SPEECH AND LANGUAGE PATHOLOGIST

TEMPLETON UNIFIED SCHOOL DISTRICT

POSITION DESCRIPTION

JOB TITLE: SPEECH/LANGUAGE THERAPIST

PRIMARY FUNCTIONS:

Under the direction of the Director of Special Education or site principal, provides for screening, diagnostic evaluation and therapy for students who are found to be deficient in communication. Plans, prepares and implements new programs or facilitates change in the existing speech therapy program; organizes, directs and coordinates programs; gathers and interprets data for individuals, groups or programs, delivers services to students or others; collaborates with school personnel and/or parents to coordinate the delivery of services to students or others; facilitates professional development activities to achieve goals; and develops and improves individual competencies and skills to deliver services.

QUALIFICATIONS:

* Meets minimum standards for certification as set forth by the California Department of Education for the licensure of Speech Therapist
* Master's degree in speech-language pathology from a regionally accredited college or university
* Successfully completed a practicum in speech and language, or one year of full-time successful experience as a speech therapist; applicants who have demonstrated knowledge and experience with programs designed to improve educational opportunities for minority students will be given preference

LICENSES, CERTIFICATIONS, BONDING, AND/OR TESTING REQUIREMENTS:

* California Speech-Language Pathology Services or Clinical Rehabilitative Services Credential

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES:

Knowledge of:

* Theories, techniques and instruments used for assessment
* Recent educational and remediation trends related to speech-language students designed to maintain or improve a student's language functions and to achieve greater independence in performing life skills
* Exercises and activities for teachers and parents

Ability to:

* Plan and conduct a system of continuous evaluation of each student's progress
* Work effectively with professional and paraprofessional personnel in carrying out an effective instructional or remediation program for speech-language students
* Develop and improve individual competence and skill in delivering services consistent with professional standards
* Collaborate effectively with staff, parents, members of other agencies and the public
* Behave in an ethical manner
* Follow confidentiality procedures
* Command respect by example in appearance, manners, behavior and language
* Continue professional development by keeping abreast of current trends
* Keep appointments and follow up with commitments
* Adhere to established regulations, policies, rules and laws
* Assess individual needs, establish realistic and appropriate goals and objectives, and design and implement a program for each student
* Operate a computer and appropriate computer programs and train staff on assisted technology supports
* Effectively communicate orally and in writing sufficient to express ideas, thoughts and instructions clearly to special educators, community members, parents and administrators
* Drive a car

EXAMPLES OF ESSENTIAL DUTIES AND RESPONSIBILITIES:

Planning, Preparation and Implementation

* Engage in activities that prepare for implementation of new programs or facilitates change in existing programs and their implementation
* Identify needs of students and others and develop action plans based on identified needs
* Implement ongoing program activities and revise activities as needed
* Provide remedial speech-language services for regular school and exceptional students in special education programs as identified by Education Code in all categories (e.g., SLP, SLD, TBI, Autism, ID, OHI, Deaf H/H)
* Counsel students, parents, and other professional and paraprofessional personnel regarding the social, emotional, and educational needs as related to communication of the students within the speech-language programs
* Provide an educational environment which establishes, maintains, and reinforces appropriate student behavior, attitudes, and social skills
* Provide a variety of educational and remedial experiences based on an objective oriented format to stimulate an interest in speech-language remediation
* Case manage and maintain a variety of student records, including anecdotal records for each student which outlines his or her speech-language program, daily lesson plans, objectives, and instructional activities, and the expected result of the Individualized Education Program
* When appropriate, recommend augmentative devices or develop communication boards, folders, etc. to address communication needs
* Advise school personnel regarding available resources

Administration/Management

* Organize, direct, or coordinate programs that include responsibility for budgeting, staffing, reporting and other similar activities
* Aid school administration in developing and providing policies and/or programs
* Establish and communicate practices and procedures to students, parents, community and staff
* Work to integrate program into total school curriculum
* Prepare thorough and accurate reports in a timely manner
* Make recommendations to modify the school program to meet individual student's needs
* Supervise an educational assistant as appropriate

Assessment/Evaluation

* Assess the speech-language needs of students as assigned in order to design and implement appropriate remediation and instructional plans and strategies
* Gather and interpret data from individuals, groups, or programs to evaluate needs and program
* Explain nature and purpose of assessment in an understandable manner
* Demonstrate knowledge of theories, techniques and instruments used for assessment
* Make provisions for the attainment and evaluation of program goals
* Communicate effectively, both orally and in writing, with school personnel, students, parents and the community
* Evaluate ongoing programs/plans
* Revise programs based on assessment

Intervention

* Deliver services to students and others to improve skills/functional abilities or inform recipients of services
* Provide activities to foster the development of the whole child/student
* Demonstrate positive interpersonal relationships with students, educational staff, parents, and the community
* Assist teachers and students in implementing plans/strategies
* Involve students in setting objectives
* Use systematic processes to assess needs, plan interventions and evaluate outcomes
* Serve as a mandated reporter for suspected child abuse

Collaboration

* Collaborate with school personnel, parents and the community to assist with and coordinate the delivery of services to students
* Present information about services offered to students, school personnel, parents, and the community
* Assist parents and students with individual needs to secure available services; create a positive climate during consultation
* Serve on or leads multidisciplinary teams; and respects values different from his/her own

Professional Development

* Facilitate professional development activities to achieve goals
* Seek input from staff
* Plan, implement, and evaluate professional development programs
* Disseminate information at meetings
* Develop procedures and provide training for school personnel, students, and parents.\
* Attend I.E.P. meetings, staff meetings, department meetings, and inservices

PHYSICAL DEMANDS/WORK ENVIRONMENT:

* Sit for extended periods of time
* Stand in one area for extended periods of time
* Ascend and descend steps
* See for the purpose of reading and understanding laws and codes, rules and policies, directives, and other related matter
* Hear and understand speech at normal levels, in person and over the phone
* Understand and carry out oral and written directions
* Communicate so others will clearly understand normal conversation
* Reach in all directions
* Think clearly and rationally to solve problems
* Travel from site to site

Salary: Certificated Salary Schedule/Hourly

Category: Certificated/Unrepresented Depending on Credential/Licensing

Reports to: Director of Special Education

Approved by the Board of Trustees: 2/10/11

Requirements / Qualifications

Requirements / Qualifications

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