MaST Community Charter School II has an opening for a Speech Language Pathologist. Valid PA certification as a Speech/Language Pathologist is required. Must hold a Certificate of Clinical Competence for Speech-Language Pathologists. Up-to-date school clearances required. This is a 12-month position. This posting will remain active until the position is filled. The start date is asap.
Position: Speech/Language Pathologist
Reports To: Special Education Coordinator/Principals/Head of Special Education/Head of Pupil Services
Qualifications: Commonwealth of Pennsylvania Teaching Certification for Teachers of Speech/Language Impaired
Job Goal:
Utilizing leadership, advocacy, and collaboration, school-based speech-language pathologists provide prevention, assessment, and remediation services for students who exhibit difficulties in the areas of language, speech, voice, and fluency. These services are designed to help children meet their educational goals.
Performance Responsibilities:
- Major Function: Planning and Oversight
- Organizes a program that addresses school speech-language goals.
1.1. Contributes to the development of program guidelines as appropriate.
1.2. Cooperates with local education agency, community and/or state programs to affect comprehensive services.
- Works cooperatively with school personnel to accomplish the goals and objectives of the school
2.1. Attends meetings when required or requested, such as faculty meetings, special education meetings and parent-teacher conferences.
2.2. Schedules interventions using a variety of service delivery models, including classroom intervention, consultation/collaboration and pull-out as appropriate to meet student needs in the least restrictive environment.
- Coordinates speech-language services with student services provided by other school personnel.
3.1. Collaborates with school personnel, such as teachers and psychologists, to best meet the needs of all students.
3.2. Meets with related school personnel to coordinate specific objectives for individualized educational programs.
- Maintains records of the speech-language program
4.1. Keeps data for program planning and decision making for students.
4.2. Submits reports which meet local and state requirements.
4.3. Maintains current files for use by authorized school personnel.
4.4. Safeguards confidentiality of student records.
4.5. Completes records for third party reimbursement accurately and in a timely manner as appropriate.
- Adheres to established rules, regulations, laws and appropriate ethical standards.
5.1. Provides services which hold the well-being of each student paramount.
5.2. Guards against conflicts of professional interest.
5.3. Complies with established lines of authority within the parameters of professional standards.
- Major Function: Screening, Testing, Diagnosing and Advising
- Conducts speech, language and selected hearing screenings.
1.1. Serves on Individualized Education Program (IEP) team as appropriate.
1.2. Works with other professionals to carry out the screening process.
1.3. Uses appropriate screening instruments.
1.4. Participates in school organized pre-Kindergarten screening for early identification of future students
- Administers formal and informal (ongoing & curriculum-based) assessments.
2.1. Observes students in educational environments.
2.2. Selects appropriate assessments based on individual student needs.
2.3. Administers tests according to acceptable procedures.
2.4 Maintains a personal and/or school-owned battery of current testing materials
- Obtains additional diagnostic information from appropriate persons and available records for speech-language purposes.
3.1. Obtains pertinent case history.
3.2. Obtains data from other professionals and parents.
- Analyzes and interprets information to make recommendations regarding the need for speech-language services.
4.1. Integrates data from a variety of assessment techniques and sources.
4.2. Determines the effects of the student’s impairment in regard to accessing the general curriculum.
4.3. Presents and explains data to IEP Team.
4.4. Prepares evaluation summary.
- Provides appropriate information on an informal or formal basis regarding speech, language and hearing programs.
5.1. Presents information to school personnel about language disorders as they relate to interactive communication skills.
5.2. Presents information to school personnel about speech disorders (articulation, voice, fluency) and their impact on communication and learning.
5.3. Provides information to parents and teachers about speech, language and hearing development.
- Major Function: Managing and Conducting Therapy
- Collaborates/consults with classroom teachers in the management of speech-language disorders.
- Plans interventions appropriate for individual students and groups of students.
3.1. Implements the service delivery model most appropriate to the students’ degree of severity.
3.2. Provides activities commensurate with students’ interests and aptitudes.
3.3. Modifies therapeutic instructional approaches and other functions from data gathered during therapy.
3.4. Selects/implements practices which support the goals and objectives of the speech, language and hearing program.
- Uses methods and techniques appropriate to stated objectives.
4.1. Designs, selects and/or modifies special curricula/therapy content.
4.2. Uses a variety of equipment, materials, devices and aids.
4.3. Uses systematic intervention strategies to foster communicative competence.
4.4. Provides feedback and reinforcement to students.
- Manages the facilities, materials and equipment, including assistive technology, necessary to the delivery of services.
5.1. Requests adequate facilities, materials and equipment.
5.2. Uses and maintains facilities, materials and equipment in an optimal manner.
5.3. Arranges therapy environment to create optimum learning conditions.
5.4. Chooses therapy materials to meet the needs, age, cultural differences and interests of individual students.
- Adjusts intervention strategies based upon student performance.
6.1. Uses systematic procedures for review of student progress.
6.2. Changes activities on basis of student progress.
- Promotes effective interpersonal relations with students.
7.1. Uses language appropriate to the listener.
7.2. Maintains confidentiality of information received.
7.3. Promotes respect for cultural differences.
7.4. Encourages others to understand and respect those with disabilities.
- Major Function: Adhering to Local, State, Federal Regulations and Ethical Practices
- Completes procedural documentation appropriately.
- Develops appropriate IEPs based on students’ strengths & needs.
- Manages time efficiently.
3.1. Submits to the appropriate person(s) and maintains schedule for speech-language screening, diagnostic assessments, therapy/instructional services and other activities.
3.2. Provides and follows schedules and informs appropriate personnel of departures from schedule.
3.3. Keeps an updated schedule of each student’s therapy.
3.4. Arranges time to maximize contact with students and to accomplish other duties.
- Engages in continuing education and professional growth activities related to speech-language-hearing and education.
4.1. Participates in professional meetings, symposia and workshops directly related to the speech-language-hearing profession.
4.2. Reviews speech, language and hearing literature and makes use of new information during therapy and instructional procedures.
4.3. Applies knowledge gained from continuing education activities.
4.4. Explores and disseminates information about new and/or improved methods for serving students.
- Major Function: Liaison
- Provides consultation to parents, teacher and other appropriate school personnel.
1.1. Consults with parents and teachers relative to identified and non-identified students.
1.2. Consults with other personnel such as the principal, nurse, occupational therapist, physical therapist, psychologist, guidance counselor
- Seeks the assistance of teachers, parents and others to meet the communication needs of students.
2.1. Gives verbal and/or written information to teachers, parents and others on ways to foster speech-language growth.
2.2. Talks with teachers formally and informally about individual student’s needs and progress.
- Makes recommendations for audiological/medical and related services.
3.1. Performs specific hearing screenings related to current caseload or current referrals.
3.2. Collaborates appropriately with other allied health professionals (e.g., physicians, therapists, etc.). |