and Analysis: SLPs engage in data‑based decision making for student outcomes and program evaluation.
• Compliance: SLPs meet federal, state, and local mandates including IEP development, Medicaid billing, report writing, and treatment logs.

Collaboration

• With Other School Professionals: SLPs support the instructional program and work collegially with teachers, specialists, and administrators.
• With Universities: SLPs form relationships with universities to share knowledge.
• Within the Community: SLPs partner with physicians, private practitioners, agencies, private schools, and vocational rehabilitation.
• With Families: SLPs engage families in planning, decision‑making, and program implementation.
• With Students: SLPs involve students in goal planning, implementation, monitoring, and self‑advocacy.

Leadership

• Advocacy: SLPs advocate for appropriate programs, workloads, professional development, and influence policies.
• Supervision and Mentorship: SLPs supervise student SLPs, clinical fellows, and paraprofessionals.
• Professional Development: SLPs design and conduct professional development for educators.
• Parent Training: SLPs provide training to parents of students of all ages on communication development.
• Research: SLPs participate in research to support evidence‑based assessment and intervention practices.