Speech Language Pathologist - Special Education

Permanent Speech Language Pathologist to begin in the 2025-26 school year.

$5000 sign-on bonus for new to district and first time Speech Language Pathologists

Salary range $65,011-$107,630

Additional SPED Stipend $1,415

2 Additional Days paid at Daily rate for a total of 192 days per school year

Medford SD 549C Job Description

Our Mission: ALL Own Their Present and Future, ALL Are Known and Challenged, ALL Achieve Their Potential, ALL Options are Open and Hopeful

Job Title: Speech Language Pathologist


Classification : Certified


Supervisor: Principal


FLSA Status: Exempt


Contract : 192 Days

Summary: The Speech and Language Pathologist diagnoses student needs in speech and language and works collaboratively with school personnel in designing and implementing plans for the remediation of speech and language problems.

Essential Duties and Responsibilities:

• Screens, evaluates and identifies individual communication needs for students.
• Plans and implements a program of study following federal, state, and district goals as well as school goals/curriculum that meets individual needs and development of students.
• Plans and implements the student's program (IEP) for speech/language by selecting specific activities, materials, and methods related to diagnostic findings and recommendations of the evaluation team.
• Organizes and conducts IEP meetings and manages the IEP process following law and district requirements.
• Maintains accurate, complete, and confidential records as required by law, district policy, and administrative regulations
• Works with team members to accomplish mutually agreed-upon goals.
• As appropriate, participate in staff meetings, speech, and language specialist meetings, in-service meetings, and other meetings.
• Strives to maintain and improve professional competence through workshops, seminars, conferences, classes, and other professional development activities.
• Participates in building-level student support meetings as appropriate and multi-disciplinary teams to determine eligibility and services needed collaboratively.
• Meets and works effectively with diverse individuals and groups of people.
• Effectively works with and responds to people from diverse cultures or backgrounds.
• Responds cooperatively and positively to supervision and direction.
• Develops and maintains positive, appropriate professional relationships with students and recognizes necessary boundaries in interacting with students.

Professional Preparedness and Growth

• Experience differentiating practices for diverse populations.
• Ability to work effectively and collaboratively with diverse students, staff, and community populations.
• Familiarity with District guidelines and speech and language procedures and guidelines.

Principles of Teaching and Learning

• Cultivates and models a respectful working and learning environment.
• Works effectively and collaboratively with diverse student, staff, and community populations.

Multi-Ethnic/Multi-Cultural Education

• Aware and appreciates cultural diversity and the importance of communication skills reflecting sensitivity to the feeling of all persons regardless of their race, color, religion, sex, age, or national origin.
• Includes culturally diverse themes in lessons and instruction, including historical or other information on cultures that significantly impact the world, nation, or community.

Classroom Management

• Assists the administration in implementing all policies and/or rules governing student conduct, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom and school fairly and justly.

Communication Skills

• Establishes and maintains open lines of communication with students and parents/guardians concerning all assigned students' academic and behavioral progress.
• Works harmoniously with others and communicates effectively (both orally and in writing) with students, parents, and staff.

Organizational Responsibilities:

• Manages time to complete required special education paperwork.
• Utilizes technology fluently to manage all the components of student programs.

Marginal Duties and Responsibilities:

• Uses computer technology for specified program tasks and uses it with students as needed for instruction or communication.
• Performs other duties as assigned by the site administrator.
• If assigned, provide effective and competent supervision of SLPAs or other instructional assistants.
• Prepares and maintains required district, state, and federal records and reports.
• Works collaboratively with school and district administrators and staff.

Supervisory Responsibilities: All Medford School District employees supervise students and maintain a safe environment.


Qualifications: An individual must perform each essential duty satisfactorily to perform this job successfully. The requirements listed below represent the knowledge, skills, and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.

Education and/or Experience: Must hold a Master's Degree from an accredited college or university and/or certified by ASHA. Successful experience in a variety of clinical and public school settings. Evidence of multicultural knowledge and cultural competency; bilingual and/or multicultural experience strongly preferred. CF-SLPs are welcome and will be provided with on-site supervision by a fully licensed SLP.

Interpersonal Skills: Ability to interact appropriately with teachers, staff, community members, and students. Focuses on solving conflict; maintains confidentiality; Contributes to building a positive team spirit.

Language Skills: Ability to communicate verbally and in writing fluently in English. Preference may be given to applicants fluent in English and Spanish. Ability to present information and respond effectively to questions in one-on-one, small and large group situations with students and other school staff. Ability to read and interpret documents such as safety rules, operating and maintenance instructions, procedure manuals, and governmental regulations. Ability to write routine reports and correspondence.

Mathematical Skills: Ability to calculate figures and amounts such as discounts, interest, proportions, percentages, area, circumference, and area. Ability to apply basic concepts of algebra, geometry, fractions, percentages, ratios, and proportions to practical situations.

Reasoning Ability: Ability to apply common sense understanding to complete instructions furnished in written, oral, schedule, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.

Computer Skills: General knowledge of computer usage and ability to use database software, e-mail, internet software, spreadsheets, teaching software, and word processing software.


Certificates, Licenses, Registrations: Must hold a Speech Pathology License issued by the Oregon Board of Examiners or be appropriately licensed by the Teacher Standards and Practice Commission with a Speech Impaired Endorsement.


Physical Demands: The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.

• Stamina for 8 hours of student instruction and supervision.
• Use of hands for repetitive motions, such as writing and typing.
• Standing/Walking: 3-6 hours/day and sitting 2-4 hours/day.
• Occasional bending, kneeling, squatting, climbing of stairs or ladders.
• Lifting/carrying: Up to 40 lbs.
• Occasional physical interaction with students, as provided by law, and to ensure the physical safety of the student and/or others.
• Close vision (clear vision at 20 inches or less).
• Distance vision (clear vision at 20 feet or more).
• Peripheral vision (ability to observe an area that can be seen up and down or to the left and right while eyes are fixed on a given point).
• Speak clearly enough to be able to be understood by others.
• Identify and understand the speech of another person.
• Emotional stability to work effectively under pressure and control all aspects of the job.

Work Environment: The work environment characteristics described here represent those employees may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.

The noise level in the work environment is usually low to moderate. Employees may be exposed to blood-borne pathogens, temperature fluctuations, fumes, odors, and dust.

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) whenever it deems advisable.

EQUAL OPPORTUNITY EMPLOYER

Medford School District 549C is an Equal Opportunity Employer, and in accordance with Federal and State legislation, including Title IX, title VIII, ORS 659.150, does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, marital status, religion, national origin, age, or disability in employment or educational programs.

Medford School District 549C is an equal opportunity employer and provides qualifying veterans and disabled veterans with preference in employment in accordance with ORS 408.225, 408.230, and 408.235.

Qualifying veterans and disabled veterans may obtain preference by submitting as verification of eligibility, a copy of the Certificate of Release or Discharge from Active Duty (DD Form 214 or 215) or a letter from the US Dept. of Veteran's Affairs indicating receipt of a non-service connected pension to your application by the closing date. Disabled Veterans must also submit a copy of their Veteran's disability preference letter from the Dept. of Veteran Affairs, unless the information is included on the DD Form 214/215.