Speech and Language Pathologist (Early Stages)

District of Columbia Public Schools; Washington (District of Columbia); On-site; USD 65,000 - 90,000; Full time

Job summary

District of Columbia Public Schools seeks a Speech and Language Pathologist (Early Stages) to conduct screenings and evaluations in communication for preschool children referred to Early Stages. The role collaborates with a multidisciplinary team to determine eligibility for special education services and to draft Individual Education Plans (IEP).

The clinician will not provide treatment services and will be part of a 12-month CSO union team.

Qualifications

• Master's degree required for the role.
• Eligible for a School Service Provider credential from OSSE.
• ASHA Certificate of Clinical Competence in Speech-Language Pathology or eligible (including Praxis) required.
• Knowledge of IDEA and its impact on the field.
• Minimum of two years experience working with children aged six and under who have or are at risk of delays or disabilities.
• Strong writing and speaking skills; ability to communicate with diverse audiences.
• Ability to solve practical problems and manage multiple variables with limited standardization.

Responsibilities

• Conduct screenings and evaluations in communication for children referred to Early Stages.
• Collaborate with a multi-disciplinary team to determine eligibility for special education services and draft IEPs.
• Draft Individual Education Plans (IEP).
• The Speech and Language Pathologist will not provide treatment services.
• Report to the Director, Early Stages Center.

Skills

Strong writing and speaking skills

Effective communication with diverse

Problem solving

Education

Master's degree

OSSE credential eligibility

Job description

Job Title: Speech and Language Pathologist (Early Stages)

The mission of theOfficeofTeaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences foreverystudent. OTL team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development.

Divisions/Teams

TheContent and Curriculumdivision sets the vision for equity and excellence for each content area in DCPS schools by researching, creating, and curating curricular materials and providing aligned professional development experiences to ensure that all students have access to rigorous and joyful learning experiences every day in every content area. The division also supportsschools and develops curriculum and programming in arts, health, physical education, library programs, STEM, global programs, advanced andenriched instruction, and curriculum andassessmentinnovation.

TheEarly ChildhoodEducationdivision supports schools andfamilies in providingPreKstudents withcomprehensivelearningexperiencesthat foster confidenceand independence.Approximately 6,000 childrenagesthree to five attend early childhood classrooms in 78 elementary schools across the district, including several schools thatoffer Head Start programming.Thedivisionalso manages Early Stagesprogramming whichworks exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B (619) to develop a comprehensive child findsystemto identify and locate all preschool-age children in the District who have a disability.Thedivision alsomanages theimplementation ofDCPS' Head Startgrant.

TheLanguage Acquisitiondivisionwelcomes families of linguistically and culturally diverse backgrounds to DCPS, leads the process ofidentifyingMultilingual Learner students, and supports schools in developing programs that supports English language acquisition and academic growth.This includes support during the academic day and as part of ELSAP, which is a targeted summer program for ML students. The LAD also manages DCPS compliance with the DC Language Access Act, providing translation and interpretation resources to school and central teams.

TheProfessional Learning and EducationalTechnologydivision sets a vision for professional development for DCPS as well as createssystems, tools, and structures to increase the efficacy of professional learning initiatives. This work includes LEAP, cluster-based PD, districtPDand other learning opportunities. The team works across all DCPSoffices to increase the cohesion of professional development and broad sharing of knowledge, while exploring new avenues and opportunities for meaningful development and learning for our educators. The team also leads efforts to enhance alignment and cohesion of professional learning initiatives and the integration of educational technology.

The Specialized Instructiondivision works to reduce the opportunity gap between students with IEPs and their non-disabled peers; and increases equity and excellence in schools through specific academic programming, related services, professional learning, school leadership development, family engagement, dispute resolution, and community partnerships.

TheEarly ChildhoodEducationdivision supports schools andfamilies in providingPreKstudents withcomprehensivelearningexperiencesthat foster confidenceand independence.Approximately 6,000 childrenagesthree to five attend early childhood classrooms in 78 elementary schools across the district, including several schools thatoffer Head Start programming.Thedivisionalso manages Early Stagesprogramming whichworks exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B (619) to develop a comprehensive child findsystemto identify and locate all preschool-age children in the District who have a disability.Thedivision alsomanages theimplementation ofDCPS' Head Startgrant.

The Speech and Language Pathologist (Early Stages) will conduct screenings and evaluations in communication for children referred to Early Stages. The Speech and Language Pathologist functions as part of a multi-disciplinary team that collaborates to determine eligibility for special education services and draft Individual Education Plans (IEP). The Speech and Language Pathologist will not provide treatment services. This position is a 12-month position and will be a member of the Council of School Officers (CSO) union.

This position has been designated as Safety Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying safety sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Pre-employment drug and alcohol test; Traffic record check (as applicable); Reasonable suspicion drug and alcohol test; and Post-accident or incident drug and alcohol test.

Position Overview

The mission of theOfficeofTeaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences foreverystudent. OTL team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development.

Divisions/Teams

• TheContent and Curriculumdivision sets the vision for equity and excellence for each content area in DCPS schools by researching, creating, and curating curricular materials and providing aligned professional development experiences to ensure that all students have access to rigorous and joyful learning experiences every day in every content area. The division also supportsschools and develops curriculum and programming in arts, health, physical education, library programs, STEM, global programs, advanced andenriched instruction, and curriculum andassessmentinnovation.

• TheEarly ChildhoodEducationdivision supports schools andfamilies in providingPreKstudents withcomprehensivelearningexperiencesthat foster confidenceand independence.Approximately 6,000 childrenagesthree to five attend early childhood classrooms in 78 elementary schools across the district, including several schools thatoffer Head Start programming.Thedivisionalso manages Early Stagesprogramming whichworks exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B (619) to develop a comprehensive child findsystemto identify and locate all preschool-age children in the District who have a disability.Thedivision alsomanages theimplementation ofDCPS' Head Startgrant.

• TheLanguage Acquisitiondivisionwelcomes families of linguistically and culturally diverse backgrounds to DCPS, leads the process ofidentifyingMultilingual Learner students, and supports schools in developing programs that supports English language acquisition and academic growth.This includes support during the academic day and as part of ELSAP, which is a targeted summer program for ML students. The LAD also manages DCPS compliance with the DC Language Access Act, providing translation and interpretation resources to school and central teams.

• TheProfessional Learning and EducationalTechnologydivision sets a vision for professional development for DCPS as well as createssystems, tools, and structures to increase the efficacy of professional learning initiatives. This work includes LEAP, cluster-based PD, districtPDand other learning opportunities. The team works across all DCPSoffices to increase the cohesion of professional development and broad sharing of knowledge, while exploring new avenues and opportunities for meaningful development and learning for our educators. The team also leads efforts to enhance alignment and cohesion of professional learning initiatives and the integration of educational technology.

• The Specialized Instructiondivision works to reduce the opportunity gap between students with IEPs and their non-disabled peers; and increases equity and excellence in schools through specific academic programming, related services, professional learning, school leadership development, family engagement, dispute resolution, and community partnerships.

• TheEarly ChildhoodEducationdivision supports schools andfamilies in providingPreKstudents withcomprehensivelearningexperiencesthat foster confidenceand independence.Approximately 6,000 childrenagesthree to five attend early childhood classrooms in 78 elementary schools across the district, including several schools thatoffer Head Start programming.Thedivisionalso manages Early Stagesprogramming whichworks exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B (619) to develop a comprehensive child findsystemto identify and locate all preschool-age children in the District who have a disability.Thedivision alsomanages theimplementation ofDCPS' Head Startgrant.

The Speech and Language Pathologist (Early Stages) will conduct screenings and evaluations in communication for children referred to Early Stages. The Speech and Language Pathologist functions as part of a multi-disciplinary team that collaborates to determine eligibility for special education services and draft Individual Education Plans (IEP). The Speech and Language Pathologist will not provide treatment services. This position is a 12-month position and will be a member of the Council of School Officers (CSO) union.

This position has been designated as Safety Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying safety sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Pre-employment drug and alcohol test; Traffic record check (as applicable); Reasonable suspicion drug and alcohol test; and Post-accident or incident drug and alcohol test.

The Speech and Language Pathologist (Early Stages) will report to the Director, Early Stages Center.

Essential Duties and Responsibilities

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

Qualifications

• Master's degree.
• Previous exposure to or experience in the education sector a plus.
• Eligible for a School Service Provider credential from the Office of the State Superintendent of Education (OSSE).
• Proof of ASHA Certificate of Clinical Competence in Speech-Language Pathology or eligible for the certificate (including proof of passing the Praxis national examination in Speech-Language Pathology).
• Knowledge of the Individuals with Disabilities Education Act (IDEA) and its impact on the field.
• A minimum of two years of experience working with children aged six and under who have or are at risk of developmental delays or disabilities.
• Strong writing and speaking skills and the ability to communicate effectively with diverse audiences.
• Ability to solve practical problems and manage a variety of concrete variables in situations with limited standardization.

DCPS Values

• STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
• COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
• EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
• EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
• TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
• JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.

We are an equal opportunity employer and are committed to creating an inclusive, accessible workplace. We welcome and encourage applications from individuals with disabilities. Accommodation and/or application assistance is available upon request at all stages of the application and employment process. To request accommodation, please contact [e-mail].