Speech-Language Pathologist

Speech Language Pathologist

2026/2027 School Year

Position Title: Speech Language Pathologist – 0.6 FTE (this is a 3 day per week position)

Posting Date: May 27, 2026

Internal Closing Date: June 2, 2026

General Closing Date: June 15, 2026/Until filled

Education and/or Experience: Master's degree in Speech and Language or appropriate ASHA certification.

Qualifications Requirements

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The following is a list of qualifications for the position, any one of which may be waived by the Board in exercising its prerogative to determine qualifications.

Essential Duties and Responsibilities

• Experience using a variety of appropriate formal and informal tools to assess students' communication skills (e.g., articulation, fluency, voice, expressive and receptive language, etc.).
• Experience participating in the multidisciplinary educational team and education planning process to identify communication disorders, determine eligibility, and develop service recommendations.
• Experience providing direct services, push-in services, consultative services and instruction for students with significant communication and learning disorders, including autism.
• Experience providing assessment and intervention for preschool and elementary students with articulation and expressive/receptive language needs, supporting early communication skills, and access to the general education curriculum
• Experience using a variety of data collection tools to evaluate the progress and performance of students.
• Experience with TEACCH, applied behavior analysis, PECS, Core Vocabulary and social skills instruction.
• Knowledge of the general education curriculum and knowledge of how to accommodate the general education curriculum for special education students.
• Experience using a broad range of strategies and classroom structures appropriately aligned to students' learning targets.
• Experience with augmentative communication devices.
• Experience conducting Functional Communication Analysis
• Strong collaboration skills required.
• Data collection and progress monitoring required.
• Regular and reliable attendance.
• Other duties may be assigned.

Language Skills

Read, analyze, and interpret general counseling periodicals, professional journals, technical procedures, or governmental regulations. Write reports, business correspondence, and procedure manuals. Effectively present information and respond to questions from groups of managers, clients, customers, and the general public.

Mathematical Skills

Work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

Reasoning Ability

Solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

Other Skills and Abilities

Apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Use appropriate language and accompanying techniques with adolescents on one to one basis as well as in groups. Establish and maintain effective relationships with students, peers and parents; skill in oral and written communication.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee will occasionally sit, walk or stand. The employee will occasionally reach forward or above the head more than the average person. Ability to visit various buildings in the district. The employee must occasionally lift and/or move and push up to 90 pounds such as students and students in wheelchairs. Specific vision abilities required by this job include close vision, distance vision, and depth perception.

Work Environment

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate. The employee is frequently exposed to infection at a greater risk than the average person. The employee is directly responsible for the safety, well-being of students.

Method of Application: Internal candidates must submit a letter of interest to Barb Leonard at View email address on click.appcast.io, and Anne Nakon at View email address on click.appcast.io by 4 pm on the internal closing date.

External candidates must file an application with the Human Resources Department online. The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation, gender identity, and gender expression), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category, (collectively, "Protected Classes"), in its educational programs and activities, including employment opportunities. An Equal Opportunity Employer.