Speech and Language Pathologist [SY26-27]

Speech and Language Pathologist

This position is part of the FRCSTA bargaining unit. Salary is commensurate with experience, including education level and professional-level years of service. Reports to: Director of Student Services, Building Principal, or Designee Location: Elementary, Middle or High School Subject: Speech and Language Pathology

Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity and is proud to be an equal-opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.

District / School Overview

Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across Southeastern Massachusetts. Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds, ethnicities, and experiences. Families in our three vibrant school communities (Elementary, Middle, & High School) speak over 20 languages and live in over 20 sending districts. Diversity is one of our greatest strengths; it drives positive student learning and life at our school. At FRCS, we value equity, teamwork, respect, and growth and have committed to hiring and retaining a diverse staff and employees committed to an antiracist curriculum and ideals.

Job Summary:

The Speech and Language Pathologist (SLP) conducts comprehensive evaluations and provides direct service to identified students in their classrooms and small group or individual settings outside of the classroom. The Speech and Language Pathologist (SLP) delivers a variety of targeted interventions and instruction designed to develop receptive and expressive language skills, improve oral-motor control for speech production and vocalization, and facilitate the use of assistive technology devices for communication. The SLP develops IEP goals, objectives, and language-based accommodations and shares information with families during IEP meetings. The SLP works as part of the Special Education team, providing modeling and consultation to classroom staff and participating as a member of their assigned school's Student Support Team.

Responsibilities:

The successful candidate for this position will:

• Provide appropriate and effective speech-language intervention to identified students in all areas of speech-language disorders, such as articulation, language, fluency, and voice
• Screen and evaluate students referred for speech, language, and pragmatic concerns promptly; and effectively share findings with staff and parents through participation in eligibility determination Team meetings
• Write and maintain Individualized Education Plan goals for students on their caseload, including all related documents (i.e., progress reports, amendments, etc.)
• Provide direct speech and language services (individual and small group) for students on their caseload
• Collect accurate data to monitor student progress on IEP goals and objectives
• Teach within inclusive and substantially separate classroom environments and provide classroom teachers with appropriate guidance regarding students developing language skills
• Ensure compliance with all state regulations regarding service delivery and timelines
• Collaborate with district SLPs to analyze speech and language outcomes and evaluate instructional support programs to recommend appropriate changes in methods, designs, materials, and implementation
• Communicate consistently and effectively with students, families, staff, and administration
• Provide RTI services as needed for at-risk students
• Perform other duties assigned by the Director of Student Services
• Collaborate with classroom teachers, special education staff, and other stakeholders to coordinate services and support student learning.
• Communicate regularly with students, families, and colleagues to provide updates on student progress and recommendations for additional support.
• Utilize various instructional strategies and resources to engage students and promote speech development.
• Participate in professional development activities to enhance speech and language instruction and therapy knowledge and skills.
• Maintain accurate records of student attendance, progress, and services provided.

General Expectations:

• Provide services to students with communication disabilities that will allow them to access the curriculum and participate in school and community life as defined by their IEPs and RTI.
• Deliver instruction effectively by establishing high expectations for all students, presenting new material explicitly and in a developmentally appropriate manner, connecting new learning to students' prior knowledge, helping students understand the relevance of what they are learning, differentiating based on student's needs, and using a variety of pedagogic approaches
• Manage oneself by being organized, prepared, and punctual
• Manage resources, meet deadlines, follow through on commitments
• Act in ways that directly support the mission and vision of FRCS
• Learn and grow as a professional
• Use clear verbal and written communication and active listening skills
• Develop and maintain rapport and effective relationships with young children and adults contacted in carrying out duties and responsibilities by using courtesy, diplomacy, collaboration, cooperation, and professional conduct
• Contribute to the goals and success of all teams and team members through collaboration, cooperation, and flexibility in team discussions, activities, and decision-making
• Maintain high ethical standards, legal responsibility, and confidentiality
• Demonstrate commitment to anti-bias, anti-racist education
• Attend building and district meetings to promote communication and mutual decision-making among the staff
• Attend established traditional school-sponsored activities (e.g., Back to School Night, Open House, programs, activities) agreed upon by the building administrator and per the FRCSTA contract
• Regular attendance is a necessary function; absences should be rare and in alignment with district attendance and punctuality standards
• Responsible for implementing other job-related duties as needed

Qualifications - Required:

• Bachelor's Degree from an accredited college or university
• Required to be SEI Endorsed within one year of employment
• Demonstrate subject matter competency in the areas of teaching
• Knowledge of research-based math intervention strategies and instructional methods.
• Strong assessment skills and the ability to analyze student data to inform instructional decisions
• Deep commitment to DEI and anti-bias, anti-racist approaches to education and service.
• Candidates are subject to background checks, including CORI clearance and fingerprinting.
• Current authorization to work in the United States
• Candidates must have such authorization by their first day of employment.

Qualifications - Preferred:

• Master's Degree preferred
• Massachusetts Teachers Certification in Speech, Language and Hearing Disorders and Massachusetts License in Speech and Language Pathology (All Levels)
• Ability to handle a multitude of varying and complex issues
• Proficiency in multiple languages, reflecting our diverse student population

Work Environment & Physical Requirements:

The majority of work is performed in a school/classroom environment. The noise level in the environment is usually moderate. Regular attendance is a necessary function; absences should be rare and in alignment with district attendance and punctuality standards

Physical Requirements:

While performing the duties of this job, the teacher is frequently required to kneel, stoop, bend, and crouch. The teacher is periodically required to stand while talking and listening. The teacher is occasionally required to sit, walk, lift, or carry.