Elementary Speech and Language Pathologist

Welcome to Maine School Administrative District #75 (MSAD 75)

Serving Maine's Midcoast communities of Bowdoin, Bowdoinham, Harpswell, and Topsham, MSAD 75 is home to over 2,350 students and more than 600 faculty and staff members.

MSAD 75 is seeking a passionate and dedicated Speech and Language Pathologist (SLP) to join our PreK-5th grade team for the 2026-2027 school year. This position is currently serving students at Bowdoinham Community School 4 days per week and Williams Cone School 1 day per week and is focused on providing comprehensive speech and language services to elementary-aged students with moderate to severe communication needs.


Position: Beginning August 25, 2026, 2026-2027 school year

JOB GOALS: The Speech and Language Pathologist is a collaborative specialist responsible for identifying and supporting communication needs that prevent students from accessing the core curriculum. This role moves beyond isolated clinical therapy to champion a language-rich, inclusive environment By collaborating closely with general education teachers, Learning Strategists, and Special Educators, the SLP proactively embeds communication supports, Augmentative and Alternative Communication (AAC), and linguistic strategies directly into the general education setting to the greatest extent possible. The District remains committed to placing Speech and Language Pathologists where they can most effectively support our students. Specific assignments and locations may be shifted based on student needs around the District.

REQUIRED QUALIFICATIONS:

• Valid Maine State Licensure from the Board of Speech-Language Pathology, Audiology, and Hearing Aid Suppliers.
• Master's Degree in Speech-Language Pathology
• Valid State of Maine Department of Education Background Check (CHRC) authorization.
• Experience working with students with a range of disabilities.
• Thorough understanding of special education laws (IDEA), IEP process, assessment methods, and evidence-based therapy strategies.
• Strong collaboration and communication skills.
• Effective behavior management skills.
• Proficiency in using technology for instruction and record-keeping.
• Excellent organizational and time-management skills.
• Ability to work independently and as part of a team.
• Patience, empathy, and a genuine commitment to the success of students with disabilities.

How to apply for CHRC/Certification

KEY RESPONSIBILITIES:

Promote an Inclusive Culture:

• Serve as a champion for communication equity, ensuring that all students-regardless of verbal ability-have a reliable, robust way to express themselves and participate in the school community.
• Foster a school-wide understanding that behavior is communication and advocate for linguistic neurodiversity.

Collaboration for Core Instruction:

• Partner with general education teachers to language-map the core curriculum, ensuring that vocabulary and complex directions are accessible to all learners.
• Universal Design for Learning (UDL): Develop and model the use of visual supports, graphic organizers, and assistive technology that benefit the whole class, not just those with IEPs.
• Collaborate with building administrators to guide and train other professionals on how to prompt for communication without creating "prompt dependency."
• Collaborate with building administrators to provide training related to speech and language development and educate team members about using this knowledge to guide individualized student progress

Collaboration for Intervention:

• Participate in grade-level MTSS teams to identify students struggling with phonology, semantics/vocabulary, syntax, or social communication, designing proactive interventions to prevent later literacy gaps.
• Conduct comprehensive evaluations to determine the impact of communication disorders on academic and social success.
• Conduct frequent brief assessments to monitor progress and adjust the intensity of language supports in real-time.
• Establish and maintain strong, collaborative partnerships with families to support communication carry-over between home and school.

IEP Development and Implementation:

• Serve as the case-manager for students with IEPs, ensuring services and specially designed instruction are data driven and implemented with integrity.
• Manage special education compliance for students with a speech-language impairment, including timely and legally-sound development of IEPs and re-evaluations, and ensure effective data-driven documentation in accordance with IDEA and state regulations, always upholding the mandate of Least Restrictive Environment.
• Coordinate services for students with complex communication needs, including the selection, programming, and implementation of various AAC tools, including high and low tech systems (voice output devices, switches, PECS, core boards, etc.) within the Least Restrictive Environment (LRE).
• Provide direct service that best meets the needs of the student, using a service delivery model that promotes integration of skills and inclusion of the student.

To view the payscale and benefits offered, please refer to the Contract between the MSAD 75 Board of Directors and the Merrymeeting Teacher Association.

Why MSAD 75?

• Professional Growth: At MSAD 75, employees grow professionally, build strong relationships, and help shape the future of our community one student at a time.
• Supportive Environment: We strive to build an environment that is diverse in perspectives, talents, backgrounds, and experiences.
• Comprehensive Benefits: MSAD 75 offers a Flexible Benefits Plan, including medical and dental coverage, flexible spending account (FSA), 403(b) & 457(b) plans, MainePERS, employee assistance program (EAP), professional development reimbursement, paid time off and more!
• State-of-the-Art Facilities: The Orion Performing Arts Center provides a cultural beacon in the region, offering first-rate live performances and enriching experiences for both staff and students.

MSAD 75 is an equal opportunity employer and does not discriminate on the basis of race, color, national or ethnic origin, religion, gender, sexual orientation, marital or parental status, age, ancestry, or disability in its employment or in the administration of its educational policies and programs.