Speech and Language Pathologist

Title Speech and Language Pathologist SY26/27 Employment Type Full time, ten‑month instructional period (12‑month work year) Reports To Building principal Job Summary The School Psychologist supports the academic, social, emotional, and behavioral success of all students within the elementary school setting. The psychologist works collaboratively with teachers, administrators, families, and support staff to provide comprehensive psychological services, including assessment, consultation, intervention, and prevention. This professional ensures compliance with state and federal special education regulations, assists in developing Individualized Education Programs (IEPs), and supports a positive school climate through data‑driven practices. The School Psychologist plays a vital role in helping students reach their full potential by fostering safe, supportive, and inclusive learning environments aligned with Illinois State Board of Education standards and District 144’s mission. Education, Certification, and Licensure Valid Illinois Professional Educator License (PEL) with a School Service Personnel Endorsement in School Psychology (Type 73) Master’s or Specialist Degree in School Psychology from an accredited program Knowledge of IDEA, Section 504, and state special education regulations Experience with psychoeducational assessment, behavioral consultation, and intervention planning Strong written and oral communication skills Ability to work effectively within a multi‑tiered system of supports (MTSS) Experience Prior experience in an elementary school setting preferred Experience conducting comprehensive evaluations and interpreting assessment data Familiarity with functional behavior assessments (FBA), behavior intervention plans (BIP), and social‑emotional learning (SEL) supports Experience consulting with teachers and families to design academic and behavioral interventions Knowledge of data‑based decision‑making and progress monitoring Essential Duties and Specific Responsibilities Conduct psychoeducational evaluations to determine student eligibility for special education and related services Assess students’ cognitive, academic, adaptive, behavioral, and emotional functioning using standardized tools and observations Provide consultation to teachers, administrators, and parents regarding academic, social, emotional, and behavioral concerns Participate as a core member of the Student Support Team (SST) and IEP teams Develop and assist in implementing evidence‑based interventions within general and special education settings Support Response to Intervention (RtI) and MTSS frameworks through data analysis and progress monitoring Contribute to the development of functional behavior assessments and behavior intervention plans Provide crisis intervention and support to students and staff when needed Collaborate with community agencies and service providers to coordinate comprehensive student support Assist in developing and maintaining a positive school climate and social‑emotional learning initiatives Maintain accurate and confidential student records in accordance with district, state, and federal guidelines Engage in professional learning to stay current with best practices in psychology and education Skills and Abilities Strong analytical and problem‑solving skills Ability to interpret and explain complex psychological data to staff and families Skilled in developing interventions that address both academic and behavioral needs Effective communication and interpersonal skills for working with students, parents, and staff Proficiency in using data management systems and technology for documentation and reporting Capacity to manage multiple cases, deadlines, and priorities with attention to detail Empathy, cultural competence, and commitment to diversity and inclusion in educational practice Other Skills and Abilities Strong ethical standards and confidentiality in handling sensitive information Ability to build trust and rapport with students, staff, and families Flexibility in adapting to varied student needs and school environments Collaborative approach to problem‑solving and team‑based service delivery Dedication to student advocacy and equitable access to educational opportunities Terms of Employment Salary $50,727 – $64,233, based on market comparisons determined by the Superintendent and Board of Education and CBA union negotiated terms. Twelve‑month work year. Physical Requirements Climb ladders – seldom; kneel – seldom; lift/carry >50 lbs – seldom; push/pull 50+ lbs – seldom; talk – frequent; climb stairs – seldom; lift/carry under 10 lbs – occasionally; push/pull under 10 lbs – seldom; crawl – seldom; lift/carry 10–25 lbs – seldom; push/pull 10–25 lbs – seldom; squat – seldom; walk – frequent; hear – frequent; lift/carry 25–50 lbs – seldom; push/pull 25–50 lbs – seldom; stoop/bend – occasionally. Work Environment The School Psychologist works primarily within an elementary school setting, providing services across general and special education classrooms. The position involves both individual and small group work with students, as well as consultation and collaboration with staff and families. Work requires movement between classrooms, meetings, and office spaces throughout the school building and may serve multiple schools within the district. Occasional lifting of testing materials (up to 25 lbs) and extended periods of sitting for assessments are required. The environment is typically fast‑paced, with frequent interruptions and collaboration demands. Regular working hours follow the district academic calendar; some evening meetings or parent conferences may be required. EEO Statement The information contained in this job description is in compliance with the Americans with Disabilities Act and is not an exhaustive list of the duties performed for this position. Additional duties performed by the individual holding this position may be assigned. #J-18808-Ljbffr Prairie-Hills Elementary School District 144