1.0 FTE Speech-Language Pathologist

Walled Lake Consolidated Schools

Educational Services Center

850 Ladd Road, Building D

Walled Lake, MI 48390

Phone: View phone number on click.appcast.io

Assistant Superintendent Fax: View phone number on click.appcast.io

1.0 FTE Speech-Language Pathologist

Buildings TBD

2024-25 School Year

Required Qualifications

• Valid Michigan Speech-Language Pathology License and American Speech Language Hearing Association CCC (Michigan Teaching Certification preferred)
• Knowledge and skills in the subject area of speech-language pathology and related areas (e.g. literacy)
• Highly-developed interpersonal communication, group facilitation, organization, planning, scheduling, technology and time management skills
• Demonstrated ability to implement and follow through on simultaneous projects and tasks
• Knowledge of current research base across a range of disorders, changing trends and best practices in the field of speech and language pathology and ability to put this learning into action in the schools
• Experience and knowledge of children and youth from early intervention through adult transition age
• Knowledge of the workings of a school environment including an understanding of state and federal rules and regulations governing special education, Michigan Academic Standards, district curriculum, and specially-designed instruction
• Knowledge and/or experience with integrating technology into the learning process
• Ability to maximize technology for effective communication with students, staff and parents
• Ability to build professional and collegial relations with staff and parents
• Ability and desire to adapt, learn and grow as an educator
• Regular and reliable attendance
• Other duties as assigned

Reports To: Assistant Superintendent of Special Services

Responsibilities

1. Provide direct and consultative services that are culturally and educationally appropriate, effective, engage students, and reflect evidence-based practices

2. Provide speech and language evaluations and reevaluations that clearly document the presence/absence of a student's delay, the impact of a delay on access to or progress in general education, and the need for special education in accordance with student and family rights

3. Provide appropriate and dynamic service delivery methods consistent with the wide variety of individual student needs

4. Collaborate with families and provide opportunities for families to be involved in the student's speech and language services

5. Establish a parent support component with home visits as needed

6. Provide indirect services that support students' educational programs, including analyzing the speech and language demands of the curriculum to design service plans and programs, providing staff development, observing students in classrooms, planning and preparing lessons, and communicating and coordinating with outside agencies

7. Attend and facilitate IEPs and METs

8. Support the use of augmentative/alternative communication systems for students and classrooms for which these systems are deemed appropriate

9. Engage in professional learning and learning communities that enhance personal, student, department and district goals

10. Perform indirect activities that support students in the least restrictive environment, including designing, facilitating, and/or supporting pre-referral assessment, instructional problem-solving, and intervention activities

11. Collaborate with classroom teachers and other professionals for students in both general and special education

12. Plan, conduct and implement in-service of teachers, parents, counselors, paraprofessionals and volunteers, when appropriate

13. Participate in activities that prevent academic and literacy problems

14. Coordinate with principals, teachers and other school personnel to improve use of existing school programs and procedures, as well as to plan and implement new programs and procedures related to the educational and communication needs of the students

15. Support multi-tiered systems of support (MTSS) by participating in problem solving meetings, engaging in data-based decision-connections that facilitate school success making and consulting with staff around the language-learning

16. Contribute to various building or district initiatives

17. Perform compliance activities such as conducting assessments and evaluations in accordance with family and student rights and partnering with teams to determine eligibility and recommended services that are compliant with state and federal regulations governing special education

18. Maintain accurate case records and documentation

19. Monitor, document and communicate student progress towards individualized goals on a regular basis

20. Use data to drive decision-making for prevention, intervention, student evaluation and program evaluation

Essential Functions of the Job

• Must be present at the work site to perform duties
• Must be able to manage stressful situations
• Must be able to lead and manage groups of people and individuals
• Must be able to communicate effectively
• Must be able to build and maintain a safe environment
• Must be able to meet the physical demands of the job including but not limited to: walking, kneeling, sitting on the floor, rising from the floor, bending, and lifting at least 20 pounds

The Essential Functions here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with qualified disabilities to perform the essential functions.

Salary to commensurate with current Master Agreement and within the parameters of current budgetary constraints.

Please submit resume, transcripts, certificates and references through Oakland Human Resources Consortium. We will not accept any faxed or mailed applications/resumes. Everyone except current WLEA bargaining unit members must apply through the Oakland Human Resources Consortium.

Current WLEA bargaining unit applicants must apply in writing to Haley Treloar, Human Resources.

Deadline for internal applications: May 7, 2024

Deadline for external applications: Until filled