Speech and Language Pathologist

Position Summary The Speech‑Language Pathologist is accountable for providing diagnostic and therapeutic services to students with speech and language disorders consistent with the policies of the Framingham Public Schools and in compliance with state and federal Special Education regulations. By delivering evidence‑based clinical interventions and fostering strong school‑family partnerships, the Speech‑Language Pathologist ensures that all students have equal access to high‑quality instruction and communication success. This commitment aligns with Framingham Public Schools’ high expectations for achievement, equal access to quality instruction, academic proficiency for all students, and closing the achievement gap among subgroups within the schools. Speech and Language Pathologist – King Elementary School 2026‑2027 School Year Certificates, Licenses, Registrations Valid Massachusetts Teaching License (Speech‑Language Pathology – All Levels) American Speech‑Language‑Hearing Association Certificate of Clinical Competency Training and Experience Educational Requirement: Master’s Degree from an accredited college or university in Speech‑Language Pathology (with a supervised internship) is required. Professional Experience: Proven track record of conducting comprehensive diagnostic testing and delivering high‑quality therapeutic support. Experience working with pediatric or adolescent populations with neurological or physical disabilities is preferred. Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is encouraged. Skills and Ability Clinical Intervention & Support: Ability to design and implement specialized programs for students with language, speech, and hearing disabilities, including the use of instructional technology like AAC devices to individualize instruction. Data‑Driven Decision Making: Proficiency in selecting, administering, and interpreting standardized diagnostic tests to inform clinical decisions and track student progress toward IEP goals. Multi‑Tiered Systems of Support (MTSS): Ability to work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams to develop proactive, school‑wide strategies that promote academic success and social‑emotional wellness. Collaborative Consultation: Skill in providing advice and expertise to general education teachers and school staff; serving as a liaison between families, school‑based teams, and community agencies to coordinate complex cases. Restorative Practices & Crisis Management: Mastery of restorative justice, conflict transformation, and de‑escalation techniques; ability to provide immediate crisis intervention and lead re‑entry meetings for students returning from outside placements. Compliance & Ethics: Thorough knowledge of the principles, practices, and ethical standards of school social work/counseling, including the maintenance of clinical confidentiality and accurate record‑keeping. Instructional Technology: Proficiency in using Google Workspace for Education and specialized data‑tracking software to manage caseloads, monitor progress, and facilitate collaborative planning. Communication: Ability to communicate clearly and concisely to diverse stakeholders, effectively translating clinical observations into actionable educational strategies for teachers and parents. Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families, ensuring language accessibility in all clinical communications. Professionalism & Clinical Composure: Maintain regular, predictable, and punctual attendance; exhibit professional composure and objective judgment when responding to high‑stakes emotional situations or behavioral escalations. Essential Duties and Responsibilities I. Clinical & Student Support Provide speech and language screenings and comprehensive assessments; select, administer, and interpret diagnostic tests to identify student needs. Plan and implement remedial programs, strategies, and techniques for students with language, speech, and hearing disabilities. Monitor and evaluate student progress, adjusting therapeutic activities and materials as needed to ensure optimal growth. Provide direct instruction and therapy sessions in alignment with established school objectives and student‑specific needs. II. Systemic Liaison & Advocacy Consult with parents, faculty, administrators, and specialists concerning the language, speech, and hearing needs of students. Respond to inquiries and provide information concerning program activities, providing referrals to outside agencies when appropriate. Serve as an active member of IEP and student study teams, interpreting clinical findings for diverse stakeholders. Act as a bridge between the school community and external clinical providers to ensure a cohesive support network for students. III. Staff & Family Consultation Coordinate and present in‑services and staff consultations regarding communication disorders and special education procedures. Regularly provide advice and expertise to general education teachers to support the creation of effective academic and social/emotional learning environments. Collaborate with the interdisciplinary team to coordinate and implement behavior management techniques within the therapeutic setting. Assist families in understanding communication disorders and implementing home‑based strategies. IV. Management & Compliance Design, implement, and monitor Individual Educational Plans (IEP) and develop Plans of Care for Medicaid‑eligible students. Maintain accurate daily records and data collection to document attendance and progress, ensuring all Medicaid documentation requirements are met. Prepare and maintain a variety of clinical reports related to diagnostic testing and program activities. Manage time, materials, and equipment effectively to balance a complex caseload across the district. V. Professional Responsibilities and Development Commit to ongoing professional development, staying current with evidence‑based practices and antiracist pedagogical frameworks. Contribute to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed. Plan and supervise purposeful assignments for educational support staff and volunteers to maximize their impact on student learning. Physical Working Conditions Mobility, Navigation & Travel: Must move about and traverse throughout the school building and grounds; requires the ability to navigate effectively throughout classrooms, cafeterias, and playgrounds for supervision and instruction. Stationary Tasks: Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings. Sensory Requirements: Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments. Communication: Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference. Manual Dexterity & Technology: Frequent use of hands to finger, handle, or feel. Must be able to operate a computer, input data, and utilize instructional technology and office productivity machinery continuously throughout the day. General Physical Strength: Ability to lift, move, and position classroom materials and equipment (up to 30 lbs) such as books, supplies, and bulk student devices. Working Environment: Must be able to adapt to dynamic, higher‑noise school environments during classroom instruction, recess, and observations. Interaction & Focus: Must interact routinely with diverse stakeholders, meet multiple high‑level demands simultaneously, and maintain focus on student needs amid frequent interruptions. Behavioral De‑escalation & Resilience: Capacity to remain calm and professional when exposed to student behavioral challenges or high‑stakes emotional situations; ability to model and apply de‑escalation techniques as needed. Reports To Building Principal (and/or Designee). The performance of this job will be evaluated in accordance with the Framingham Teachers Association (Unit A) Contract. Fair Labor Standards Act (FLSA) Classification This position is classified as Exempt (Professional). Terms of Employment Covered under Framingham Teachers Association (Unit A) Contract. Work Year: 185 days (Ten‑Months). The District reserves the right to transfer personnel as needed. Equal Employment Opportunity (EEO) Framingham Public Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Framingham Public Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the District has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Framingham Public Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, ancestry, marital status, or veteran status. The Framingham Public Schools prohibit sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located at the Framingham Public Schools School Committee website. Framingham Public Schools Nondiscrimination Notice. Revised2025. #J-18808-Ljbffr