Audiologist

Overview POSITION TITLE (Oracle title) AUDIOLOGIST WORKING TITLE Audiologist SCHOOL/DEPARTMENT Special Education Services (SES) LOCATION Crossroads II, Cary, NC PAY GRADE Speech-Language Pathologist/Audiologist Certified Salary Scale FLSA STATUS Exempt ELIGIBILITY FOR EMPLOYMENT CONTRACT Yes WORK WEEK SCHEDULE Monday-Friday (occasional evenings and weekends) POSITION PURPOSE: Provides audiology services which support the federal civil rights law under the Rehabilitation Act of 1973, section 504 (provides protection against discrimination for individuals with disabilities and general education students as part of the Multi‑Tiered System of Supports (MTSS) process). Identifies, assesses, assists in managing, and maintains data of students with hearing loss and auditory processing disorders. MINIMUM QUALIFICATIONS: KNOWLEDGE, SKILLS, AND ABILITIES (KSAs) Comprehensive knowledge of the theory, principles, and methods of audiology. Comprehensive knowledge of school-based audiology practices. Comprehensive knowledge of the Individuals with Disabilities Education Act (IDEA) policy and procedure and section 504 policy and procedure. Comprehensive knowledge of Common Core State Standards, Extended Common Core State Standards, and the Wake County Public School System (WCPSS) curriculum implementation regarding policies governing services for student’s communication disabilities. Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, Power Point; Google Apps. Strong organizational and planning skills. Ability to adapt or design equipment for individual needs. Ability to select and administer appropriate assessment and treatment activities. Ability to plan, implement, administer and coordinate an audiology program. Ability to collect, interpret, and analyze student, clinician, and teacher performance data in order to generate effective courses of action. Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback. Ability to guide the learning process toward achievement of established Individualized Education Program (IEP) goals. Ability to lead and motivate staff. Ability to establish and maintain effective working relationships, and build consensus with school administrators, teachers, support staff, central services, audiologists, and parents. EDUCATION, TRAINING, AND EXPERIENCE Doctorate degree obtained in an approved program in Audiology. Passage of the NTE/Praxis in Audiology. CERTIFICATION AND LICENSE REQUIREMENTS A license from the North Carolina Board of Examiners for Speech‑Language Pathology and Audiology. Department of Public Instruction Audiology Certificate. Must hold and maintain a valid motor vehicle operator’s license with a good driving record according to the State of NC requirements. PREFERRED QUALIFICATIONS: Experience in pediatric audiology including evaluation and amplification. Knowledge of federal and state requirements for the delivery of special education and related services. ESSENTIAL DUTIES AND RESPONSIBILITIES: WCPSS Audiology Clinic Provides developmentally appropriate hearing assessment for preschool‑aged children with developmental delays undergoing special education assessment through the Office of Early Learning (OEL) at WCPSS Audiology Clinic and off‑site preschool locations. Serves as audiology liaison for Office of Early Learning (OEL), including interpretation of outside audiological evaluations and follow‑up recommendations. Collaborates with OEL for assessment and placement of preschool students with known hearing loss within the school district. Assesses school‑age students with known or suspected hearing loss referred for clinical evaluation; relays result to referring audiologist. Itinerant Responsibilities Performs screenings and/or diagnostic hearing assessments based on student’s age and developmental ability; assesses students’ functional ability to access auditory information in the classroom. Provides guidance to students, parents, and school staff regarding the effects of hearing loss on communication, academic performance, psychosocial development, and daily living skills. Participates in educational planning for students as a member of various multidisciplinary teams. Collects and interprets objective and subjective data to evaluate and monitor effects of hearing loss in the classroom setting. Provides service plans based on measured or observed student needs and evidence‑based practices. Provides recommendations regarding classroom accommodations and modifications based on individual student need. Maintains expertise on hearing aids and cochlear implants, understanding the interface with hearing assistive technology, and determines how to integrate all student hearing devices into other instructional technology in use in the classroom. Evaluates the need for hearing assistive technology; selects, fits, and maintains hearing assistive technology. Performs all necessary verification and validation practices to evaluate, monitor, and adjust student amplification. Provides training to students and school staff on the use of assistive hearing technology, amplification troubleshooting, and audiological accommodations in the classroom. Trains and supervises school staff for the hearing screening program. Provides ongoing follow‑up to schools with prompt attention to each referral received. Periodically supervises clinical doctoral students. Participates in professional development to address areas of need based on program outcomes data. Maintains and monitors data on the amount and type of audiology services for students. Maintains individual chart notes in a timely manner. Analyzes service delivery data to evaluate outcomes and efficacy. WORK ENVIRONMENT/PHYSICAL REQUIREMENTS This job operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, phones, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, students, parents, mental health professionals, and external agencies. Work is considered light physical work, requiring the exertion of up to ten pounds of force. The work frequently requires driving automotive equipment. EFFECTIVE DATE: 3/2026 #J-18808-Ljbffr