Speech and Language Pathologist (Part-Time)

Compass Charter Schools; California (MO); Hybrid; USD 55,000 - 83,000; Part time

Job summary

Compass Charter School is seeking a part-time Speech and Language Pathologist to support students in a virtual, California-based setting. The role focuses on direct and collaborative services for IEP goals, with emphasis on online delivery, data-driven progress, and family communication.

The candidate should have a CA Mild/Moderate or Moderate/Severe ELA credential, 1+ year public school experience, and familiarity with blended/online learning environments to support scholars in a virtual

Qualifications

• Bachelor's degree and CA Mild/Moderate or Moderate/Severe Special Education Teaching Credential with California English Language Learner Authorization.
• 1+ years of verified teaching experience in a public school setting.
• Online teaching experience and/or Online Teaching & Learning Certificate.
• Experience with blended, online, personalized and/or virtual learning schools preferred.

Responsibilities

• Provide direct, individualized, or small-group instruction to students on caseload per IEPs.
• Review IEPs and collaborate with teachers to support goals.
• Attend and participate in IEP meetings with the team.
• Communicate progress with families regarding IEP goals.
• Develop instructional materials to support Special Education students.
• Implement IEP goals using various service delivery models.
• Conduct screenings, formal assessments, and implement plans as needed.
• Ensure compliance with IEP requirements and accurate documentation.

Skills

SEIS proficiency

CALPADS

Collaboration

Record-keeping

Digital engagement tools

Google Suite

Microsoft Office

Education

Bachelor's degree + CA ELA Credential

Tools

Google Suite

Microsoft Office

Student Information System

Online learning platforms

Job description

All Jobs > Speech and Language Pathologist (Part-Time)

Speech and Language Pathologist (Part-Time) CA • Special Education

Compass Charter School’s mission is to inspire and develop innovative, creative, self-directed learners, one scholar at a time. When we start with scholars, we start from a place of possibility. With scholars at the center, we have defined the desired competencies for Compass employees that support meaningful learning experiences and create the enabling conditions to bring our vision for scholars to life, creating a collaborative virtual learning community, inspiring scholars to appreciate the ways in which arts and sciences nurture a curiosity for life-long learning, and prepare scholars to take responsibility for their future success.

Core Values:

Achievement | Respect | Teamwork | Integrity | Communication (ARTIC)

Compass fosters a work environment that is personalized, authentic, competency-based, inclusive and equitable. Our Core Values guide our work every day. Those Core Values are teamwork and achievement for all community members; inclusive, respectful communication and collaboration; and mutual respect and integrity.

Essential requirements to serve in the Speech and Language Pathologist role:

• Bachelor's degree and Valid California Mild/Moderate or Moderate/Severe Special Education Teaching Credential with California English Language Learner Authorization.
• 1 + Years of verified teaching experience in a public school setting.
• Online teaching experience and/or Online Teaching & Learning Certificate
• Experience working with blended, online, personalized, and/or virtual learning schools preferred.

Desired skills to serve in the Speech and Language Pathologist role:

• Proficiency in SEIS and CALPADS
• Ability to work collegially with others in the organization
• Record-keeping techniques
• Proficient in digital engagement: computer & software skills. (ie Google Suite and Microsoft), social media literacy (ie Twitter, Google Classroom, website navigation), information & communication (email, intranets), web & mobile applications, interpersonal & social networking skills, and student/school systems (i.e. student information system, digital courseware, online learning platforms).

Essential duties for the Speech and Language Pathologist may include:

• Provide direct, individualized, or small-group instruction to students on caseload as outlined in their IEPs.
• Review IEPs of assigned students and collaborate with teachers to support goal achievement.
• Attend and participate in IEP meetings, ensuring coordination with all team members.
• Communicate regularly with families regarding student progress toward IEP goals.
• Develop instructional materials and strategies to support Special Education students in mainstream classrooms.
• Implement communication-based IEP goals using various service delivery models aligned with the curriculum.
• Conduct speech and language screenings, formal assessments, and implement treatment plans as needed.
• Ensure compliance with all IEP requirements, including accurate documentation and reporting.
• Monitor student progress, complete service notes for each session, and provide direct speech-language services.
• Participate in division-wide initiatives, student engagement activities, and school-wide events as needed.
• Maintain professional competency through ongoing professional development, including staff training.
• Support departmental and organizational goals as required.
• Manage cases for students whose sole IEP eligibility is Speech/Language services.

Although the Speech and Language Pathologist has unique requirements and duties, we believe that all employees play a critical role in the success of each and every scholar. The following competencies are common across every employee:

Essential Competency This looks/sounds like:

I am a Community Leader and understand that I am a member of a global society. I feel a sense of responsibility to make a contribution both at the local level and in the wider world.

• I embrace shared aspirations that drive organizational goals and actions.
• I support initiatives to allocate resources in alignment with our Framework for the Future and Blueprint for Success.
• I engage in a culture of high expectations and support in which each individual continuously strives to achieve our desired outcomes.
• I support the design of widespread access for educational partners that support meaningful, equitable learning experiences and opportunities.

Essential Competency This looks/sounds like:

I am a Effective Collaborator who participates effectively to build understanding of concepts and ideas and completes authentic tasks and projects. I actively listen, strive to understand others and seek to be understood, using these effective communication techniques to create a safe environment in which everyone feels valued and is inspired to achieve common goals.

• I provide resources and time to support educational partners to effectively meet the needs of each and every scholar.
• I leverage our shared ARTIC values to collaborate with colleagues and educational partners, to navigate ambiguity and to make difficult decisions required to achieve our desired outcomes.
• I incorporate and utilize strong communication systems to listen and inform colleagues, as well as our educational partners.
• I value educational partners as active participants in the learning process and scholar outcomes.

Essential Competency This looks/sounds like:

I am a Confident Learner who strives to be my best self and recognize my purpose and value, both inside and outside of Compass. I think critically and skillfully evaluate data and information as a guide to form beliefs and take action.

• I dedicate time to learn, practice and share my growth based on desired outcomes for all scholars.
• I consistently measure the impact of my collective practice on scholars’ progress and utilize that assessment to inform next steps toward achieving our vision.
• I develop strong relationships through consistency, compassion, communication, and competence in my unique role.

Essential Competency This looks/sounds like:

I am a Innovator who doesn’t limit myself by what is. I seek to create something new and better in service of achieving my goals and the organizational goals. I synthesize information and explore multiple perspectives to find creative and realistic solutions.

• I support the transition from legacy expectations to the learner-centered conditions that support our Framework for the Future and Blueprint for Success.
• I leverage systems that embrace agency from individuals and teams.
• I provide access to the tools and resources scholars need to be successful, while also ensuring privacy, security, scholars’ safety and well-being.
• I effectively use tools and resources to reflect and manage change, overcome hurdles, and measure impact.

Essential Competency This looks/sounds like:

I Personalize learning by tailoring to each scholar’s unique strengths, skills, interests, and needs.

• I develop scholar’s metacognition, self-regulation, and perseverance.
• I customize the learning experience.

Essential Competency This looks/sounds like:

I create Authentic, relevant learning experiences, grounded in real-world challenges that include applications for authentic audiences.

• I design real-world learning experiences.
• I promote anytime/anywhere learning.

Essential Competency This looks/sounds like:

I use Competency-Based Assessment, evidence-based instruction, assessments, and feedback cycles (based on progress toward desired knowledge, skills and dispositions) to drive learning.

• I use assessment and data as tools for learning.
• I plan with a competency-based approach.
• I leverage performance-based assessments.

Essential Competency This looks/sounds like:

I create Equitable and Inclusive learning communities that are collaborative and culturally relevant, where every scholar feels they belong and can tap into their full academic potential, contributing to the collective success of their community.

• I nurture a meaningful and engaging learning community.
• I cultivate a sense of belonging.
• I partner with scholars and their Learning Coaches to support each scholar’s ability to reach their full potential.

Position is based in an approved home office in the State of California. As the safety, adequacy, and functionality of the approved home office is key, approval must be provided to work from any other location with the exception of the CCS Center location. May be required to also work from the Central Office, Learning Center, or other Compass location. Must be able to work a flexible schedule as needed to meet the needs of scholars, learning coaches (parents), and staff. Must be able to travel throughout the State of California for school-related activities. Notify HR if any work will be performed in San Francisco or out of state for any period of time.

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of employees so classified. All employees may be required to perform duties outside of normal responsibilities from time to time, as needed.

Requirements

• Bachelor's degree and Valid California Mild/Moderate or Moderate/Severe Special Education Teaching Credential with California English Language Learner Authorization.
• 1 + Years of verified teaching experience in a public school setting.
• Online teaching experience and/or Online Teaching & Learning Certificate
• Experience working with blended, online, personalized, and/or virtual learning schools preferred.