Speech Language Pathologist

Sanborn Regional School District; United States; On-site; USD 55,000 - 75,000; Full time

Benefits offered by this job

Benefits as outlined in the Collective Bargaining Agreement

Professional development opportunities

Job summary

Sanborn Regional School District is looking for a qualified Speech Language Pathologist to assess, diagnose, and treat students with language deficits. The role involves developing educational goals in collaboration with special educators and ensuring effective delivery of services to promote communication skills.

The ideal candidate will possess a Master’s Degree in Speech Language Pathology, relevant certifications, and should demonstrate adaptability, teamwork, and strong communication skills.

Qualifications

• Master's Degree in Speech Language Pathology required.
• American Speech-Language-Hearing Association Certificate of Clinical Competence needed.
• Must pass a background check.

Responsibilities

• Assess and treat language deficits in students.
• Set language goals in IEPs that are specific and measurable.
• Develop and modify curriculum related to speech and language.

Skills

Ability to accept feedback

Adaptability/flexibility

Communication with supervisors

Innovative thinking

Education

Master's Degree in Speech Language Pathology

American Speech-Language-Hearing Association Certificate

Tools

Google applications

Multimedia educational software

Job description

Job Summary

To assess, diagnose and treat receptive and pragmatic language deficits and related educational skills of students.

Qualifications

• Master's Degree in Speech Language Pathology
• American Speech-Language-Hearing Association Certificate of Clinical Competence
• Must pass a background check.

Supervisor

Special Education Assistant Director

Performance Responsibilities

Planning and Preparation

• Apply knowledge of content and pedagogy to reflect solid understanding of basic communication science.
• Know and value students' cognitive, social, emotional, and culture for planning and preparation.
• Set language goals in the Individual Education Plan (IEP) which are clear, specific, and measurable.
• Use instructional materials and resources effectively to support student needs and to meet the language goals of the IEP.
• Plan coherent instruction so tasks and activities are aligned with IEP language goals.
• Develop, evaluate, and modify curriculum and monitor student progress in academic areas as related to speech, language, and communication.
• Use and analyze assessments which fully and fairly provide evidence of student understanding of IEP language goals to provide timely and valuable information to teachers and feedback to students and families.
• Coordinate related services for special education students.
• Analyze, evaluate, and employ curriculum and classroom‑based teaching techniques and materials to support speech and language development.
• Develop a schedule to consult and collaborate with the regular classroom teacher and para‑educators.
• Attend IEP meetings and other student‑related meetings as necessary.

The Environment

• Cultivate respectful and affirming environments which demonstrate caring and respect that honors students' identities, race, and cultural background.
• Interaction with students is positive and respectful; students appear comfortable in the treatment area.
• Maintain purposeful environments with shared routines and efficient procedures so all students can access what they need.
• Support positive student behavior which is modeled, explicitly taught, and reinforced by teachers and reinforced to promote learning, ethical behavior, and citizenship.
• Standards of conduct have been established for the treatment area.
• Organize spaces for learning which are safe and accessible to all students.

Delivery of Service

• Use assessment and intervention techniques related to a broad range of disabilities students might exhibit in language.
• Use assessments for evidence of understanding and analyzing progress on IEP language goals.
• Administer and interpret results of a variety of formal and informal screening tools and diagnostic instruments.
• Implement various evidence‑based models of service delivery such as individual and group; direct, collaborative and consultative relative to specific language disorders.
• Respond flexibly to student needs by adjusting the learning experience based on real‑time evidence and students' individual and specific needs.
• Utilize augmentative and alternative communication systems and technology as needed for student services.
• Supervise paraeducators, tutors or speech‑language assistants.
• Provide families, staff, and other professionals with consultation and instruction in therapy techniques to establish carry‑over into daily activities.
• Screen entering students for possible speech‑language disorders.

Professional Responsibilities

• Engage in reflective practice.
• Document student progress with accurate and accessible systems for tracking student progress and other records; use these systems efficiently and effectively.
• Engagement with families and communities, which is culturally responsive, demonstrates a clear value for the role they play in student learning, and furthers students' academic and personal success.
• Contribute to the school community and culture by leading or participating in events, programs, or activities that further the culture of learning in the school and bring the values of the school to life through modeling and positive action.
• Regularly seek out and identify high‑quality opportunities to grow and learn, identifying problems of practice or areas of inquiry that inform individual and collaborative learning opportunities.
• Exhibit high standards of ethical practice and wise decision making on behalf of students, families, and colleagues.
• Perform other duties and responsibilities as assigned by the Principal and/or Special Education Assistant Director.

Adheres to

• Ed. 51: Code of Conduct for New Hampshire Educators
• Guiding Principles: The Code of Ethics for New Hampshire Educators
• All district school board policies and procedures
• All district handbooks

Skills and Abilities

• Ability to accept feedback
• Independent learner
• Dependability
• Concern for others
• Self‑control
• Adaptability/flexibility
• Integrity
• Initiative
• Cooperation
• Persistence
• Innovation
• Analytical thinking
• Establishing and maintaining interpersonal relationships
• Updating and using relevant knowledge
• Making decisions and solving problems
• Thinking creatively
• Communicating with supervisors, colleagues, families, community, and students
• Developing and building teams
• Resolving conflicts and negotiating with others
• Analyzing data or information
• Performing administrative activities such as paperwork

Technology Skills

• Electronic mail software
• Multimedia educational software
• Google applications

Physical Demands

• Reach with hands and arms and use hands and fingers to handle objects and operate computers, hand‑held learning devices and other office equipment.
• Regularly required to sit, stand, walk, talk, and hear.
• Occasionally lift and/or move up to 15 pounds.
• Exposure to a variety of childhood and adult diseases and illnesses.
• Occasional exposure to various weather conditions.
• Exposure to a range of heating, air conditioning and ventilation conditions.
• Function in a workplace that is usually moderately quiet but can be noisy at times.

Terms of Employment

• Benefits and Wages as outlined in the Professional Staff Collective Bargaining Agreement
• Exempt from overtime pay
• On‑site
• Full‑time