Speech Language Pathologist

Speech Language Pathologist JOB TITLE: SPEECH LANGUAGE PATHOLOGIST REPORTS TO: Assigned administrator/supervisor JOB OBJECTIVE: Facilitates the identification and remediation of communication disorders that adversely affect educational performance, helping students achieve maximum benefit from the educational program. MINIMUM QUALIFICATIONS Valid state Department of Education license or certificate as determined at the time of appointment. Valid state board of speech-language pathology and audiology license. Adheres to the licensure code of professional conduct for Ohio educators. Anticipates time constraints and manages tasks efficiently to meet deadlines. Complies with drug‑free workplace rules, board policies, and administrative guidelines/procedures. Embodies high ethical standards/integrity and accepts personal responsibility for decisions and conduct. Exhibits consistent, impartial, and resourceful decision‑making skills; interprets information accurately, evaluates options thoroughly, and develops reasonable solutions to resolve issues. Maintains a record free of criminal violations that would prohibit public school employment. ESSENTIAL FUNCTIONS Provides speech-language services and pursues ongoing program improvements. Communicates program objectives and performance expectations to students, parents, and staff. Keeps current with state standards and guidelines; collaborates with staff, students, families, and the community to delineate short- and long-range speech/language program needs and opportunities. Prepares the assessment and treatment area and requisitions required supplies. Follows due process procedures to qualify students to receive services. Performs screening activities (e.g., child‑find, new students, grades designated by the board). Performs follow‑up activities with students who have not passed earlier screening procedures. Collaborates with staff to identify and resolve problems that impede student learning and ensures assessment procedures support non‑biased planning activities. Follows district protocols to safeguard student information shared with staff and/or referral sources. Explains therapy roles and responsibilities to staff (e.g., evaluations, therapeutic interventions). Administers and interprets diagnostic tests, considers assistive technology needs, and identifies an intervention strategy. Documents observations of students in classrooms and/or other program settings. Assists with the multi‑factored evaluation (MFE) process and meets mandated paperwork timelines. Helps intervention teams incorporate speech/language therapy activities into the Individualized Education Plan (IEP) for classroom students meeting eligibility requirements. Uses a variety of treatment techniques to address speech and language disorders (e.g., verbal and written language, voice, articulation, fluency, interactive communication, auditory and/or visual processing, cognition/communication). Helps families, students, and staff understand how therapy goals relate to the educational program. Ensures services are provided in the least restrictive educational environment. Teaches skills that help students manage the learning environment (e.g., assistive technology, augmentative devices, use of instructional and media resources, access and proximity to activities). Provides opportunities for all students to participate in an inclusive educational environment. Advocates for students, observes student demeanor, and investigates/reports atypical behavior. Helps students better understand themselves, make appropriate choices, and grow academically. Promotes cultural awareness, self‑reliance, problem‑solving, critical‑thinking, and creativity skills. Facilitates student learning activities that encourage teamwork and positive peer relationships. Provides information to help families assist students with speech and language activities at home. Documents student progress and prepares recommendations that comply with state requirements. Helps staff and families address student academic and behavioral concerns. PROFESSIONAL BEHAVIOR Contributes to an effective and positive work and learning environment; completes all assigned duties. Develops mutually respectful relationships with co‑workers and functions as part of a cohesive team. Encourages community participation in school‑sponsored activities. Helps students understand and embrace ethical conduct and democratic values. Maintains a professional appearance and wears appropriate work attire. Maintains an acceptable attendance record and is punctual. Pursues the continuous advancement of academic standards. Respects privacy and maintains confidentiality of privileged information. Strives to develop rapport and serve as a positive role model for others. COMMUNICATION & INFORMATION Actively participates in staff meetings, conferences, and other required school activities. Prepares and maintains accurate records; submits required paperwork on time. Provides prompt notification of personal delays or absences. Refers district policy interpretation questions to an appropriate administrator. Uses active listening and problem‑solving techniques to resolve questions and concerns tactfully. Uses diplomacy and self‑control when dealing with others and respects diversity. PROFESSIONAL DEVELOPMENT Keeps current with advances in technology associated with work assignments. Maintains applicable credentials and complies with all state licensure requirements. Works toward mastery of individualized development and performance goals as directed. SAFETY & ETHICS Intervenes to prevent or stop bullying and inappropriate student behavior. Provides appropriate supervision and implements effective pupil management procedures; upholds the student conduct code and maintains high expectations for acceptable student behavior. Reports suspected child abuse or neglect to civil authorities as required by law. Monitors for situations that may indicate a problem. OTHER DUTIES Assists with unexpected or urgent situations as needed. Helps implement workplace initiatives that advance district goals. WORKING CONDITIONS Safety is essential to job performance. Employees must exercise caution and comply with standard safety regulations and district procedures when involved in the following situations: Balancing, bending, climbing, crouching, kneeling, reaching, or standing. Exposure to adverse weather conditions and temperature extremes. Exposure to airborne particulates, chemical irritants, combustible materials, electrical hazards, equipment vibrations, loud sounds, moving mechanical parts and odors; exposure to wet and/or slippery surfaces. Exposure to blood‑borne pathogens and communicable diseases. Interaction with aggressive, disruptive, or unruly individuals. Lifting, carrying, and moving work‑related supplies or equipment. Operating and/or riding in a vehicle. Traveling to meetings and work assignments. POSITION TYPE Position Type: Full‑time COMMUNITY & EQUAL OPPORTUNITY The district is an equal‑opportunity employer. This job description identifies primary responsibilities and is not intended to be a complete list of all duties performed. #J-18808-Ljbffr