Long-Term Substitute Speech-Language Pathologist

Long-Term Substitute Speech-Language Pathologist

North Stonington Public Schools, North Stonington, Connecticut

Position Information:

Reports To: Director of Special Services and Building Principal or Designee

Classification: Certified Staff

Employment Status: Temporary, Long-Term Substitute

Bargaining Unit: [Applicable Bargaining Unit/Non-Union]

FLSA Status: Non-Exempt

Assignment Period: On or about March 8, 2027, through the end of the 2026-2027 school year.

Compensation: Substitutes will be placed on Step One of the appropriate salary schedule set forth in the teachers' collective bargaining agreement.

Benefits: This temporary position is not eligible for health insurance or other fringe benefits.

Position Purpose:

Under the direction of the Director of Special Services, the Long-Term Substitute Speech-Language Pathologist provides speech and language services to students across the district during the temporary assignment period. The Speech-Language Pathologist evaluates, identifies, and provides intervention for students with communication needs that affect educational performance, including needs related to articulation, phonology, receptive and expressive language, fluency, voice, social/pragmatic communication, and augmentative and alternative communication. The Speech-Language Pathologist works collaboratively with students, families, educators, related service providers, and other members of multidisciplinary teams to support student access, participation, communication, independence, and educational progress across school environments.

Essential Duties and Responsibilities:

Evaluation, Eligibility, and IEP Responsibilities:

Conducts comprehensive speech and language evaluations using appropriate standardized and non-standardized assessment measures, observations, interviews, record review, and other relevant data. Interprets evaluation results and prepares clear, comprehensive written reports and recommendations for Planning and Placement Team consideration. Participates in PPT meetings, reevaluations, annual reviews, and other student support meetings as appropriate. Assists the PPT in determining the educational impact of identified communication needs and the need for special education and/or related services. Develops measurable speech and language goals and objectives based upon individual student needs. Determines and recommends appropriate service delivery models, frequency, duration, setting, and consultation based upon individual student needs. Monitors student progress toward IEP goals and provides progress reporting in accordance with District procedures and required timelines. Maintains accurate evaluation, service, progress monitoring, and special education documentation utilizing CTSEDS and other District systems.

Speech and Language Services:

Provides direct and consultative speech and language services to students in individual, small-group, classroom-based, and other educational settings in accordance with student IEPs. Provides evidence-based intervention addressing articulation, phonological processes, receptive and expressive language, fluency, voice, social/pragmatic communication, and other identified communication needs. Supports the development and use of functional communication skills across academic, social, vocational, and community-based environments. Supports students who utilize augmentative and alternative communication (AAC) and collaborates with staff and families to promote consistent use across settings. Selects, develops, and utilizes appropriate therapeutic materials, technology, communication systems, and assistive technology to support student access and progress. Adjusts interventions and service delivery based upon student performance data, progress monitoring, educational needs, and PPT decisions. Provides services across preschool, elementary, middle, and high school settings based upon district and student needs.

Consultation and Collaboration:

Collaborates with general education teachers, special education teachers, paraeducators, related service providers, administrators, and families to support student communication across educational environments. Provides consultation, strategies, modeling, and resources to educational staff to promote the generalization of communication skills. Collaborates with occupational therapists, physical therapists, school psychologists, social workers, behavior specialists, teachers, and other team members when student needs require an interdisciplinary approach. Consults with families regarding student communication needs, progress, strategies, and supports. Collaborates with outside providers and agencies, as appropriate and with required authorization, to promote continuity of student programming. Supports transitions between grade levels, schools, programs, and postsecondary environments as appropriate.

Student Support and Educational Access:

Supports students' access to the general education curriculum and participation in school activities through appropriate communication supports and accommodations. Provides recommendations regarding classroom strategies, accommodations, communication supports, and assistive technology. Supports students in developing independence, self-advocacy, functional communication, and social communication skills. Works collaboratively with educational teams to support inclusive practices and the provision of services within the least restrictive environment. Maintains a safe, supportive, inclusive, and student-centered therapeutic environment.

Professional Responsibilities:

Maintains appropriate service schedules and documentation of services provided. Maintains student records and confidential information in accordance with FERPA, IDEA, District procedures, and applicable state and federal requirements. Participates in professional development and maintains knowledge of current evidence-based practices in school-based speech-language pathology. Maintains required Connecticut certification and professional licensure. Participates in district and school-based meetings, committees, and professional learning activities as assigned. Manages and maintains speech-language materials, assessments, AAC resources, equipment, and supplies. Provides appropriate transition and continuity of services at the conclusion of the temporary assignment. Performs other duties consistent with the role as assigned by the Director of Special Services, Building Principal, or Superintendent/designee.

Equipment:

Uses computers, educational software applications, CTSEDS, standardized and informal assessment materials, augmentative and alternative communication systems, assistive technology, communication devices, therapeutic materials, and standard office equipment.

Travel Requirements:

Regular travel between district schools and programs may be required based upon student assignments and program needs. Travel to community locations, professional meetings, evaluations, and training activities may also be required.

Knowledge, Skills, and Abilities:

Knowledge of typical and atypical speech, language, and communication development across preschool through high school. Knowledge of assessment and evidence-based intervention practices related to articulation, phonology, receptive and expressive language, fluency, voice, social/pragmatic communication, and functional communication. Knowledge of augmentative and alternative communication and assistive technology used to support student communication. Knowledge of IDEA, Section 504, FERPA, Connecticut special education requirements, IEP development, progress monitoring, and school-based service delivery. Ability to conduct comprehensive speech-language evaluations and clearly interpret and communicate evaluation findings. Ability to develop measurable IEP goals and use student performance data to monitor progress and guide intervention. Ability to provide services to students with a broad range of communication and educational needs across preschool through grade 12. Ability to collaborate effectively with students, families, educators, administrators, related service providers, and community professionals. Strong written and verbal communication, organization, time-management, problem-solving, and professional judgment skills. Ability to manage a caseload and coordinate services across multiple school settings. Ability to maintain confidentiality and comply with professional, ethical, state, federal, and District requirements.

Physical and Mental Demands, Work Environment:

Works in school, classroom, therapy, and community-based educational environments. The position requires the ability to: Move throughout classrooms, school buildings, and educational environments. Work with students across a range of developmental levels and educational settings. Communicate effectively with students, staff, families, and community partners. Manage multiple priorities, schedules, evaluations, and required timelines. Utilize assessment materials, therapeutic materials, communication devices, assistive technology, and other equipment. Respond appropriately to changing student needs and educational situations. Assist students in accessing communication systems and educational materials as appropriate. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Qualifications Profile:

Certification/Licensure: Valid Connecticut State Department of Education certification with Endorsement #061 - Speech and Language Pathologist, or other applicable authorization to serve in the position, as required. Valid Connecticut Department of Public Health Speech and Language Pathologist license required. Must maintain all certifications and licenses required for school-based practice in Connecticut throughout the assignment.

Education: Master's degree in Speech-Language Pathology or a related field and appropriate Connecticut credentials.

Experience: Experience providing speech and language services to children and adolescents in an educational setting preferred. Experience conducting comprehensive speech-language evaluations and developing and implementing IEP goals preferred. Experience working with students across a range of ages, disabilities, and communication needs preferred. Experience with augmentative and alternative communication and assistive technology preferred. Experience with early childhood and preschool-aged students preferred. Experience with CTSEDS or comparable special education documentation systems preferred.

Employment Information:

This is a temporary, long-term substitute assignment beginning on or about March 8, 2027, and continuing through the end of the 2026-2027 school year. This position is established to provide continuity of speech-language services during a temporary staffing need and does not constitute a guarantee of employment beyond the stated assignment period. This position is not eligible for health insurance or other fringe benefits. Leave