Speech and Language Pathologist

Speech And Language Pathologist - Perry Elc

Utilizing leadership, advocacy and collaboration, the Speech And Language Pathologist provides prevention, assessment and remediation services for students who exhibit difficulties in the areas of language, speech, voice and fluency and are designed to help students meet their educational needs. The Speech And Language Pathologist continuously improves their practice through professional learning and collaboration with peers.

The Ypsilanti Community Schools expects that each Speech And Language Pathologist:

• Commits to ongoing learning and the development of their craft; encourages, supports and mentors ongoing learning in students.
• Commits to high expectations for students, developing a vision of success for each student and moving that student towards its achievement.
• Commits to positive relationships and communication, promoting and modeling a safe and supportive learning culture for all.
• Commits to honoring all students, embracing their community and diversity.
• Commits to establishing a learning environment through collaborative approaches that is accountable for effective instruction, assessment and data-driven decision-making.
• Commits to using community resources to improve instruction.
• Commits to collegiality and professionalism of self and staff.

Essential duties and responsibilities include:

• Using a variety of appropriate formal and informal tools and techniques including observations and interviews to evaluate the progress and performance of students and families.
• Assessing to determine students' communication skills for the purposes of developing recommendations for prevention and intervention plans that enable students to benefit from their educational experience.
• Collaborating and consulting with educational teams to implement strategies that focus on the interrelationship of language processes of listening, speaking, reading, and writing and literacy development for students at risk or with communication disorders.
• Participating on the multidisciplinary educational team and educational planning process to identify communication disorders, determining program eligibility and developing services recommendations.
• Working collaboratively with staff to create instructional intervention plans to support learning targets in communication/language/speech in all educational settings.
• Instructing staff for the purpose of providing information on communicative disorders, use of assistive devices and feeding techniques and implementing prevention and intervention plans.
• Understanding and intentionally using formative assessment in the classroom to inform instruction and students learning for students with communication concerns.
• Collecting, analyzing, and interpreting various formal and informal assessments and evaluation strategies to evaluate and modify interventions to support the educational program.
• Participating in collegial conversations surrounding student achievement on a regular basis, influencing individual, grade, and/or department instruction based on collective examination of student performance.
• Promoting services to students and their families within the context of multicultural understanding and competence that enhances families' support of students learning experiences.
• Collecting and integrating information about community heritage in instruction.
• Providing services to students in ways that build upon individual strengths and offers students maximum opportunities to participate in the planning and direction of their own learning experience.
• Coordinating meetings and processes for eligible students for the purpose of presenting evaluation results, developing intervention plans, and/or providing training to parents/guardians, students and staff.
• Researching resources and methods for the purpose of determining the appropriate approach for addressing students' needs.
• Acting as a public relations agent for the success and image of the district.
• Communicating regularly with students, parents, families and administration in advocacy of student growth.
• Developing communication plans that adjust for varying levels of parent involvement and inclusion.
• Participating in professional development, maintaining appropriate certification and qualifications and keeping current in changing pedagogy.
• Protecting the confidentiality of student records and releasing personal data in accordance with state law and board policies.
• Participating in district and school initiatives, adhering to building and district school improvement plans.
• Maintaining accurate case records and documentation.
• Conducting behavior to demonstrate collegiality and professionalism.
• Adhering to district and school rules and procedures.
• Regular predictable attendance.

Qualifications:

• Master's degree in speech and language pathology required.
• Valid Michigan teaching certificate with full approval to teach Speech and Language Impaired or Certificate of Clinical Competence (CCC) from ASHA.
• Educational experience preferred.

Language skills, technical skills, mathematical skills, reasoning ability, interpersonal skills, physical demands, environmental adaptability, application procedure and terms are also required.