Long Term Sub Speech Pathologist (Anticipated)

Young World Physical Education; Hope (RI); On-site; USD 60,000 - 75,000; Full time

Job summary

Scituate School Department’s Hope Elementary School in Rhode Island seeks a Long Term Sub Speech-Language Pathologist to provide comprehensive speech and language services to students with communication disorders. The role supports assessments, IEP goals, and collaboration with families and staff.

Starting date is immediate; master’s degree and RI SLP certification (or eligibility) required, CCC‑SLP preferred. Travel between district sites may be required.

Qualifications

• Master's Degree in Speech‑Language Pathology.
• Rhode Island certification as a Speech‑Language Pathologist.
• Certificate of Clinical Competence (CCC‑SLP) from ASHA, or eligibility to obtain.
• Experience working with school‑aged children, including preschool preferred.

Responsibilities

• Assess and screen students for speech and language disorders.
• Provide evidence-based therapy and develop measurable goals.
• Collaborate with Evaluation Teams and IEP teams to develop and monitor services.
• Maintain accurate records, reports, and documentation.

Skills

Communication skills

Interpersonal skills

Organizational skills

IEP management

Education

Master's Degree in Speech-Language Pathology

Rhode Island SLP certification

CCC-SLP (or eligibility)

Experience with school-aged children

Tools

PowerSchool

Google Apps for Work

MS Office

Job description

Long Term Sub Speech Pathologist (Anticipated)

Scituate School Department (RI) Hope Elementary School - Hope, Rhode Island Open in Google Maps

Job Details

Job ID: 5883302
Application Deadline: Posted until filled
Posted: Aug 12, 2026 12:00 AM (UTC)

Starting Date: Immediately

Job Description

About Scituate, Rhode Island
Nestled in northwestern Rhode Island, just 12 miles west of Providence, Scituate is a scenic, historic town of about 10,300 residents. It is known for its rolling woodlands, pristine lakes and reservoirs, classic New England charm, and the Scituate Reservoir, Rhode Island’s largest source of drinking water. The community maintains a close-knit, family-oriented atmosphere that balances rural tranquility with easy access to nearby cultural and economic opportunities, and takes pride in its heritage, natural beauty, and high-quality schools.
More About the Scituate School Department
The Scituate School Department is a public school district serving approximately 1,200 students across five schools: three elementary schools (Clayville, Hope, and North Scituate Elementary Schools, PreK–5), Scituate Middle School (grades 6–8), and Scituate High School (grades 9–12). Our dedicated educators, support staff, and administrators work as a professional learning community, sharing responsibility to ensure that every student is engaged, challenged, and supported in reaching their full potential. With about 150 certified and non-certified staff members, Scituate’s schools provide a personalized educational experience that emphasizes academic excellence, innovation, and strong community connections. We are committed to college and career readiness, social-emotional well-being, inclusive learning environments, and close partnerships with families and the wider community. For additional information, please visit www.scituateschoolsri.net. We invite you to explore our schools, meet our learning community, and discover why Scituate is such a special place to work and learn.

Position Summary

The Speech-Language Pathologist (SLP) provides comprehensive speech and language services to students with communication disorders, including articulation, language, voice, fluency, and related communication needs. The SLP screens, evaluates, identifies, and provides evidence-based intervention to support student communication skills, educational access, and academic success. The SLP collaborates with educators, families, and related service providers to ensure students receive appropriate supports and services in accordance with federal, state, and district requirements.

Essential Duties and Responsibilities

1. Assessment and Evaluation

• Conduct speech and language screenings for students as appropriate.
• Evaluate students referred for suspected communication disorders using formal and informal assessment measures.
• Interpret evaluation results and prepare comprehensive, objective written reports.
• Present assessment findings to Evaluation Teams, IEP Teams, families, and other educational professionals.
• Participate in reevaluations and ongoing assessments as required by federal, state, and district guidelines.

2. Direct Student Services

• Provide evidence-based speech-language therapy to eligible students individually and in small groups.
• Develop measurable goals and objectives based on evaluation data and student needs.
• Implement services identified within each student's Individualized Education Program (IEP).
• Monitor student progress and adjust instructional strategies based on student performance.
• Promote student independence, self-advocacy, and communication skills across educational settings.
• Provide speech and language services in school and community early learning settings, when applicable.

3. Individualized Education Program (IEP) Development and Case Management

• Participate as an active member of Evaluation and IEP Teams.
• Assist in determining student eligibility consistent with IDEA, Rhode Island regulations, and district procedures.
• Develop meaningful, measurable annual goals and appropriate service recommendations.
• Maintain student caseloads and ensure all required documentation is completed accurately and within established timelines.
• Maintain electronic and paper records as required.

4. Collaboration and Consultation

• Collaborate with classroom teachers, administrators, related service providers, and families to support student communication needs.
• Recommend classroom accommodations, instructional strategies, and modifications to improve student access to instruction.
• Participate in Multi‑Tiered System of Supports (MTSS) and school‑based problem‑solving teams.
• Communicate regularly with parents and caregivers regarding student progress and recommendations.
• Serve as a liaison with community agencies and outside providers when appropriate.

5. Assistive Technology

• Assess student needs for augmentative communication and assistive technology.
• Recommend, support, and monitor the implementation of assistive technology identified in student IEPs.
• Assist with maintaining assistive technology equipment and resources.

6. Documentation and Compliance

• Maintain accurate service logs, progress reports, evaluation records, Medicaid documentation, and other required records.
• Utilize district electronic IEP systems and Medicaid billing systems.
• Participate in required Medicaid time studies.
• Ensure compliance with IDEA, Section 504, Rhode Island Department of Education regulations, district policies, and ASHA professional standards.

7. Professional Responsibilities

• Maintain professional licensure and certification requirements.
• Attend professional development, district meetings, and Speech‑Language Pathologist meetings.
• Demonstrate ethical professional practice consistent with the ASHA Code of Ethics and Rhode Island Professional Code of Conduct.
• Communicate effectively with students, families, staff, and community partners.
• Contribute to district initiatives that improve special education services and student outcomes.
• Perform other duties as assigned by the Superintendent, Director of Special Education, Principal, or designee.

Knowledge, Skills, and Abilities

The successful candidate demonstrates the ability to:
Apply current evidence-based speech‑language practices.
Understand typical and atypical communication development.
Evaluate students using a variety of standardized and informal assessment tools.
Develop and implement effective speech‑language interventions.
Develop, implement, and monitor high‑quality IEPs.
Interpret assessment data and communicate results clearly.
Collaborate effectively within multidisciplinary teams.
Facilitate meetings with families and educational teams.
Implement culturally responsive communication practices.
Utilize assistive technology to support communication needs.
Maintain organized records and meet required timelines.
Demonstrate strong written, verbal, and interpersonal communication skills.
Foster high expectations, student independence, and inclusive educational practices.

Equal Employment Opportunity

The Scituate School Department does not discriminate on the basis of age, sex, sexual orientation, marital status, race, religion, national origin, color, creed, political affiliation, or disability in any of its educational programs, activities, or employment practices.
For inquiries regarding non‑discrimination policies, contact:
Equal Employment Officer
P.O. Box 188, North Scituate, RI 02857
Phone: [phone] Email: [e-mail]
Inquiries may also be directed to:
Office for Civil Rights, U.S. Department of Education (Boston Office)
5 Post Office Square, 8th Floor, Boston, MA 02109-3921
Phone: [phone] Fax: [phone] Email: [e-mail]

Position Type:

Full-time

Job Categories:

Special Education > Speech/Language Pathologist

Welcome to Hope Elementary School

Hope Elementary School Mission StatementThe mission of the Hope Elementary School communityis to provide all students with a strong foundation ofknowledge and skills by creating a safe and nurturingenvironment to become responsible, successful andcontributing citizens in a continually changing world.

Equal Opportunity Employer

The Scituate School Department does not discriminate on the basis of age, sex, sexual orientation, marital status, race, religion, national origin, color, creed, political affiliation or disability in any of its educational programs.

Job Requirements

• Qualification Requirements:
  To perform this job successfully, an individual must be able to perform each of the above noted essential duties 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.
  Minimum Qualifications
  Master's Degree in Speech‑Language Pathology.
  Rhode Island Department of Education certification as a Speech‑Language Pathologist.
  Certificate of Clinical Competence (CCC‑SLP) from the American Speech‑Language‑Hearing Association (ASHA), or eligibility to obtain.
  Experience working with school‑aged children, including preschool preferred.
  Working Conditions
  Travel between district schools or educational sites as assigned.
  Ability to work collaboratively with multidisciplinary teams.
  Ability to perform the physical demands associated with school‑based service delivery.
  
  Technological and/or Technical Skills:
  Proficiency in Microsoft Office, Google Suite, and IEP management software (e.g., PowerSchool or similar).
  Familiarity with assistive technology and adaptive equipment.
  Communication Skills:
  Ability to communicate effectively with students, parents, educators, and administrators.
  Strong written and verbal skills for documentation, reports, and collaboration.
  Sensitivity to the diverse needs of students and families.
  Planning Skills:
  Ability to prioritize caseloads, manage time efficiently, and meet deadlines for evaluations and IEP meetings.
  Strong organizational skills to coordinate therapy schedules and documentation.
  Interpersonal and Problem‑Solving Skills:
  Ability to build positive relationships with students, families, and school staff.
  Skilled in addressing sensory, behavioral, or functional challenges with creative and collaborative solutions.
  Maintain confidentiality on all student‑related matters
  Terms of Employment: Per Scituate School Department STA Union Contract.
  Evaluation: Per Rhode Island Department of Education and Scituate School Department STA Union Contract.
  Required Skills and Competencies:
  Knowledge of Google Apps for Work, MS Office, including Word, Excel, Access, and PowerPoint
  The ability to work effectively with others at all levels of an organization, including colleagues, parents, students, and administrators
  The ability to identify challenges and be flexible to actively work to find solutions
  Outstanding interpersonal and teamwork skills
  Openness and responsiveness to feedback
  Demonstrate exemplary oral and written communication and listening skills.
  Strong organizational and project management skills.
  Proven ability to collaborate effectively with administrators, staff, families, and community stakeholders.
  Successful interview
  Evidence of supporting a vision that reflects ALL STUDENTS
  Such alternatives to the above qualifications as the Director, Superintendent, and School Committee may find appropriate.
  Physical Demands and Work Environment
  The physical demands described are representative of those required to perform the essential functions of the position. Reasonable accommodations may be made for individuals with disabilities.
  Regularly required to sit, stand, walk, talk, and hear. Vision requirements include close and distance vision.
  Valid driver’s license and travel between Districts and other locations as necessary.
  The position may require driving, extended hours, and public interaction.
  The work environment may involve moderate to loud noise levels, depending on location and activity.
• At least 1 year(s) of relevant experience preferred.
• Master degree preferred.
• Citizenship, residency or work visa required

Contact Information

• Patty Martin , Executive Assistant to Superintendent and Sch.Comm
• 3 George Washington Highway
• Clayville, Rhode Island 02815
• Phone: [phone]
• Email: [e-mail]

Map

https://www.clerkshq.com/Content/Attachments/Scituate-ri/260608_03g12.pdf?clientSite=Scituate-ri